本硏究以團體資訊處理與團隊學習兩個觀點為基礎，以實驗的方式探討決策程序與資訊分享型態，在團體決策的資訊分享階段與方案辯論階段中，對個人學習（決策正確性、錯誤更正）的影響。實驗設計為2×2的二因子設計：決策程序（先資訊分享、先個人決策）×資訊分享型態（完整式資訊分享、詮釋式資訊分享），共有四種實驗情境。受試者共有132名，三個人為一組，44個團體依指派，參與不同情境的企業模擬決策作業。主要硏究結果包括：(1)資訊分享階段的個人學習：資訊分享型態影響團體中個人的資訊吸收與整合，完整式資訊分享對於個人從他人身上得到不足的資訊產生學習，從而得到正確的決策，有較高的效能。(2)方案辯論階段的個人學習：討論前的資訊分享型態會影響團體討論過程中的個人學習，完整式資訊分享讓團體成員有完整與正確的共有資訊基礎，得以促進討論的學習效能，產生錯誤的更正。(3)決策程序會影響方案辯論階段的個人學習：先個人決策組，因先前是在部分資訊下做決策，在感受到資訊不足的情況下，會提昇對新資訊的聆聽與處理的動機，以及改變答案的意願，提升學習與更正錯誤。本文並分別就團體學習與團體資訊處理觀點，探討硏究結果在理論與實務上的意涵。

This study was based on the perspectives of group information processing and group learning. By an experimental design, this study aimed to examine the effects of decision procedure and information sharing type on individual learning, i.e. decision accuracy and error correction during the information sharing and solution discussion phases in a group decision setting. This experiment was a 2×2 factorial design, which included the decision procedure (information sharing first/ individual decision first) and the information sharing types (complete/interpretive). The 132 participants arrayed into 44 three-person groups performed on a simulated company decision task. Results revealed: (1) Individual learning shown on the information sharing phases: the information sharing types influenced the individual information absorption and the integration. Under the complete information sharing condition, individual decision accuracy was higher because of the additional information obtained from others. (2) Individual learning shown on the solution discussion phase: the information sharing types prior to the discussions influenced individual learning on the group discussion phase. Under the complete information sharing condition, both of the individual decision accuracy and error correction were higher than the interpretive one. (3) The decision procedure influenced the individual learning during the solution discussion phase: under the individual decision first condition, the individual learning and error correction have increased. When participants made decisions based on partial information, they would promote the motivation of listening and dealing with the new information and the willingness of modifying answers because of the awareness of lacking information. Implications to individual learning in the group setting from the perspectives of group information processing and group learning were discussed.