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研究生： 林靜兒
Ellen Ching-er Lin
論文名稱： 老年人的變異練習效應: 自我控制與動作技能水準
Effects of variable practice on older adults: Self-control and motor skill levels
指導教授： 卓俊伶
Jwo, Jun-Ling
學位類別： 博士
Doctor
系所名稱： 體育學系
Department of Physical Education
論文出版年： 2007
畢業學年度： 95
語文別： 中文
論文頁數： 130
中文關鍵詞： 老年人 、變異練習 、自我控制 、動作技能水準
英文關鍵詞： older adults, variable practice, self-control, motor skill level
論文種類： 學術論文
相關次數： 點閱：154  下載：35 
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    • 實驗一探討自我控制對老年人在變異練習動作表現與學習的效應，將36位參加者隨機分派至變異練習－自我控制組、變異練習－無自我控制組或恆常練習組，依變項為絕對誤差值與變異誤差值，實驗工作為三段式N字型相對時宜的按鍵工作。經變異數分析發現，有無自我控制變異練習的絕對誤差值與變異誤差值在獲得期、立即與延遲保留中未達統計顯著差異，但兩組變異練習的絕對誤差值在獲得期與立即保留中均大於恆常練習組。實驗一結論為老年人在變異練習情境的動作表現與學習不受自我控制影響。實驗二探討自我控制對不同動作技能水準老年人動作表現與學習的效應。將48位參加者分成高動作技能水準－自我控制組、高動作技能水準－無自我控制組、低動作技能水準－自我控制組、以及低動作技能水準－無自我控制組。經變異數分析發現，動作技能水準與自我控制的絕對誤差值與變異誤差值在獲得期、立即與延遲保留的交互作用未達統計顯著差異。實驗二結論為動作技能水準不因自我控制而影響老年人的動作表現與學習。實驗一與實驗二係以基模學習與自我調整學習的觀點進行討論。

    Experiment 1 was designed to examine the effect of self-controlled variable practice on motor performance and learning in older adults. Thirty six participants were randomly assigned to one of the variable practice with self-control, variable practice without self-control, and constant practice groups. Dependent variables were absolute error (AE) and variable error (VE) scores. Experimental task was a three movement patterns of “N” shape that had the same relative timing. ANOVA for acquisition, immediate, and delayed retentions indicated that no significant differences were found on variable practice under both with and without self-control in terms of AE and VE scores. But constant practice group were significant less than variable practice groups on AE score in acquisition and immediate retention. It was concluded that no effect of self-controlled variable practice on motor performance and learning in older adults. Experiment 2 was set up to investigate the effect of motor skill level on self-controlled motor performance and learning in older adults. Forty eight participants were randomly assigned to one of the high motor skill level with self-control, high motor skill level without self-control, low motor skill level with self-control, and low motor skill level without self-control groups. ANOVA for acquisition, immediate, and delayed retentions indicated that no interactions were found between motor skill levels and self-control in terms of AE and VE scores. It was concluded that no effect of motor skill levels on self-controlled motor performance and motor learning in older adults. Experiment 1 and 2 were discussed from the view point of schema learning and self-regulated learning.
    Key words: older adults, variable practice, self-control, motor skill level

    口試委員與系主任簽字證書..................................................................... i 授權書......................................................................................................... ii 中文摘要..................................................................................................... iii 英文摘要..................................................................................................... iv 謝誌............................................................................................................. v 目次............................................................................................................. vi 圖次............................................................................................................. ix 表次............................................................................................................. x 第壹章 緒論...................................................................................... 01 第一節 前言.................................................................................. 01 第二節 研究目的.......................................................................... 10 第三節 研究的假定與限制…....…………………….................. 11 第四節 名詞解釋.......................................................................... 12 第五節 研究重要性...................................................................... 15 第貳章 理論基礎與文獻討....................................................... 17 第一節 老化的相關理論.............................................................. 17 第二節 基模理論…………........…………………….………..... 19 第三節 基模理論相關文獻探討.........................……..…........... 23 第四節 自我決定理論.................................................................. 30 第五節 自我調節學習.................................................................. 33 第六節 文獻探討小結.................................................................. 37 第參章 實驗一................................................................................. 39 第一節 問題背景......................................................................... 39 第二節 實驗參加者..................................................................... 42 第三節 實驗儀器與軟體............................................................. 42 第四節 實驗設計......................................................................... 44 第五節 實驗流程......................................................................... 46 第六節 資料處理與分析............................................................. 50 第七節 結果................................................................................. 51 第八節 討論................................................................................. 62 第肆章 實驗二................................................................................ 65 第一節 問題背景......................................................................... 65 第二節 實驗參加者..................................................................... 68 第三節 實驗設計......................................................................... 68 第四節 實驗流程......................................................................... 70 第五節 資料處理與分析............................................................. 75 第六節 結果................................................................................. 76 第七節 討論................................................................................. 88 第伍章 綜合討論........................................................................... 95 第一節 自我控制的動作表現與學習............... 95 第二節 自我控制與動作技能水準的動作表現與學習............ 99 第三節 獲得期試作次數的檢核.................. 101 第陸章 結論與建議....................................... 104 第一節 結論.................................. 104 第二節 建議...................................... 106 引用文獻............................................. 108 中文部分................................ 108 英文部分......................................... 109 附錄................................. 115 附錄一 實驗參加者需知及同意書（實驗一）........................ 115 附錄二 實驗參加者需知及同意書（實驗二）........................ 116 附錄三 實驗一各項描述統計與推論統計摘要表.................... 117 附錄四 實驗二各項描述統計與推論統計摘要表.................... 125 圖 次 頁次 圖1 實驗場地佈置圖.......................................................................... 43 圖2 相對時宜按鍵距離的實驗工作圖.............................................. 43 圖3 快、中、慢三種速率相對時宜的實驗工作圖.......................... 44 圖4 實驗一流程圖.............................................................................. 49 圖5 a：變異練習－自我控制組誤差分布圖。b：變異練習－無自 我控制組誤差分布圖。c：恆常練習組誤差分布圖................ 52 圖6 實驗一動作準確性絕對誤差值的平均數曲線圖...................... 55 圖7 實驗一動作穩定性變異誤差值的平均數曲線圖...................... 58 圖8 實驗二流程圖.............................................................................. 74 圖9 a：低動作技能水準－自我控制組誤差分布圖。b：低動作技能水準－無自我控制組誤差分布圖。c：高動作技能水準－自我控制組誤差分布圖。d：高動作技能水準－無自我控制組誤差分布圖.......................................................................... 78 圖10 實驗二動作準確性絕對誤差值的平均數曲線圖...................... 82 圖11 實驗二動作穩定性絕對誤差值的平均數曲線圖...................... 85 表 次 頁次 表1 實驗一各組在獲得期、立即與延遲保留的順序安排表.......... 48 表2 實驗一在獲得期絕對誤差值的混合設計二因子變異數分析 摘要表.......................................................................................... 117 表3 實驗一在獲得期絕對誤差值之組別主要效果的事後比較表.. 117 表4 實驗一在獲得期絕對誤差值之區間主要效果的事後比較表.. 117 表5 實驗一各組在獲得期、立即與延遲保留測驗絕對誤差值的 平均數與標準差......................................................................... 118 表6 實驗一在獲得期變異誤差值的混合設計二因子變異數分析 摘要表.......................................................................................... 118 表7 實驗一在獲得期變異誤差值單純主要效果的變異數分析摘要表.............................................................................................. 119 表8 實驗一：組別在區間2變異誤差值的事後比較表.................. 119 表9 實驗一：組別在區間3變異誤差值的事後比較表.................. 119 表10 實驗一：組別在區間4變異誤差值的事後比較表.................. 120 表11 實驗一：組別在區間5變異誤差值的事後比較表.................. 120 表12 實驗一：組別在區間6變異誤差值的事後比較表.................. 120 表13 實驗一：組別在區間7變異誤差值的事後比較表.................. 120 表14 實驗一：組別在區間8變異誤差值的事後比較表.................. 121 表15 實驗一：組別在區間9變異誤差值的事後比較表.................. 121 表16 實驗一：區間在變異練習－無自我控制組變異誤差值的事後比較表......................................................................................... 121 表17 實驗一：區間在恆常練習組變異誤差值的事後比較表.......... 122 表18 實驗一各組在獲得期、立即與延遲保留測驗變異誤差值的 平均數與標準差......................................................................... 122 表19 實驗一在立即保留絕對誤差值的單因子變異數分析摘要表.. 123 表20 實驗一在立即保留絕對誤差值的事後比較表.......................... 123 表21 實驗一在立即保留變異誤差值的單因子變異數分析摘要表.. 123 表22 實驗一在延遲保留絕對誤差值的單因子變異數分析摘要表.. 123 表23 實驗一在延遲保留變異誤差值的單因子變異數分析摘要表.. 124 表24 實驗二各組在獲得期、立即與延遲保留的順序安排表.......... 074 表25 實驗二在獲得期絕對誤差值的混合設計三因子變異數分析 摘要表.......................................................................................... 125 表26 實驗二在獲得期動作技能×區間絕對誤差值的單純主要效果 變異數分析摘要表...................................................................... 125 表27 實驗二：區間在高動作技能絕對誤差值的事後比較表.......... 126 表28 實驗二：區間在低動作技能絕對誤差值的事後比較表.......... 126 表29 　實驗二各組在獲得期、立即與延遲保留測驗絕對誤差值的 平均數與標準差.......................................................................... 127 表30 實驗二在獲得期變異誤差值的混合設計三因子變異數分析 摘要表.......................................................................................... 127 表31 實驗二在獲得期動作技能×區間變異誤差值的單純主要效果 變異數分析摘要表...................................................................... 128 表32 實驗二：區間在高動作技能變異誤差值的事後比較表.......... 128 表33 實驗二各組在獲得期、立即與延遲保留測驗變異誤差值的 平均數與標準差.......................................................................... 129 表34 實驗二在立即保留絕對誤差值的變異數分析摘要表.............. 129 表35 實驗二在立即保留變異誤差值的變異數分析摘要表.............. 130 表36 實驗二在延遲保留絕對誤差值的變異數分析摘要表.............. 130 表37 實驗二在延遲保留變異誤差值的變異數分析摘要表.............. 130

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