在動作學習過程中，r結果獲知J (KR)是重要的變項之一，而「觀察學 習」是屬於內在的訊息處理活動，透過觀察模仿，學習者能夠複製示範者的知覺處理活動。近來，相關研究支持觀察學習的效果，同時也發現觀察「學習中的示範者」並接收其結呆獲知，也能獲得表現或學習的效呆。但是，觀察學習不僅是「看動作J'其重點更在於覺察出動作的時間性和空間性。本研究的目的是在探討:在動作觀察時，接收時間性或空間性的KR'對所模仿動作的表現和學習有何影響?本實驗的受測者烏四十名大學女生，平均年齡19.6歲，隨機分派到下列四組:←)觀察學習中的示範者，並接收示範者動作空間的KR' 匕)觀察學習中的示範者，並接收示範者動作時間的KR' (;)觀察學習中的示範者，並接收示範者動作空間和動作時間的KR，�四)觀察學習中的示範者，但未接收示範者的KR。受測者在觀察期接收不同的實驗處理後，休息五分鐘，做二十次的練習，休息十分鐘，再做四次係留測驗，依變項�動作時間和動作空間的絕對誤差(AE)及變異誤差(VE)。經獨立樣本單因于變異數分析(ANOVA)後，結果發現各組在表現和學習上無顯著差異，表示在動作觀察其 間，接收學習中示範者的KR'未助於動作模仿的表現和學習，亦即KR不是線性移動動作「空間、時間準確度和穩定性」表現和學習的變項。

Knowledgeof result (KR) is one of the important variables that affect motor learning. Observational learning， based on imitation and intrinsic information processing， motor skill learner reproduces model's perceptual processing activities. The benefits of observational learning and learning model have been well documented. Yet the critical point asked by previous studies were focused on the identification of temporal and spatial elements of observed motor task. Thus， the purpose of this study was to investigate the effects of temporal and spatial KR during observational learning on the performance and learning of simple motor task. Forty university female students served as experiment participants (mean age: 19.6 years) and were randomly assigned to one of the following groups: (1)spatial KR group， (2) temporal KR group， (3) spatial and temporal KR group， and (4) without KR control group. After experimental treatments， all participants took five minutes rest before twenty practice trials. Four retention test trials were administered to each participant before ten minutes retention interval. Scores of absolute error and variable error were dependent measures. One-way ANOY A revealed no significant differences among four groups regarding to its performance and learning. Itwas concluded that， during observational learning， KR from learning model is not a performance variable nor a learning variable of simple motor task.