이 연구는 운동기술의 학습에 있어 결과지식 제시시기에 따른 학습효과를 알아보는데 그 목적이 있으며 2가지 실험(실험Ⅰ, 실험Ⅱ)으로 구성되었다. 실험Ⅰ은 결과지식의 제공시기가 전체 연습시행의 초기, 중기, 후기에 집중됨으로써 나타나는 기술 학습효과를 실험적으로 검증하기 위해 각 집단별로 8시행을 1분단으로 반복시행 측정하는 3×20(결과지식의 제시조건×분단) 요인 설계하에서 이루어졌다. 실험Ⅱ는 실험Ⅰ에 대한 결과를 지지하기 위해 결과지식의 제시방법에 있어 집단별로 각기 다른 점감절차(fading procedure)를 이용하였으며, 연습시행의 초반, 중반, 후반 중 한 부분에서 점진적으로 집중되는 절차와 전체시행중 골고루 결과지식을 부여하는 조건의 4가지 집단별로 10회 시행을 1분단으로 하여 반복측정에 의한 4×16(결과지식의 제시조건×분단)요인 설계하에서 이루어졌으며 각 실험이 끝난 1시간후에 전이실험이 실시되었다. 실험Ⅰ의 결과에서는 결과지식이 연습회기의 중간부분에서 제공되어지는 집단이 가장 큰 수행효과를 보였으며 전이효과는 40msec조건에서 유의성이 나타났으나 200msec조건에서는 유의한 차이가 없었다. 실험Ⅱ의 결과에서도 결과지식이 전체 연습회기의 중간부분에 점진적으로 집중되어지는 조건이 연습단계에서 가장 큰 수행효과를 나타냈다. 이러한 결과를 종합해 볼때 연습단계에서 결과지식의 제시시기는 유의한 학습변인은 아니며, 동작수행에 있어 가장 효율적인 결과지식의 제공시기는 전체 시행의 중간부분에서 제공되는 것이라고 할 수 있다.

The purpose of this study is to prove that Post-KR delay interval is one of the variables in motor learning. It also aims at showing how the intervals vary according to different age groups. Theories of information processing and forgetting are disscussed with the assumption that longer the Post-KR delay interval is, the better peformance subjects show when dealing with simple tasks. Three groups, each comprising 30 subjects of age 7, 11, and adults were given curvilinear repositoning task, under 3 different time sequences of 3, 10, and 20 seconds. The three-way ANOVA with repeated measures conducted in the acquisition phase showed a significant difference in terms of age groups, temporal conditions, and blocks. The two-way ANOVA conducted in the transfer phase resulted in a significant difference among different age groups. Extended Post-KR interval brought about poor learning. This can be attributed to the character of the task, which indicates that theories of information processing and forgetting, specially their attributory interpretations can not be applied in the task of simple tasks.

Based on Bernstein` s (1967) theoretical tenets that skill consists in organizing movement elements (e. g. , body links) into a controllable unit with manageable degree of freedom through the application of appropriate equations of constraints, motor skill learning is theorized as the acquisition of efficient constraining of body segments involved in desired goal movements. To elucidate the spatial and temporal patterns of constraints, a golf swing movement by the skilled golfers and the novice players, respectively was filmed using high speed camera with 300fpt. Analyses were made of the spatial and temporal structures of changes in joint angles around shoulders, elbows, and wrists. Results indicated that marked differences existed between the skilled and the novice players in both spatial patterns and temporal relationships of angular changes. Specifically, the unskilled novice players were more frequent in angular changes in all related joints and were also bigger in amplitude of angular changes. Also noted in the unskilled was that the times of angular changes of body segments were generally late in the whole movement phase. These findings were interpreted to mean to support Bernsteinian tenets and to suggest that practice induces changes in constraints both spatially and temporally, so that skilled movements can be possible by efficiently redefining relationships among several body segments.

The purpose of this research is to find the effect of motor learning if quantitative knowledge of results and qualitative knowledge of results are presented according to task natures. As the experimental method, I execute a kind of linear positioning task adopting 36 college students as objects of this study. After measuring movement time and distant error using a touch pad adhered a circuit and a programmed personal computer system, I calculate the mean of distant error and standard deviation. I come to get these results as followings to perform factorial ANOVA with repeated measures providing a basis for this computation. The task natures and forms of knowledge of results have not influences on the effect of motor learning. The performance effect according to task natures makes a meaningful difference, that is students show high accuracy of motion when they have enough time to perform the task voluntarily than under the condition that they have to do the task as soon as possible.