目的:探討自我控制回饋動作學習效益，是否來自學習者的自發錯誤估計。方法:實驗一將24名參加者(21.6士2.5歲)隨機分派至自我控制回饋錯誤估計組或自我控制回饋無錯誤估計組，實驗工作為自我配速線性直臂外移動作;在獲得期練習80次試作，錯誤估計組每次試作後，進行動作錯誤估計，24小時後進行22次試作的延遲保留測驗。實驗二將22名參加者(22.5土 2.0歲)隨機分派至非自我控制回饋錯誤估計組或非自我控制回饋無錯誤估計 組。不同於實驗一的是，實驗二的參加者無法主動要求回饋。統計分析以獨立樣本t考驗，比較組間動作絕對誤差及變異誤差。結果:動作後要求進行錯誤估計，對實驗一自我控制回饋學習者動作學習並無影響，卻能提升實驗二非自我控制回饋學習者動作準確性學習效果(p<.肘，d= 0.91)。顯示額外 錯誤估計在自我控制回饋學習中失去提升動作學習的效益，是因學習者在回饋要求前已產生白發錯誤估計。結論:自發錯誤估計是自我控制回饋益於動作學習的重要因素。

Purpose: This study examined whether the benefit of self-controlled feedback learning is induced by leamer's spontaneous error estimation. Method: In the experiment I， 24 adult participants (21.6土2.5 yrs.) were randomly assigned to (1)self-controlled feedback with error estimation group or (2) self-controlled feedback without error estimation group. Self-paced straight-arm outward movement was used as experimental task. The acquisition phase consisted of 80 trials. Participants in the self-controlled feedback with error estimation group had to estimate performance after each trial， and 22 trials were administered for delayed retention test (24 hours later). In the experiment II， 22 adult participants (22.5 ± 2.0 yrs.) were randomly assigned to yoked groups either with or without error estimation. The task and procedure were identical to the experiment I except that participants could not control the feedback schedule. Absolute error and variable error were adopted as dependent variables. Between-subjects design t-test was utilized for statistical analyses. Results: In experiment I， requesting self-controlled feedback participants to estimate their performance following each movement showed no advantage in motor learning. In experiment II， however， error estimations did facilitate motor learning of movement accuracy in yoked group (p< .05， d = 0.91). Itwas suggested that spontaneous error estimations took place prior to self-controlled feedbacks， which was the reason that augmented error estimations could not be beneficial to motor learning during practice. Conclusion: Spontaneous error estimation was the critical factor that self-controlled feedback facilitated motor learning.