目的：與一般兒童的母親相比，ADHD（Attention Deficit/Hyperactivity Disorder）兒童的母親對兒童行為的歸因多為負向歸因，而該負向歸因可能會影響後續兒童的行為或學習表現。本研究旨在探討母親歸因偏誤與兒童價值導向記憶能力之相關性。
方法：本研究對象共有36對國小四年級至國小六年級的兒童及其母親，其中15對母子為ADHD-C＇組（含過動/衝動主顯型與混合型），以及21對母子為對照組。母親填寫以親子日常互動的正向和負向行為題目檢測成因所在衍生的歸因偏誤（個人化歸因偏誤或外在化歸因偏誤）的IPSAQ（internal, personal and situational attributions questionnaire）典範的問卷，而兒童執行電腦化價值導向記憶作業，被要求盡可能的回憶字詞，以得出總分及選擇性指標。
結果：ADHD-C＇組母親有呈現個人化歸因偏誤，且該歸因偏誤與兒童的選擇性指標呈現中度負相關，而對照組母親的外在化歸因偏誤與兒童正確回憶的字詞量呈現中度負相關。所有母親都呈現外在化歸因偏誤，即與負向行爲相比，所有母親對兒童正向行為都較多歸因於媽媽自身。
結論：ADHD特質兒童的母親的負向歸因可能會影響孩子的價值導向記憶效能，而一般兒童的母親選擇對自己有利的歸因模式可能會影響孩子的工作記憶。由於過去研究指出工作記憶與使用價值導向記憶策略之間存在關聯，故本研究推論，當給予孩子價值導向記憶策略時，不論是ADHD特質兒童或一般兒童，幫助兒童在日常生活中專注於有價值訊息，可以提升他們的記憶效能，並且較有可能提高學業成就。建議未來以母親歸因訓練及兒童價值導向記憶策略訓練，改善親子互動。

The present study was to determine if mothers of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD) show distinct attribution biases and examine these biases whether affect children's value-directed memory. Participants were children from grade 4 to grade 6 and their mothers, 15 mother-child pairs in the ADHD-C' group (including predominantly hyperactive/impulsive presentation and combined presentation) and 21 mother-child pairs in the control group. Mothers filled in the IPSAQ (internal, personal and situational attributions questionnaire)'s paradigm questionnaire to examine the attribution bias (personalizing bias or externalizing bias) derived from the positive and negative behavioral problems of parent-child daily interaction. Children studied words paired with different values and were asked to recall words as possible by a computerized selectivity task. Results revealed the personalizing bias in the ADHD-C' group, and that personalizing bias of mothers was moderately negatively correlated with the selectivity index of children in the ADHD-C' group. The externalizing bias of mothers was moderately negatively correlated with the number of words correctly recalled by children in the control group. The findings emphasize the need to educate parents about attributions and the value-directed memory strategy to support their children's development.

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