本研究旨在以類化動作程式的觀點，融合動作間與動作內的于擾形成不同高低于擾程度的練習安排，控J驗其對簡單動作表現及學習的影響。實驗參加者為三十二名大學女生，平均年齡為20.5歲，隨機分派到下列四組:(-→集國/恆常(低情境干擾)，(.司集團/變化(中情境于擾)，日隨機/恆常(中情境干擾)'(i叫隨機/變化(高情境干擾)。實驗動作為屈臂內移及直臂外移兩項簡單動作。參加者在接受不同的實驗處理後十分鐘及隔天各進行一次遷移測驗，依變項烏動作的準確性。經獨立樣本單因子變異數分J析與鄧肯法事後比較，發現屈臂內移動作練習期時1t.情境于擾之集團/恆常組的表現優於中情境干擾之集團/變化組，中情境干擾之隨機/恆常組的表現優於高情境干擾之隨機/變化組，但是在遷移時各組間無顯著差異;直臂外移動作練習期時，1t.情 境干擾之集團/恆常組的表現明顯優於其他各組，但在遷移期則各組無顯著差異。在本研究的範圍限制內，發現相對高情境于擾對動作表現有壓抑現象，但對動作學習則與相對低情境干擾之間沒有顯著差異。

From the generalized motor program perspective， the purpose of this study was to investigate the scheduling of various degrees of contextual interference during practice on simple motor performance and learning. Thirty-two female university students (mean age = 20.5 years) served as participants and were randomly assigned to one of the following practice groups: (a) blocked/constant group， (b) blocked/variable group， (C) random/constant group， and (d) random/variable group Flexed-arm inward movement and straight-arm outward movements were two simple experimental tasks. Ten-minute and one-day transfer tests with movement accuracy as dependent measure were administered after experimental treatments. One-way ANOV A and Duncan method revealed low contextual interference was a performance variable to both flexed-arm inward movement and straight-arm outward movement It was failed to show that degree of contextual interference was a leaning variable for simple motor skill acquisition Itwas concluded that relative high contextual interference negatively affected motor performance and that motor learning was not affected by degree of contextual interference.