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自發錯誤估計促進自我控制回饋的動作學習效益

Spontaneous Error Estimation Facilitating self-controlled Feedback in Motor Learning

摘要


Purpose: This study examined whether the benefit of self-controlled feedback learning is induced by learner's spontaneous error estimation. Method: In the experiment I, 24 adult participants (21.6±2.5 yrs.) were randomly assigned to (1) self-controlled feedback with error estimation group or (2) self-controlled feedback without error estimation group. Self-paced straight-arm outward movement was used as experimental task. The acquisition phase consisted of 80 trials. Participants in the self-controlled feedback with error estimation group had to estimate performance after each trial, and 22 trials were administered for delayed retention test (24 hours later). In the experiment Ⅱ, 22 adult participants (22.5±2.0 yrs.) were randomly assigned to yoked groups either with or without error estimation. The task and procedure were identical to the experiment Ⅰ except that participants could not control the feedback schedule. Absolute error and variable error were adopted as dependent variables. Between-subjects design t-test was utilized for statistical analyses. Results: In experiment Ⅰ, requesting self-controlled feedback participants to estimate their performance following each movement showed no advantage in motor learning. In experiment Ⅱ, however, error estimations did facilitate motor learning of movement accuracy in yoked group (p<.05, d=0.91). It was suggested that spontaneous error estimations took place prior to self-controlled feedbacks, which was the reason that augmented error estimations could not be beneficial to motor learning during practice. Conclusion: Spontaneous error estimation was the critical factor that self-controlled feedback facilitated motor learning.

並列摘要


Purpose: This study examined whether the benefit of self-controlled feedback learning is induced by learner's spontaneous error estimation. Method: In the experiment I, 24 adult participants (21.6±2.5 yrs.) were randomly assigned to (1) self-controlled feedback with error estimation group or (2) self-controlled feedback without error estimation group. Self-paced straight-arm outward movement was used as experimental task. The acquisition phase consisted of 80 trials. Participants in the self-controlled feedback with error estimation group had to estimate performance after each trial, and 22 trials were administered for delayed retention test (24 hours later). In the experiment Ⅱ, 22 adult participants (22.5±2.0 yrs.) were randomly assigned to yoked groups either with or without error estimation. The task and procedure were identical to the experiment Ⅰ except that participants could not control the feedback schedule. Absolute error and variable error were adopted as dependent variables. Between-subjects design t-test was utilized for statistical analyses. Results: In experiment Ⅰ, requesting self-controlled feedback participants to estimate their performance following each movement showed no advantage in motor learning. In experiment Ⅱ, however, error estimations did facilitate motor learning of movement accuracy in yoked group (p<.05, d=0.91). It was suggested that spontaneous error estimations took place prior to self-controlled feedbacks, which was the reason that augmented error estimations could not be beneficial to motor learning during practice. Conclusion: Spontaneous error estimation was the critical factor that self-controlled feedback facilitated motor learning.

參考文獻


葉俊良、卓俊伶、林靜兒、陳重佑(2007)。自我控制回饋對動作表現、學習及錯誤估計的效應。大專體育學刊。9,23-35。
Adams, J. A.(1971).A closed-loop theory of motor learning.Journal of Motor Behavior.3,111-150.
Bandura, A.,Wood, R.(1989).Effect of perceived controllability and performance standards on self-regulation of complex decision making.Journal of Personality and Social Psychology.56,805-814.
Chen, D.,Singer, R. N.(1992).Self-regulation and cognitive strategies in sport participation.International Journal of Sport Psychology.23,277-300.
Chiviacowsky, S.,Wulf, G.(2002).Self-controlled feedback: Does it enhance learning because performers get feedback when they need it?.Research Quarterly for Exercise and Sport.73,408-415.

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洪祥偉、陳五洲(2018)。資訊科技結合後設認知策略融入國小桌球教學之成效研究教育傳播與科技研究(119),33-45。https://doi.org/10.6137%2fRECT.201812_119.0003
林幸樺、吳詩薇、梁嘉音、卓俊伶(2022)。自我控制回饋頻率的限制效應:動作表現與學習大專體育學刊24(2),271-286。https://doi.org/10.5297%2fser.202206_24(2).0008

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