在日常生活中，同個時間進行兩件事是很常見的，例如一邊開車一邊講話，或是一邊走路一邊聽音樂等都屬於雙重任務。一般認為姿勢控制都已自動化，但許多研究發現，姿勢的控制也是需要有專注力的支持，像是老人、帕金森氏症等病人執行在不同的站姿下，同時進行認知任務時，他們的站姿表現會因為另一個任務而受到影響表現更差，然而有關姿勢控制的雙重任務對發展性協調障礙兒童為主的研究不多。發展性協調障礙兒童指的是一群沒有明顯的醫療問題或智能障礙，但卻出現明顯的動作協調缺失，而且此障礙非一般醫學疾病造成。過去關於發展性協調障礙兒童執行雙重任務時任務表現的研究呈現不一致的結果，有的研究結果顯示，在執行雙重任務時，兩個任務都受到負面的影響，也有結果顯示兩個任務都有正向的影響，或是其中之一任務呈現負面影像，但另一任務呈現正向影響；此外文獻較少比較不同的認知作業對發展性協調障礙兒童維持站立平衡的影響，因此本研究之目的為探討與比較視覺工作記憶與聽覺工作記憶對發展性協調障礙兒童和正常發展兒童在維持站立平衡之差異，同時也想比較此差異是否受到不同的站姿之影響。研究選取20位正常發展兒童及20為發展性協調障礙兒童，每位兒童均接受單純平衡控制及同時進行工作記憶任務的情況下的平衡控制，平衡控制有簡單的兩腳平行站及較困難的雙腳前後站，工作記憶任務分為視覺空間與聽覺兩種，平衡控制的表現以壓力中心的瞬間速度及軌跡表示，認知作業的表現則以答對率與反應時間表示，本研究以雙重任務虧損的差值﹝雙重任務減去單獨作業﹞表示雙重任務對站立平衡表現的影響。研究結果顯示，發展性協調障礙兒童與正常發展兒童的站立平衡皆受到同時執行認知任務的影響，且此影響有組別差異，此差異會受到站立姿勢的影響，但卻不因認知任務的不同而有差異。進一步分析，發展性協調兒童在雙腳前後站時，雙重任務是一種干擾，此干擾不因聽覺工作記憶或視覺空間工作記憶而有差異，然而正常發展兒童進行雙重任務時，他們的姿勢穩定度卻會增加，或許對正常發展兒童來說，雙重任務有助於增加他們的專注力，而增加姿勢穩定度。

It is very common to do two tasks at the same time in daily living, such as talking while driving, listening to music while walking. Doing two tasks at the same time is called dual task. Postural control used to be considered as an automatic process. However, many studies have shown that postural control needs attention, especially in the elderly, and persons with Parkinson’s diseases. Such information is limited in children and furthermore less in children with developmental coordination disorder (DCD). DCD refer to the difficulty in motor coordination and such difficulty cannot be explained by any general medical condition. Difficulty of motor skill and high variability of motor performance are main characteristics of children with DCD. Research results of the effects on the standing postural control in children with DCD are inconsistent. Some results show that performing a concurrent cognitive task will impair the postural control in children with DCD, but some show the opposite results. The concurrent cognitive task may be a visual-spatial working memory task, or an auditory working memory task. The effects may also be different. Therefore, the purpose of this research is to examine the effect of a dual task condition on the standing postural control in children with DCD. Twenty children with DCD and 20 typically developing (TD) children participated in the study. Two types of concurrent working memory tasks: visual spatial and auditory, and two kind of standing conditions: standard stance and tandem stance were the experiment tasks. The performance of standing postural control task was expressed with the velocity and trajectory of center of the pressure (COP). The cognitive task performance was expressed by accuracy and reaction time. We used the dual task costs (performance in dual task condition minus performance in single task condition) as the dependent variables for analyses. The results showed that there was group effect of dual task cost, and such effect was affected by standing postures, but not affected by working memory tasks. That is children with DCD showed worse standing stability in tandem stance condition while concurrently performing a working memory task, but TD children had better standing stability while concurrently performing a working memory task. However such effect was not different between performing a visual spatial task and performing an auditory task. In conclusion, children with DCD showed worse standing stability in dual task condition; TD children showed better standing stability in dual task condition. Dual task condition may enhance the attention in TD children, but not in children with DCD.

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