@article{oai:doshisha.repo.nii.ac.jp:00015526,
 author = {Ishikura, Tadao and 石倉, 忠夫},
 issue = {44},
 journal = {同志社保健体育, Doshisha Journal of Health and Sport Sciences},
 month = {Mar},
 note = {本研究は、平均FB法がタイミング学習に及ぼす影響について検討した。被験者は練習条件(30/60試行)×FB条件(毎回:KRE/3試行平均:Avg3/5試行平均:Avg5)の6グループのいずれかに振り分けられた。スタートボタンを押してから300msec間隔で3枚の板を倒してゆき、最終的に1200msecでゴールボタンを押す課題が課せられた。分析の結果、1.練習試行で全条件のTV、|CE|、VEは減少したが、TVと|CE|ではAvg5が最も悪い成績であった。2.直後保持テストから24時間後の保持テストにかけて、全条件で|CE|が増加した。3.身体練習試行を通じて実際のパフォーマンス時間とその見積もりとの一致度が悪くなった。また、身体練習試行の後では30試行の練習条件の方で60試行の練習条件よりも一致度が高かった。4.相対的なタイミング習得はAvg5よりもKREが進んだ。という知見が得られた。これらの結果から2つにまとめられる。一つは、30試行と60試行の身体練習試行数の違いによる学習効果には差異が認められなかった。もう一つは、相対的なタイミング習得はAvg5よりもKREが有利であったと言える。, The aim of this study was to examine the effects of presentation of average feedback method and the number of physical practice trials on learning of timing skill. Participants were divided into one of 6 groups (2 x 3): physical practice condition ( 30 trials / 60 trials ) x feedback condition ( showed feedback information after every trial / average feedback information after every 3rd trial / average feedback information after every 5th trial ) . The desired task was to press a goal button in 1200 msec. after knocking down three barriers at a 300 msec. interval. Results showed the following: 1 ) Although the absolute constant error ( |CE| ) and the variable error ( VE ) of each group were decreased through physical practice phase, |CE| of the average KR after every 5th trial condition were worst in the feedback condition. 2 ) The |CE| of each group at 2nd retention test that taken 24 hours after post-test without KR information was significantly higher than the results of post-test that was taken immediately after the end of physical practice trial without KR information. 3) The correlation of the actual movement time and the estimated time on post-test was lower than that on pre-test. And, the correlation of 30 trials of physical practice condition was higher than that of 60 trials. 4) Relevant timing acquisition of KR after every trial condition was progressed more than that of average KR after every 5th trial condition. These results suggest two conclusions. One is that the difference of acquisition effects of the number of physical practice trials ( 30 trials / 60 trials ) was not statistically significant. The other is that the showing feedback information after every trial lead to more effective acquisition of the learning of relative-timing than the showing average feedback information after every 5th trial., application/pdf},
 pages = {59--70},
 title = {平均フィードバック法がタイミング学習に及ぼす影響},
 year = {2006},
 yomi = {イシクラ, タダオ}
}