兒童在相對時宜工作的參數學習：檢驗練習變異假說

Relative Timing Task on Parameter Learning in Children: Testing Variability of Practice Hypothesis

林靜兒(Ching-Er Lin) ； 卓俊伶(Hank J. Jwo) ； 張智惠(Chih-Hui Chang) ； 謝扶成(Fwn-Chen Shieh)

《臺灣運動心理學報》 2期 (2003/07) Pp. 47-59

https://doi.org/10.6497/BSEPT.20030701_(2).0004

摘要

Variability of practice hypothesis, based on Schema theory, predicts variable practice facilitates motor learning but less effective in performance. The purpose of this study was to examine the effects on parameter learning of children's motor performance and learning on variable and constant practices. Twenty boys (mean age=11.2±0.7 years) were randomly assigned to variable or constant practice groups. Participants practiced three steps of ”N” shape that had the same relative timing. Dependent variables were absolute error (AE) and variable error (VE) of acquisition, immediate and delay transfer. Between-subjects design t-test analysis indicated that (1) Constant practice was more effective than that of variable practice on AE (p＜.05, ES=1.21) and VE (p＜.05, ES=1.62) of motor performance, and (2) Variable practices was more effective than that of constant practice on AE (p＜.05, ES=-0.91) of immediate transfer. It was concluded that constant practice was more effective than variable practice on parameter learning of children's motor performance, and motor learning was just inverse to positive effect seen in immediate transfer.

關鍵字

練習變異假說 ； 基模理論 ； 動作學習 ； 參數學習 ； 變異練習

並列摘要

Variability of practice hypothesis, based on Schema theory, predicts variable practice facilitates motor learning but less effective in performance. The purpose of this study was to examine the effects on parameter learning of children's motor performance and learning on variable and constant practices. Twenty boys (mean age=11.2±0.7 years) were randomly assigned to variable or constant practice groups. Participants practiced three steps of ”N” shape that had the same relative timing. Dependent variables were absolute error (AE) and variable error (VE) of acquisition, immediate and delay transfer. Between-subjects design t-test analysis indicated that (1) Constant practice was more effective than that of variable practice on AE (p＜.05, ES=1.21) and VE (p＜.05, ES=1.62) of motor performance, and (2) Variable practices was more effective than that of constant practice on AE (p＜.05, ES=-0.91) of immediate transfer. It was concluded that constant practice was more effective than variable practice on parameter learning of children's motor performance, and motor learning was just inverse to positive effect seen in immediate transfer.

並列關鍵字

variability of practice hypothesis ； Schema Theory ； motor learning ； parameter learning ； variable practice

參考文獻

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Del Rey, P.,Whitehurst, M.,Wood, J. M.(1983).Effects of experience and contextual interference on learning and transfer by boys and girls.Perceptual and Motor Skill.56,581-582.

Eidson, T. A.,Stadulis, R. E.(1991).Effects of variability of practice on the transfer and performance of open and closed motor skills.Adapted Physical Activity Quarterly.8,342-356.

Gallahue, D. L.,Ozmun, J. C.(1998).Understanding motor development: Infants, children, adolescents, adults.New York:McGraw-Hill.

Hergenhahn, B. R.,Olson, M. H.(1997).An introduction to theories of learning.Upper Saddle River, NJ:Prentice-Hall.