@article{oai:doshisha.repo.nii.ac.jp:00020121,
 author = {Ishikura, Tadao and 石倉, 忠夫},
 issue = {46},
 journal = {同志社保健体育, Doshisha Journal of Health and Sport Sciences},
 month = {Mar},
 note = {本研究は、タイミング習得を試みる学習モデルの観察学習効果について検討した。被験者にはスタートボタンを押した後、300msec間隔で板を3枚倒し行き、ゴールボタンを押すというタイミングの習得が求められた(合計目標時間:1200msec)。身体練習条件は30試行の習得試行において身体練習を行い、各試行直後にKRが与えられた。KRの内容は各板に触れた時間間隔と合計時間であった。身体練習時の様子はVTRに記録され、学習モデル観察条件の学習モデルとして提示された。学習モデル観察条件は習得試行で学習モデルの観察のみ行い、身体練習は一切行わなかった。分析の結果、(1)両条件下で習得試行を通じたタイミングの習得が認められた。そして(2)学習モデル観察は合計時間が安定し、相対タイミングの習得に効果が見られた。しかしながら、学習モデル観察は、合計時間の正確性が身体練習条件ほど学習されなかった。身体練習は、学習者の時間感覚と実時間を対応させるのに重要であると考えられる。, The purpose of the study was aimed to examine the effects of observing a learning model which attempt acquisition of timing skill. In this study, the task consisted of five submovements: (1) press a starting button, (2) knock down from first to third barrier, and (3) press a stop (goal) button. The goal movement time for the subjects to complete the five submovements was 1200 ms. with a 300-ms fixed interval. The subjects were provided either physical practice condition (PP) or observational learning condition (OL). PP's subject practiced 30 trials with KR which provided total time and the time of each phase after every trial immediately on acquisition phase. OL's subject observed a PP subject's practice scene via VTR without physical practice on acquisition phase. The results indicated that both condition improved acquisition of timing skill through acquisition phase, and that OL's total time became be consistent and effective for acquisition of relative timing as well as PP. However, OL could not improve the accurate timing performance such as PP. It was considered from these results that the physical practice might be important for matching the learner's sense of time on real-time., 研究(Research Work), application/pdf},
 pages = {65--77},
 title = {学習モデルを観察するだけでタイミングをどのくらい学習できるか?},
 year = {2008},
 yomi = {イシクラ, タダオ}
}