:::

詳目顯示

回上一頁
題名:老年人的變異練習效應:自我控制與動作技能水準
作者:林靜兒 引用關係
作者(外文):Ellen Ching-er Lin
校院名稱:國立臺灣師範大學
系所名稱:體育學系
指導教授:卓俊伶
學位類別:博士
出版日期:2007
主題關鍵詞:老年人變異練習自我控制動作技能水準older adultsvariable practiceself-controlmotor skill level
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:0
  • 點閱點閱:101
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
中文部分
內政部統計處(2006)。臺閩地區各縣市人口數按性別及5歲年齡總分。擷取日期2006年12月29日,從www.ris.gov.tw/ch4/static/st10-1.xls

行政院經濟建設委員會(2006)。臺閩地區人口三階段年齡結構-中推計。擷取日期2007年1月10日,從http://www.cepd.gov.tw/upload/MANP/ Plan/d3@630165.6887960159@.xls

吳老德(2003)。高齡社會:理論與策略。臺北縣:新文京。

林清山(1992)。心理與教育統計學。臺北市:東華。

林靜兒、卓俊伶(2002年,12月)。動作學習中情境干擾研究方法的回顧: 1997~2002﹝摘要﹞。91年度臺灣運動心理學會論壇手冊(頁12)。臺灣運動心理學會主辦,國立體育學院承辦,桃園縣。

林靜兒、卓俊伶(2006)。相同類化動作程式參數學習的發展效應。

林靜兒、卓俊伶、張智惠、謝扶成(2003)。兒童在相對時宜工作的參數學習:檢驗練習變異假說。臺灣運動心理學報,2,47-60。new window

卓俊伶(2004)。老年人相對時宜動作表現與學習的練習變異效應。臺灣運動心理學報,5,87-99。new window

陳寬政、涂肇慶、楊靜利(1993)。臺灣地區人口轉型與人口老化速度之探討。載於孫得雄主編,人口老化與老年照顧(頁15-37)。臺北市:中華民國人口學會。

教育部(2006)。邁向高齡社會:老人教育政策白皮書。臺北市:作者。

黃富順(1989)。成人心理與學習。臺北市:師大書苑。new window

黃富順(1995)。老化與健康。臺北市:師大書苑。

黃富順(主編)(2004)。高齡學習。臺北市:五南。new window

張春興(1989)。張氏心理學辭典。臺北市:東華。

張智惠、卓俊伶(1997)。練習安排-動作間與動作內的情境干擾。體育學報,23,299-310。new window

葉俊良、卓俊伶、林靜兒、陳重佑(2007)。自我控制回饋對空間性動作表現、學習及錯誤估計的效應。大專體育學刊,9,23-35。new window

西文部分
Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3, 111-149.

Adams, J. A. (1987). Historical review and appraisal of research on the learning, retention, and transfer of human motor skills. Psychological Bulletin, 101, 41-74.

Babdura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

Carver, S., & Scheier, M. R. (1990). Origins and functions of positive and negative affects: A control-process view. Psychological Review, 97, 19-35.

Catalano, J. F., & Kleiner, B. M. (1984). Distant transfer in coincident timing as a function of practice variability. Perceptual and Motor Skills, 58, 851-856.

Chen, D., & Singer, R. N. (1992). Self-regulation and cognitive strategies in sport participation. International Journal Sport Psychology, 23, 277-300.

Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performance get feedbasck when they need it? Research Quarterly for Exercise and Sport, 73, 408-415.

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.

Cleary, T. J., & Zimmerman, B. J. (2001). Self-regulation differences during athletic practice by experts, non-experts, and novices. Journal of Applied Sport Psychology, 13, 185-206.

Cleary, T. J., Zimmerman, B. J., & Keating, T. (2006). Training physical education students to self-regulate during baseball free throw practice. Research Quarterly for Exercise and Sport, 77, 251-262.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.

Dick, M. B., Hsieh, S., Dick-Muehlke, C., Davis, D. S., & Cotman, C. W. (2000). The variability of practice hypothesis in motor learning: Does it apply to Alzheimer’s disease? Brain and Cognition, 44(3), 470-489.

Gallahue, D. L., & Ozmun, J. C. (2002). Understanding motor development: Infants, children, adolescents, adults (5th ed.). New York: McGraw-Hill.

Gentile, A. M. (1972). A working model of skill acquisition with application to teaching. Quest, 17, 3-23.

Hall, K. G., Domingues, D. A., & Cavazos, R. (1994). Contextual interference effects with skilled baseball players. Perceptual and Motor Skills, 78, 835-841.

Hardy, L., & Nelson, D. (1988). Self-regulation training in sport and work. Ergonomics, 31, 1573-1583.

Hebert, E. P., Landin, D., & Solmon, M. A. (1996). Practice schedule effects on the performance and learning of law- and high-skilled students: An applied study. Research Quarterly for Exercise and Sport, 67, 52-58.

Hergenhahn, B. R., & Olson, M. H. (2001). An introduction to theories of learning (6th ed.). Upper Saddle River, NJ: Prentice Hall.

Hooyman, N. R., & Kiyak, H. A. (2002). 社會老人學(林歐貴英、郭鐘隆)。臺北市:五南。(原著於2001出版)

Janell, 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.

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.

Jeannerod, M. (1994). The timing of natural prehension. Journal of Motor Behavior, 16, 201-211.


Jwo, J. L., Lin, C. E., Tang, R., & Chang, Y. Y. (2005, October). Examining forgetting hypothesis for random practice effects in old adult [Abstract]. Congress proceedings (p.293). Istanbul, Turkey: 46th ICHPER.SD Anniversary World Congress.

Kalish, R. A. (1982). Late adulthood: Perspectives on human development (2nd ed.). Monterey, CA: Brooks/Cole.

Kirk, R. E. (1995). Experimental design: Procedures for the behavior science (3rd ed.). Pacific Grove, CA: Brooks/Cole.

Kitsantas, A., & Zimmerman, B. J. (2002). Comparing self-regulatory process among novices, non-experts, and expert volleyball players: A microanalytic study. Journal of Applied Sport Psychology, 14, 91-105.

Lai, Q., Shea, C. H., Wulf, G., & Wright, D. L. (2000). Optimizing generalized motor program and parameter learning. Research Quarterly for Exercise and Sport, 71, 10-24.

Lin, C. E., Jwo, H., & Chen, C. Y. (2003, October). Age differences in the variability of practice hypothesis [Abstract]. Book of Abstracts (Behavioral section p. 51A). Athens, Greece: VII IOC Olympic World Congress on Sport Sciences.

Lee, T. D., & Genovese, E. D. (1988). Distribution of practice in motor skill acquisition: Learning and performance effects reconsidered. Research Quarterly for Exercise and Sport, 59, 277-287.

Lee, T. D., & Genovese, E. D. (1989). Distribution of practice in motor skill acquisition: Different effects for discrete and continuous tasks. Research Quarterly for Exercise and Sport, 69, 59-65.

Magill, R. A. (2004). Motor learning and control: Concepts and applications (7th ed.). New York: McGraw-Hill.

McCraken, H. D., & Stelmach, G. E. (1977). A test of the schema theory of discrete motor learning. Journal of Motor Behavior, 9, 193-201.new window

McCullagh, P., Weiess, M. R., & Ross, D. (1989). Modeling consider actions in motor skill acquisition and performance: An integrated approach. In K. Pandolf (Ed.), Exercise and sport science reviews (Vol. 17, pp. 475-513). Baltimore: Williams & Wadkins.

McNevin, N. H., Wulf, G., & Carlson, C. (2002). Effects of attentional focus, self-control, and dyad training on motor learning: Implications for physical rehabilitation. Physical Therapy, 80, 373-385.

Moxley, S. E. (1979). Schema: The variability of practice hypothesis. Journal of Motor Behavior, 11, 65-70.

Newell, K. M. (1991). Motor skill acquisition. Annual Review of Psychology, 42, 213-237.

Newell, K. M., & Shapiro, D. C. (1976). Variability of practice and transfer of training: Some evidence toward a schema view of motor learning. Journal of Motor Behavior, 8, 233-244.

Perlmutter, M., & Hall, E. (1992). Adult development and aging (2nd ed.). New York: Wiley.

Prusak, K. A., Treasure, D. C., Darst, P. W., & Pangrazi, R. P. (2004). The effects of choice on the motivation of adolescent girls in physical education. Journal of Teaching in Physical Education, 23, 19-30.

Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of result and motor learning: A review and critical reappraisal. Psychological Bulletin, 95, 355-386.

Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-260.

Schmidt, R. A., & Lee, T. D. (2005). Motor control and learning: A behavioral emphasis (4th ed.). Champaign, IL: Human Kinetics.

Schmidt, R. A., & Wrisberg, C. A. (2000). Motor learning and performance: A problem-based learning approach (2nd ed.). Champaign, IL: Human Kinetics.

Schunk, D. H. (1996). Learning theories (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. New York: The Guilford Press.



Shea, C. H., & Kohl, R. M. (1991). Composition of practice: Inference on the retention of motor skills. Research Quarterly for Exercise and Sport, 62, 187-195.

Shea, C. H., & Wulf, G. (2005). Schema theory: A critical appraisal and reevaluation. Journal of Motor Behavior, 37, 85-101.

Spirduso, W. W. (1995). Physical dimensions of aging. Champaign, IL: Human Kinetics.

Thomas, J. R., Salazar, W., & Lander, D. M. (1991). What is missing in p < .05? Effect size. Research Quarterly for Exercise and Sport, 62, 344-348.

Titzer, R., Shea, J., & Romack, J. (1993). The effect of learner control in the acquisition and retention of a motor task. Journal of Sport and Exercise Psychology, 15(suppl.), S84.

United Nations Educational, Scientific, and Cultural Organization, Hamburg Institute for Education. (1999). Adult learning and ageing populations. Adults learning and groups with special needs. A series of 29 booklets. Hamburg, Germany: Author. (ERIC Document Reproduction Service No. ED435015)

van Rossum, J. H. A. (1987). The development and practice: The variability of practice hypothesis in perspective. Amsterdam: Free University Press.

Wehmeyer, M. L., Sands, D. J., Knowlton, H. E., & Kozleski, E. B. (2002). Teaching students with mental retardation: Providing access to the general curriculum. Baltimore: Paul H. Brookes.

Weinberg, R. S., & Gould, D. (2002). 競技與健身運動心理學(簡曜輝、季力康、卓俊伶、洪聰敏、黃英哲、黃崇儒等人)。臺北市:臺灣運動心理學會。(原著於1999出版)

Welford, A. T. (1977). Motor performance. In J. E. Birren, & K. W. Schaie (Eds.), Handbook of the psychology of aging (pp. 450-496). New York: Van Nostrand Reinhold.

Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.



Wright, D. L., & Shea, C. H. (2001). Manipulating generalized motor program difficulty during blocked and random practice dose not affect parameter learning. Research Quarterly for Exercise and Sport, 72, 32-38.

Wulf, G., Clauss, A., Shea, C. H., & Whitacre, C. (2001). Benefits of self-control in dyad practice. Research Quarterly for Exercise and Sport, 72, 299-303.

Wulf, G., & Lee, T. D. (1994). Contextual interference in movements of the same class: Differential effects on program and parameter learning. Journal of Motor Behavior, 25, 254-263.

Wulf, G., McNevin, N., Shea, C. H., & Wright, D. L. (1999). Learning phenomena: Future challenges for the dynamical systems approach to understanding the learning of complex motor skills. International Journal of Sport Psychology, 30, 531-557.

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 Spors, 70, 265-272.

Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 1-25). New York: Springer-Verlag.

Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student difference in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE