Publication: 音樂提示對空間精確性的影響
| dc.contributor.advisor | 陳重佑 | |
| dc.contributor.advisor | Chen, Chung-Yu | |
| dc.creator | 洪于惠 | |
| dc.creator | Hung, Yu-Hui | |
| dc.date | 2007 | |
| dc.date.accessioned | 2017-02-22T15:41:32Z | |
| dc.date.accessioned | 2025-07-30T15:23:31Z | |
| dc.date.available | 2017-02-22T15:41:32Z | |
| dc.date.issued | 2017-02-22T15:41:32Z | |
| dc.description | 學位類別：碩士 | |
| dc.description | 校院名稱：國立台灣體育學院 | |
| dc.description | 系所名稱：體育研究所 | |
| dc.description | 學號：19001018 | |
| dc.description | 畢業學年度：95年 | |
| dc.description | 論文頁數：44頁 | |
| dc.description.abstract | 本研究的主要目的在探討音樂情境對於單維空間動作的精確度控制，以解釋音樂影響動作執行的提示功能。實驗以13位實驗參與者進行在音樂小節或節奏小節內自行啟動手臂外移動作，並以另外10位實驗參與者跟隨音樂或跟隨節奏啟動的手臂外移動作，這些自願的實驗參與者在動作過程中均無視知覺的使用。實驗的音樂情境為華爾滋（每小節3拍、每分鐘28小節），使用的節奏情境則與華爾滋相同，並以電子式線性移動儀（TAKEI公司，1296-40C型）記錄手臂外移30公分的動作表現，再計算絕對誤差、恆常誤差、絕對恆常誤差、變異誤差與整體誤差等參數。經獨立樣本與重複量數的單因子變異數分析結果顯示，各誤差參數在自行啟動的三個情境（音樂情境、節奏情境與無聲音）都無顯著差異（p > .05），跟隨音樂或節奏等情境的各類誤差參數也都沒有統計的顯著性不同（p > .05）；而相較於自行啟動的情境，跟隨音樂或跟隨節奏的手臂外移動作則都有變異誤差較低的現象（p < .05）。研究結果說明跟隨音樂和跟隨節奏為單維的動作執行提供了提示的作用，以提高動作控制時的一致性，動作者可以通過音樂旋律或是鮮明的節拍點，引導動作在空間的穩定性，而降低動作表現的誤差。 | |
| dc.description.abstract | The purpose of this study was to investigate the control of spacing accuracy for one-dimensional movement under the musical or musical-like conditions in order to interpret the function of music as the cueing during movement performing. Thirteen volunteer participants were asked to perform the straight-arm outward movement during one bar of Waltz music (3 beats per bar, 28 bars per minute) and one bar of Waltz tempo by self-paced, and the other ten volunteer participants were asked to perform same task following one bar of Waltz music (3 beats per bar, 28 bars per minute) and one bar of Waltz tempo. There was no visual perception using during every trial. An electric linear movement device (TAKEI KIKI KOGYO CO., model NO. 1296-40C) was used to measure the movement of 30 cm of straight-arm outward. After the computation of accuracy score (absolute error, constant error, absolute constant error, variable error, and total variability), repeated measures one way ANOVA, and independent samples one way ANOVA, the results showed that all components of movement error were no any statistical difference among the conditions of Waltz music, Waltz tempo, and control in self-paced (p > .05), nor did in the conditions of following Waltz music and Waltz tempo (p > .05). The variable errors were less in the conditions of following Waltz music and Waltz tempo than performed by self-paced under the conditions of Waltz music and Waltz tempo respectively (ps < .05). It indicated that the music and the tempo could serve as the function of cues to perform the one-dimensional movement and to enhance the performance consistency. The performer was guided to move with minimum error, which was imposed in consistency, through the melody of music or the clarity of tempo. | |
| dc.description.tableofcontents | 目 次 第壹章 緒論…………………………………………………………1 第一節 問題背景…………………………………………………1 第二節 研究目的…………………………………………………3 第三節 研究範圍與限制…………………………………………3 第四節 名詞解釋與操作性定義…………………………………4 第五節 研究的重要性……………………………………………8 第貳章 文獻探討……………………………………………………9 第一節 動作控制的訊息處理觀…………………………………9 第二節 提示對動作控制的影響…………………………………11 第三節 結語………………………………………………………14 第叁章 研究方法與步驟……………………………………………15 第一節 實驗參與者………………………………………………15 第二節 實驗設計與儀器設備……………………………………15 第三節 實驗流程與步驟…………………………………………18 第四節 資料處理與分析…………………………………………20 第肆章 結果與討論…………………………………………………23 第一節 自我配速的空間誤差……………………………………23 第二節 跟隨音樂的空間誤差……………………………………26 第三節 音樂與節奏情境的空間精確性…………………………29 第四節 綜合討論…………………………………………………35 第伍章 結論與建議…………………………………………………39 第一節 結論………………………………………………………39 第二節 建議………………………………………………………40 引用文獻………………………………………………………………41 一、中文部份………………………………………………………41 二、英文部份………………………………………………………42 | |
| dc.format.extent | 391012 bytes | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://ir.ntus.edu.tw/handle/987654321/70716 | |
| dc.language | zh-TW | |
| dc.publisher | 體育研究所 | |
| dc.relation.isbasedon | 中文部份： 胡名霞（2003）。動作控制與動作學習。臺北縣：金名圖書。 張春興（1995）。張氏心理學辭典。臺北：東華書局。 英文部份： Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3(2), 111-149. Eversheim, U., & Bock, O. (2002). The role of precues in the preparation of motor responses in humans. Journal of Motor Behavior, 34(3), 271-276. Fisher, C. W., Berlinner, D. C., Filby, N. N., Marliave, R., Cohen, L. S., & Dishave, M. M. (1981). Teaching behaviors, academic learning time, and student achievement: An overview. Journal of Classroom Instruction, 17, 2-15. Henry, F. M., & Rogers, D. E. (1960). Increased response latency for complicated movements and a memory drum theory of neuromotor reaction. Research Quarterly, 31, 448-458. Lee, A. M., Landin, D. K., & Carter, J. A. (1992). Students’ thoughts during tennis instruction. Journal of Teaching in Physical Education, 11, 256-267. Magill, R. A. (2003). Motor learning and control: Concepts and applications (7th ed.). New York: McGraw-Hill. Mckenzie, T. L., Clark, E. K., & Mckenzie, R. (1984). Instructional strategies: Influence on teacher and student behavior. Journal of Teaching in Physical Education, 3(2), 20-28. Masser, L. S. (1993). Critical cues help first-grade students’ achievement in handstands and forward rolls. Journal of Teaching in Physical Education, 12, 301-312. McCullagh, P., Stiehl, J., & Weiss, M. R. (1990). Developmental modeling effects on the quantitative and qualitative aspects of motor performance. Research Quarterly for Exercise and Sport, 61, 344-350. Schmidt, R. A., & Lee, T. D. (2005). Motor control and learning: A behavioral emphasis (4th ed.). Champaign, IL: Human Kinetics. Schmidt, R. A. (1975). A schema theory of discrete motor skill learning theory. Psychological Review, 82, 225-260. Schutz, R. (1977). Absolute, constant, and variable error: Problems and solutions. In D. Mood (Ed.), The measurement of change in physical education (pp. 82-100). Boulder, CO: University of Colorado Press. Singer, R. N. (1978). Motor skill and learning strategies. In H. F. O’Neil, Jr. (Ed.), Learning strategies (pp. 79-106). New York: Academic Press. Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing: I. detection, search, and attention. Psychological Review, 84, 1-66. Weiss, M. R. (1983). Modeling and motor performance: A developmental perspective. Research Quarterly for Exercise and Sport, 54, 190-197. Weiss, M. R., & Klint, K. A. (1987). “Show and tell” in the gymnasium: An investigation of developmental differences in modeling and verbal rehearsal of motor skills. Research Quarterly for Exercise and Sport, 58, 234-241. Wiese-Bjornstal, D. M., & Weiss, M. R. (1992). Modeling effects on children’s form kinematics, performance outcome, and cognitive recognition of a sport skill: An integrated perspective. Research Quarterly for Exercise and Sport, 63, 67-75. Wrisberg, C. A. (2001). Levels of performance skill. In R. N. Singer, H. A. Hausenblas, & C. M. Janelle (Eds.), Handbook of sport psychology (2nd ed., pp. 3-19). New York: John Wiley & Sons. | |
| dc.subject | 動作控制;誤差測量;提示 | |
| dc.subject | motor control;error measure;cue | |
| dc.title | 音樂提示對空間精確性的影響 | |
| dc.title | EFFECTS OF MUSICAL CUEING ON SPACING ACCURACY | |
| dc.type | thesis | |
| dspace.entity.type | Publication |
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