目的：Ni、Huang 與 Guo (2011) 驗證早期發展正常極低出生體重早產兒在六歲入學期間仍具執行功能缺損之困難，且後續研究以認知與情緒兩層面探討早產兒的執行功能發展，發現部分早產兒的執行功能缺損在學齡前至學齡期持續存在。但過去針對早產群體多以分別討論認知與情緒執行功能缺損為主，較少討論兩者之間的關聯性，且未有橫跨不同發展階段來探討發展時序相對較早的認知執行功能是否影響後續情緒執行功能的表現。目前已有研究發現情緒執行功能的運作歷程中需要與認知執行功能相互協調，才能提升個體自我調控的能力，從而作出具適應性的行為並達成目標。故本研究欲探討早產兒學齡前認知執行功能與學齡期情緒執行功能之間的相關性，並檢驗學齡前各項認知執行功能部件對學齡期情緒執行功能的預測力。
方法：本研究參與者來自「財團法人中華民國早產兒基金會—全國極低體重早產兒兩歲追蹤檢查計畫」轉介之台南區2003年3月至2013年2月出生且符合早期發展正常收案標準之極低出生體重早產兒，共132名納入分析。本研究共進行兩次評估，第一次評估於六至七歲期間進行，以魏氏兒童智力測驗第四版 (WISC-IV)、廣泛性非語文注意力測驗 (CNAT)、Knox方塊仿效測驗 (KCT)、倫敦塔 (ToL) 及威斯康辛卡片分類測驗 (WCST)，評估學齡前智能表現與認知執行功能（抑制能力、工作記憶、認知彈性及計畫能力）；第二次評估於八至九歲期間進行，以魏氏兒童智力測驗第四版 (WISC-IV)與台灣兒童版生態衡鑑，評估學齡期智能表現與情緒執行功能（延宕滿足、情緒調節及心智理論）。兩次評估後對學齡前認知執行功能與學齡期情緒執行功能進行相關分析，並以迴歸分析了解學齡前認知執行功能對學齡期情緒執行功能的預測力。另，以學齡前全量表智商 (FSIQ) 進行分組，並以0.5個標準差為分組切點，低於平均數0.5個標準差以下為「低智能組」（共35人），介在低於平均數0.5個標準差至高於平均數0.5個標準差之間為「中智能組」（共67人），高於平均數0.5個標準差以上為「高智能組」（共30人），並分別檢驗學齡前不同智能表現之早產兒學齡前認知執行功能與學齡期情緒執行功能的相關性，繼而分別以迴歸分析了解各組的學齡前認知執行功能對學齡期情緒執行功能之預測力。
結果：（1）在整體參與者中，學齡前計畫能力和抑制能力與學齡期心智理論相關；學齡前四項認知執行功能與學齡期延宕滿足相關；學齡前認知彈性和抑制能力與學齡期正向情緒調節相關，而學齡前計畫能力和抑制能力則與學齡期負向情緒調節相關。上述相關性之顯著水準達 p < .01會被納入迴歸分析，結果顯示學齡前抑制能力可預測學齡期心智理論；學齡前四項認知執行功能可預測學齡期延宕滿足的預期行為指標，抑制能力則可預測策略運用；學齡前計畫能力和抑制能力可預測學齡期負向情緒調節。（2）低智能組的學齡前計畫能力和工作記憶與學齡期心智理論相關；學齡前工作記憶、認知彈性及抑制能力與學齡期延宕滿足相關；學齡前計畫能力與學齡期的正向和負向情緒調節相關，學齡前抑制能力則與學齡期的負向情緒調節相關。上述相關性之顯著水準達 p < .01會被納入迴歸分析，結果顯示學齡前工作記憶可預測學齡期心智理論；學齡前計畫能力可預測負向情緒調節。（3）中智能組之學齡前計畫能力與學齡期心智理論相關；學齡前四項認知執行功能與學齡期延宕滿足相關；學齡前認知彈性和抑制能力分別與學齡期正向和負向情緒調節相關。上述相關性之顯著水準達 p < .01會被納入迴歸分析，結果顯示學齡前抑制能力可預測學齡期延宕滿足的預期行為指標；學齡前認知彈性可預測學齡期正向情緒調節。（4）高智能組之學齡前計畫能力、認知彈性及抑制能力學齡期延宕滿足相關；學齡前認知彈性和工作記憶分別與學齡期正向和負向情緒調節相關。上述相關性之顯著水準未達 p < .01，故未納入迴歸分析。
結論：學齡前各項認知執行功能與學齡期情緒執行功能相關，且學齡前認知執行功能可預測學齡期情緒執行功能表現，顯示早產兒的執行功能發展軌跡與過去理論一致，早期認知執行功能很可能作為後續情緒執行功能發展之基礎能力，並且影響情緒執行功能的表現。隨學齡前智能表現不同，與學齡期情緒執行功能相關且具預測力之認知執行功能部件也有所不同。結果可提供相關領域之學者與臨床工作者對早產兒認知與情緒執行功能的發展歷程和兩者間的關係有更深入的瞭解，且呼應精準醫學的概念，針對不同智能表現之兒童提供最佳認知與情緒執行功能相關性和預測力之組合，為建立早期介入方案提供實徵研究之證據基礎。

The present study aimed to investigate the relationship between preschool cognitive executive function (EF) and school-age emotional EF in very low birth weight preterm children with normal early development. One hundred and thirty-two children born VLBW were followed up between the ages of 6 and 10. Cognitive EF was assessed using the backward digit span subtest of WISC-IV, Knox’s Cube Test, Tower of London (ToL), Wisconsin Card Sorting Test (WCST) and Comprehensive Non-verbal Attention Test Battery (CNAT) between the ages of 6 and 7. Emotional EF was assessed using the Emotional EF Ecological Assessment Battery for Children in Taiwan between the ages of 8 and 9. Furthermore, VLBW preterm children were divided into three groups based on the full-scale intelligence quotient (FSIQ) tested at the first assessment to investigate the relationship between two EF in children with different intellectual performance. VLBW preterm children showed preschool cognitive EF correlated with and predicted school-age emotional EF. Further analysis showed that components of cognitive executive function that were correlated with and predicted school-age emotional executive function differ based on intelligence. This study revealed that the developmental trajectory of EF in VLBW preterm children with normal early development was similar to the theory of EF and preschool cognitive EF provides the foundation for school-age emotional EF. Also, VLBW preterm children with different FSIQ used various components of cognitive EF during the process of emotional EF. Therefore, individualized intervention including cognitive EF training is necessary for VLBW preterm children with emotional EF deficits.

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