背景與目的：時間估算與多數日常活動相關且可透過動作學習而更加精確。然而，學習過程中易受視覺或聽覺等環境干擾。本研究欲探討視覺或聽覺干擾是否會影響時間估算的學習。方法：本研究招募60位受試者，隨機分為聽覺干擾組、視覺干擾組及控制組。受試者被要求練習估算13秒的時間，過程中視覺組會接受到閃光干擾、聽覺組受聲音干擾，控制組則無干擾。經過36次練習後，受試者進行立即留存、一天及七天後的延遲留存及轉移測驗。結果：三組練習後有顯著進步，且控制組的表現顯著優於視覺及聽覺干擾組。三組的留存表現隨著延遲時間越來越差，但無組間差異。一天和七天後的轉移測試結果，聽覺組表現都比另兩組差。結論：研究結果顯示，在練習時受到視覺或聽覺干擾，會影響當下練習時的表現，但不會影響留存表現。但練習過程中受到聽覺干擾則不利於時間估算的轉移。臨床意義：本研究結果建議，學習時間估算時應減少聽覺干擾，以免影響學習成效。

Background and Purpose: Among time-perception systems, interval timing is related to most daily activities. Previous studies indicated that time estimation can be learned through practice. When one learns a new skill in daily livings, there is unavoidable environmental interference, such as visual or auditory distraction. It is yet unclear whether visual or auditory distraction would influence learning of time estimation. Hence, this study was designed to explore this topic. Methods: Sixty healthy young adults were recruited and randomized into the visual distraction (Vis) group, auditory distraction (Aud) group, or control group. The participants were required to press the space button on a keyboard and estimated 13 seconds in their mind. Participants in the Vis group were interfered by random fl ashes during the 13 seconds period, while those in the Aud group were interfered by random noise. Those in the control group did not have any distraction during the time estimation task. After 36 trials of practice, the participants received immediate retention test, 1-day and 7-day delayed retention and transfer tests. Results: All groups showed significant improvement in time estimation after practice, while the control group showed significant better performance than the other two groups. At the retention tests, all three groups showed a declined performance, but there were no significant group differences. In the transfer tests, the Aud group showed the worst performance as compared to the other two groups. Conclusion: The results of this study showed that neither visual nor auditory distraction during practice facilitated learning and retention performances of time estimation. Furthermore, auditory distractions applied during practice would negatively affect the transfer performance of time estimation. Clinical Implication: When one learns skills related to time estimation, auditory distractions may interrupt the learning process and lead to poorer transfer performance. Thus, a quiet environment without distraction is suggested for learning time estimation skills.