兒童在相對時宜工作的參數學習：檢驗練習變異假說

Variability of practice hypothesis, based on Schema theory, predicts variable practice facilitates motor learning but less effective in performance. The purpose of this study was to examine the effects on parameter learning of children's motor performance and learning on variable and constant practices. Twenty boys (mean age=11.2±0.7 years) were randomly assigned to variable or constant practice groups. Participants practiced three steps of ”N” shape that had the same relative timing. Dependent variables were absolute error (AE) and variable error (VE) of acquisition, immediate and delay transfer. Between-subjects design t-test analysis indicated that (1) Constant practice was more effective than that of variable practice on AE (p＜.05, ES=1.21) and VE (p＜.05, ES=1.62) of motor performance, and (2) Variable practices was more effective than that of constant practice on AE (p＜.05, ES=-0.91) of immediate transfer. It was concluded that constant practice was more effective than variable practice on parameter learning of children's motor performance, and motor learning was just inverse to positive effect seen in immediate transfer.