自我控制回饋對動作表現、學習及錯誤估計的效應

The Effects of Self-Controlled Feedback on Motor Performance, and Learning and Error Detection

10.5297/ser.200703_9(1).0002

葉俊良(Chun-Liang Yeh)；卓俊伶(Hank J. L. Jwo)；林靜兒(Ellen C. E. Lin)；陳重佑(Chung-Yu Chen)

保留測驗 ； 表現變項 ； 學習變項 ； 錯誤估計能力 ； retention test ； performance variable ； learning variable ； error detection capability

大專體育學刊

9卷1期（2007 / 03 / 31）

23 - 35

繁體中文;英文

This study examined the effects of self-determined and-controlled feedback information on spatial motor performance, and learning and error detection capability. Thirty adults (16 males and 14 females) served as participants (mean age=22.5±2.1 years.). All participants were randomly assigned to (1) the self-controlled feedback group, (2) the yoked group, or (3) the control group. In the acquisition phase participants practiced 80 trails. After 24 hours participants were given 12 trials of the retention test. Self-paced movenment in the linear positioning was served as a task. Dependent variables were accuracy, stability and error detection capability. The one-way ANOVA and the Tukey method indicated first that the self-controlled group and the yoked group had significantly less variable error than that of the control group in acquisition phases (p＜.05, ES=0.68). The self-controlled group and the yoked group had significantly less variable error than that of those controlled in the retention test (p＜.05, ES=0.48). Second, the self-controlled group and the yoked group had significantly less absolute error than that of the control group in the acquisition phase (p＜.05, ES=0.71). The self-controlled group had less absolute error than that of the yoked group and the control group in the retention test (p＜.05, ES=0.70). Third, the self-controlled group and the yoked group had significantly less error detection's error than that of the control group in the acquisition phase (p＜.05, ES=0.71). The self-controlled group had less error detection's error than that of the yoked group and the control group in the retention test (p＜.05, ES=0.85). It was concluded that the self-controlled feedback is not the performance variable but the learning variable, and the self-controlled feedback benefits error detection capability.

This study examined the effects of self-determined and-controlled feedback information on spatial motor performance, and learning and error detection capability. Thirty adults (16 males and 14 females) served as participants (mean age=22.5±2.1 years.). All participants were randomly assigned to (1) the self-controlled feedback group, (2) the yoked group, or (3) the control group. In the acquisition phase participants practiced 80 trails. After 24 hours participants were given 12 trials of the retention test. Self-paced movenment in the linear positioning was served as a task. Dependent variables were accuracy, stability and error detection capability. The one-way ANOVA and the Tukey method indicated first that the self-controlled group and the yoked group had significantly less variable error than that of the control group in acquisition phases (p＜.05, ES=0.68). The self-controlled group and the yoked group had significantly less variable error than that of those controlled in the retention test (p＜.05, ES=0.48). Second, the self-controlled group and the yoked group had significantly less absolute error than that of the control group in the acquisition phase (p＜.05, ES=0.71). The self-controlled group had less absolute error than that of the yoked group and the control group in the retention test (p＜.05, ES=0.70). Third, the self-controlled group and the yoked group had significantly less error detection's error than that of the control group in the acquisition phase (p＜.05, ES=0.71). The self-controlled group had less error detection's error than that of the yoked group and the control group in the retention test (p＜.05, ES=0.85). It was concluded that the self-controlled feedback is not the performance variable but the learning variable, and the self-controlled feedback benefits error detection capability.

1. 程炳林(2002)。大學生學習工作、動機問題與自我調節學習策略之關係。教育心理學報，33(2)，79-102。
   連結：
2. Bilodeau, E. A.,Bilodeau, I. M.(1958).Variable frequency of knowledge of results and the learning of a simple skill.Journal of Experimental Psychology,55,379-383.
3. Bruechert, L.,Lai, Q.,Shea, C. H.(2003).Reduced knowledge of results frequency enhances error detection.Research Quarterly for Exercise and Sport,74,467-472.
4. Carver, C. S.,Scheier, M. F.(1990).Origins and function of positive and negative affect: A control-process view.Psychological Review,97,19-35.
5. Cauraugh, J. H.,Chen, D.,Radlo, S. J.(1993).Effects of traditional and reversed bandwidth knowledge of results on motor learning.Research Quarterly for Exercise and Sport,64,413-417.
6. Chiviacowsky, S.,Wulf, G.(2005).Self-controlled feedback is effective if it is based on the learner`s performance.Research Quarterly for Exercise and Sport,76,42-48.
7. Chiviacowsky, S.,Wulf, G.(2002).Self-controlled feedback: Does it enhance learning because performance get feedback when they need it?.Research Quarterly for Exercise and Sport,73,408-415.
8. Cohen, J.(1988).Statistical power analysis for the behavioral science.Hillsdale, NJ:Erlbaum.
9. Deci, E. L.,Ryan, R. N.(1985).Intrinsic motivation and self-determination in human behavior.New York:Plenum Press.
10. Green, S.,Sherwood, D. E.(2000).The benefits of random variable practice for accuracy and temporal error detection in a rapid aiming task.Research Quarterly for Exercise and Sport,71,398-402.
11. Guadagnoli, M. A.,Dornier, L. A.,Tandy, R. D.(1996).Optimal length for summary knowledge of results: The influence of task-related experience and complexity.Research Quarterly for Exercise and Sport,67,239-248.
12. Janelle, C. M.,Barba, D. A.,Frehlich, S. G.,Tennant, L. K.,Cauraugh, J. H.(1997).Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment.Research Quarterly for Exercise and Sport,68,269-279.
13. Janelle, C. M.,Kim, J.,Singer, R. N.(1995).Subject controlled performance feedback and learning of a closed motor skill.Perceptual and Motor Skills,81,627-634.
14. Lai, Q.,Shea, C. H.(1999).Bandwidth knowledge of results enhances generalized motor program learning.Research Quarterly for Exercise and Sport,70,79-83.
15. Lee, T. D.,White, M. A.,Carnahan, H.(1990).On the role of knowledge of results in motor learning: Exploring the guidance hypothesis.Journal of Motor Behavior,22,191-208.
16. Liu, J.,Wrisberg, C. A.(1997).The effect of knowledge of results delay and the subjective estimation of movement from on the acquisition and retention of a motor skill.Research Quarterly for Exercise and Sport,68,145-151.
17. Magill, R. A.(2004).Motor learning and control: Concepts and application.New York:McGraw-Hill.
18. McCombs, M. I.,B. J. Zimmerman(Eds.),D. H. Schunk(Eds.)(1989).Self-regulated learning and academic achievement theory, research, and practice: Progress in cognitive development research.New York:Springer-Verlag.
19. Salmoni, A. W.,Schmidt, R. A.,Walter, C. B.(1984).Knowledge of results and motor learning: A review and critical reappraisal.Psychological Bulletin,95,355-386.
20. Schmidt, R. A.,Lee, T. D.(2005).Motor control and learning: A behavioral emphasis.Champaign, IL:Human Kinetics.
21. Sherwood, D. E.(1996).The benefits of random variable practice for spatial accuracy and error detection in a rapid aiming task.Research Quarterly for Exercise and Sport,67,35-43.
22. Singer, R. N.(1980).Motor learning and human performance: An application to motor skills and movement behaviors.New York:Macmillan.
23. Swinnen, S. P.,H. N. Zelaznik(Ed.)(1996).Advance in motor learning and control.Champaign, IL:Human Kinetics.
24. Swinnen, S. P.,H. N. Zelaznik(Ed.)(1996).Advance in motor learning and control.Champaign, IL:Human Kinetics.
25. Swinnen, S. P.,Schmidt, R. A.,Nicholson, D. E.,Shapiro, D. C.(1990).Information feedback for skill acquisition: Instantaneous knowledge of results degrades learning.Journal of Experimental Psychology: Learning Memory and Cognition,16,706-716.
26. Winstein, C. J.,Schmidt, R. A.(1990).Reduced frequency of knowledge of results enhances motor skill learning.Journal of Experimental Psychology: Learning Memory and Cognition,16,677-691.
27. Wright, D. L.,Smith-Munyon, V. L.,Sidaway, B.(1997).How close is too close for precise knowledge of result.Research Quarterly for Exercise and Sport,68,172-176.
28. Wrisberg, C. A.,Pein, R. L.(2002).Note on learner`s control of the frequency of model presentation during skill acquisition.Perceptual and Motor Skills,94,792-794.
29. Wulf, G.,Raupach, M.,Pfeiffer, F.(2005).Self-controlled observational practice enhances learning.Research Quarterly for Exercise and Sport,76,107-111.
30. Wulf, G.,Toole, T.(1999).Physical assistance devices in complex motor skill learning: Benefits of a self-controlled practice schedule.Research Quarterly for Exercise and Sport,70,265-272.
31. 林清山、程炳林(1995)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-58。
32. 陳玉芬、卓俊伶(1998)。特定範圍結果獲知對高爾夫推桿動作之空間準確性與錯誤偵查的影響。體育學報，25輯，249-258。

1. 蔡銘仁、張至滿、卓俊伶、吳詩薇(2016)。摘要結果獲知的時近訊息有利於自我控制學習。大專體育學刊，18(1)，14-26。
2. 陳孟文、林靜兒(2013)。自我控制的觀察學習與回饋促進動作學習。大專體育學刊，15(1)，21-28。
3. 戴偉勳,陳郁婷,林建志,李恆儒(2019)。評估踝關節不穩定運動員在功能性著地動作的動態姿勢穩定能力。大專體育學刊，21(2)，156-172。
4. 郭安婕、卓俊伶(2013)。部分錯誤參照有助於動作表現與學習。體育學報，46(4)，383-392。
5. 黃崇儒、高士竣、洪聰敏(2009)。較佳精準運動表現中專注的腦波特徵。中華體育季刊，23(3)，1-16。
6. 梁嘉音,林幸樺,卓俊伶,吳詩薇(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。
7. 林進隆(2011)。網路輔助教學模式對運動技能學習之自我調整策略的影響。臺大體育學報，20，1-15。
8. 林靜兒、李淑華(2013)。自我控制回饋促進動作技能學習之因素。中華體育季刊，27(4)，335-342。
9. 林靜兒、卓俊伶(2013)。自我控制是否能促進老年人在變異練習的獲益？。體育學報，46(2)，143-152。
10. 葉俊良、楊梓楣、陳重佑、林尚武、卓俊伶(2009)。自發錯誤估計促進自我控制回饋的動作學習效益。體育學報，42(2)，15-28。
11. 張至滿、卓俊伶、吳詩薇(2014)。口語摘要結果獲知在動作表現與學習的時近效應。大專體育學刊，16(1)，26-36。
12. 卓俊伶,王重引(2020)。藉自我控制工作難度與回饋提升自主性：動作表現與學習的檢驗。臺灣運動心理學報，20(3)，43-58。