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。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。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。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。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。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。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.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.