聽覺、視覺、或動覺方式的回饋訊息,對「動作學習」的效果沒有差異(Chew, 1976)。 然而,在其研究中,實際上只針對「動作表現」階段做探討,卻忽略了對動作學習階段的檢驗。 本研究旨在複製Chew(1976)的實驗,並且進一步探討此三種回饋訊息,對動作學習階段的影 響。實驗參加者為30名男女大學生,平均年齡20.9歲,隨機分派到:動覺KR組、視覺KR組或 聽覺KR組。參加者在接受不同實驗處理後的十分鐘及隔天,各進行一次保留測驗,依變項為動 作距離的絕對誤差、恆常誤差及變異誤差,經獨立樣本單因子變異數分析、鄧肯氏事後比較 法、及相依樣本t考驗進行分析與比較,發現在表現期間,三組在動作準確性方面,沒有顯著差 異,但皆顯著優於前測;在誤差方向性方面,視覺KR組和聽覺KR組有顯著的不同;在動作穩定 性方面,三組間則無顯著差異。至於在保留期間,三組間並無顯著差異,但值得注意的是,動覺 KR組與視覺KR組,有短期的保留效果。就「引導假說」的觀點來看,對線性移動動作距離的 準確性來說,提供100%的聽覺回饋訊息,是屬於表現變項;而提供100%的視覺與動覺回饋訊息, 不僅是屬於表現變項,同時也是學習變項。

　　　　　Chew (1976) found no differential effects of auditory, visual, and kinesthetic sensory feedback information on motor learning. However, only motor performance, instead of motor learning, was examined. The purpose of this study was to duplicate chew*s (1976) original study and to investigate the effects of various sensory feedback information on motor performance and learning. Thirty university male and female students (mean age=20.9 years) served as participants and were randomly assigned to one of the followings: kinesthetic KR group, visual KR group, and auditory KR group. Ten-minute and one-day retention tests were administered with absolute error, constant error, and variable error scores as dependent measures, one-way ANOVA, t-test, and Duncan method revealed that there was no significant difference among three groups in accuracy while performance improvement was evident. The movement error direction was found different between visual KR group and auditory KR group. No significant difference was found among three groups in movement consistency. It was also failed to find significant differences among three groups in retention scores except immediate retention effects in both kinesthetic KR and visual KR groups. Based on the guidance hypothesis, it was concluded that 100% auditory feedback information served as performance variable for the accuracy of linear movement and 100% visual and kinesthetic feedback information were not only performance variable but also learning variable.