目的：比較全部與部分距離的錯誤參照機制，對空間性動作表現與學習的影響。方法：二十四名年輕成人隨機分派至全部距離參照組或部分距離引導組，以單手進行空間性移動工作。實驗參與者於60次的獲得期試作結束後，分別在10分鐘與24小時後，進行各12次試作的立即與延遲保留測驗。全部距離參照組由實驗者提供全部目標距離為錯誤參照，而部分距離引導組則提供錯誤距離訊息為錯誤參照；參與者進行自我評估後，以口語告知錯誤距離。本研究的依變項為：絕對誤差、錯誤估計值、和修正誤差值，分別進行2（組間）×6（區間）混合設計二因子變異數分析，其中區間為重複量數，和獨立樣本t考驗統計分析。結果：部分距離引導組的絕對誤差、錯誤估計值、和修正誤差值在獲得期與立即和延遲保留測驗中皆顯著小於全部距離參照組。結論：部分距離引導對於空間性動作的表現和學習皆有助益。

Purpose: Comparing the effects of the whole and partial error distance references on spatial motor performance and learning. Methods: Twenty four participants were randomly assigned to either whole distance reference or partial distance reference groups, and were requested to practice a spatial task with one-hand. After 60 trials in acquisition phase, a 10-minute immediate retention test and a 24-hour delayed retention test were administered for 12 trials. Participants in whole distance reference group received reference for whole target distance to be a reference after completing the task, however, participants in partial distance reference group received the error distance information only. After receiving reference information, participants had to estimate the error of task before the actual error distance was provided to them. Absolute error (AE), error estimation (EE), and correction error were dependent variable in this study. A 2 (group) x 6 (block) mix-design ANOVA with repeated measure on block, and an independent t-test were used for immediate and delayed retention tests. Results: AE, EE, and correction error scores in partial distance reference group were found significantly less than that of whole distance reference group in both acquisition phase, and immediate and delayed retention test. Conclusions: Guidance with partial distance reference benefits spatial motor performance and learning.