以表現為基礎的回饋安排在動作表現與學習效應：自我控制與寬帶回饋的延伸

本研究旨在探討依據表現提供回饋於動作表現與學習的效應。實驗一延續過去自我控制回饋研究發現，在非自我控制條件下對於誤差方向判斷錯誤的試作提供結果獲知，檢驗對於動作學習的效應；實驗二檢驗自我控制回饋的練習條件下檢驗安排寬帶回饋在動作表現與學習的效應。兩個實驗各招募24名成年人為實驗參與者 (實驗一16名男性，8名女性，平均年齡24.6 ± 2.2歲；實驗二18名男性，6名女性，平均年齡23.7 ± 1.9歲)，以滑塊推滑 (puck-shuffling) 的力量控制動作為實驗工作。結果發現在非自我控制回饋的情境中於針對誤差方向判斷錯誤的試作提供回饋，並沒有產生動作表現與學習作用，而在自我控制條件下結合寬帶回饋則對於動作學習穩定度則有正面效益。誤差判斷錯誤的試作的實際動作表現較判斷正確的試作準確，且主觀估計的動作表現亦低於誤差判斷正確的試作準確；在自我控制的情境中，學習者要求回饋的試作動作表現較不要求回饋的試作準確，對於練習過程中的限制學習者可能採取自我調節學習策略。透過比對主觀與客觀動作表現誤差結果發現，學習者對於自我表現具有高估的現象。

關鍵字

自我調節；動作表現；訊息處理；結果獲知；錯誤偵查

並列摘要

This study was designed to examine effects of motor performance and learning, based on performance-based feedback schedules. In experiment 1, by extending the findings of self-controlled feedback, feedback was provided while learners made wrong judgment of error direction in a non-self-controlled condition, which examined the effect of motor learning. Experiment 2 examined the effects of motor performance and learning by adding bandwidth feedback in self-controlled context. Both of two experiments of the present study recruited twenty-four adults as participants respectively (Experiment 1: 16 males, 8 females, mean age: 24.6 ± 2.2 yrs.; Experiment 2: 18 males, 6 females, mean age: 23.7 ± 1.9 yrs.). The two experiments adopted a force control puck-shuffling movement as experimental task. The results revealed that providing feedback for trials that learners made wrong judgment of error direction did not result in the effects of motor performance and learning in a non-self-controlled feedback condition. Combining bandwidth feedback in self-controlled condition resulted in motor learning benefits in stability. The actual motor performance and subjectively estimated motor performance of trials that learners could not correctly judge the direction of error was more accurate than the trials that learners made judgment correctly; The motor performance of trials that learners requested feedback was more accurate than the ones that they did not request in self-controlled condition. Learners might adopted self-regulated learning strategies to cope the constraints they suffered in learning process. By comparing the subjective error and objective error of motor performance, the results indicated that learners tended to over-estimated their performance.