自我控制學習的動作學習者經由一系列動作練習之後，其選擇回饋訊息的內容是否依據動作記憶的時程，尚需釐清。本研究旨在探討透過自我控制學習的方式，其與記憶有關的時間遠近效應在動作表現與學習中的角色。60 名女性成人實驗參加者練習三段式N 字型序列時宜的按鍵動作，在獲得期進行90 次試作，並於24 小時後進行保留測驗。獲得期試作後，依選擇較多時近或時遠的次數，區分為較多時遠摘要結果獲知組與較多時近摘要結果獲知組。研究結果顯示：較多時近摘要結果獲知組，無論在獲得期和保留測驗的準確性，皆顯著優於較多時遠摘要結果獲知組；兩組改變分數未達顯著差異。本研究結論指出透過自我控制學習的方式，選擇較多時近的回饋有利於動作準確性的表現與學習。
It is necessary to clarify whether motor learners choose feedback information contents related to time course of motor memory after practicing in a series of movements through self-controlled learning. The purpose of this study was to examine the role of memory issues related to primacy and recency effects on motor performance and learning ability under the self-controlled learning. Sixty female adults served as participants, and were requested to practice a sequential timing task with three movement segments of ＂N＂ shape. All participants practiced 90 trials during the acquisition phase, and 24 hours delayed retention tests were administered. Participants were categorized into either more-recency SKR (summary knowledge of results) or more-primacy SKR groups, according to the selection of relatively high recency or primacy feedback trials after the acquisition phase. The results showed that more-recency SKR group had significantly higher accuracy than that of more-primacy SKR group in both acquisition phase and retention test. Furthermore, the change score was found no significant difference. Findings from this study suggest that choosing more recency information facilitated to enhance both motor performance and learning ability of movement accuracy through self-controlled learning.
