本研究旨在探討不同情境干擾程度與老化對直臂外移動作之學習，在動作準確性、動作穩定性及錯誤偵察能力表現及學習的影響。以16名女性大學生及16名六十四歲以上的女性為實驗參加者，實驗分組為(1)老年/集團組、(2)老年/隨機組、(3)青年/集團組及(4)青年/隨機組等四組。實驗過程包含手臂側平舉均質性考驗，獲得期第一、第二天各60次試作及十分鐘立即保留期、隔週延遲保留期各30次的測驗。實驗操弄的自變項為不同情境干擾程度的練習安排，依變項為動作準確性、動作穩定性及錯誤偵察能力，並對參加者施以訪談，以進一步的了解其內在的知覺想法及練習策略的改變。實驗中所測得的資料以二因子變異數分析進行統計考驗；而訪談結果則是透過逐字謄寫、類目分析、編碼與頻次分析之後陳述。結果發現：(一)相對高情境干擾的隨機練習方式對自我配速動作空間準確性、穩定性的學習有正面的影響；(二)青年人在自我配速動作的空間準備性、空間穩定性及錯誤偵察能力的學習皆優於老年人；(三)情境干擾效應並不會因為老化因素，而對自我配速動作空間準確性、穩定性及錯誤偵察能力的學習產生不同的影響。

This study examined how the scheduling of practice and aging affect motor learning. Sixteen female university students (mean age =20.1±1.2 years) and sixteen older adults (mean age =69.5±4.3 years) served as participants. Participants were required to perform 18, 33, or 48cm straight-arm outward and reversal self-paced movement in the linear movement device. During acquisition, participants practiced in either a blocked or random practice format. Retention of the movement was assessed after 10-minute and 7-day retention interval. Two-way ANOVA revealed there was no interaction both in acquisition and retention phases. In acquisition, blocked practice resulted in smaller absolute error (AE), variable error (VE) and absolute objective-subjective difference (│O-S│) as compared to the random practice. The young participants showed less error detection than the older participants did, but there were no accuracy or variability differences between the two age groups. In immediate retention, the random practice groups were more accurate and consistent than those of participants who practice in blocked sequence, no significant difference in error detection between groups was found. There was no contextual interference effect during delayed retention. Whether in immediate or delayed retention, the young participants performed better and had greater learning than that of older participants. Findings were as follows: (1) no interaction between contextual interference and age were found; (2) there was limited evidence for a contextual interference effect during immediate retention; and (3) a typical age-differences on motor learning was evidenced.

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