老年人的變異練習效應: 自我控制與動作技能水準

Abstract

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