의미 조직화 전략의 훈련에 미치는작업기억 용량의 효과
The Effect of working memory capacity on semantic organization strategy training
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학습성취에는 인지양식, 자기효능감, 학습동기, 학습전략, 가정환경 등 다양한 요인이 영향을 미친다. 그 중에서도 학습전략의 훈련은 학습수행에 긍정적 효과를 미친다고 알려져 있지만 그 효과는 일관적으로 관찰되지 않고 있다. 이 연구는 정보처리과정에서 작업기억의 용량이 학습전략의 활용에 중요한 역할을 하며 작업기억 용량에 따라 학습전략 훈련의 효과가 다르게 나타날 수 있음을 밝히고자 하였다. 예비연구에서는 읽기 폭 과제를 사용하여 초등학교 2학년과 초등학교 4학년 학생의 작업기억 용량을 측정하였으며, 설문지를 사용하여 초등학생이 학습에 활용하는 학습전략을 조사하였다. 그 결과를 보면 초등학교 2학년 학생은 4학년 학생에 비해 더 작은 작업기억 용량을 가지고 있으며, 시연전략, 의미 조직화전략 등의 학습전략을 더 적게 활용하고 있음이 밝혀졌다. 본 연구에서는 학습전략의 활용에 미숙한 초등학교 2학년 학생에게 의미 조직화 전략을 훈련시키고 전략을 활용하는데 작업기억 용량이 어떤 영향을 미치는지를 알아보았으며 의미 조직화 전략은 범주학습에서 요구되는 인지능력을 기반으로 하는 학습능력의 하나이다. 그 결과를 보면 작업기억 용량이 새로 배운 학습전략을 학습에 얼마나 잘 활용할 수 있을 것인지에 영향을 미친다. 즉, 의미조직화 전략을 똑같이 훈련했음에도 불구하고 작업기억 용량이 큰 집단에서는 기억검사의 수행이 향상되었는데 비해 작업기억 용량이 작은 집단에서는 기억검사의 수행에서 비교집단과 차이를 보이지 않았다. 이러한 결과는 학습전략의 활용에서 작업기억 용량의 중요성을 시사하는 결과라고 할 수 있다. 결론적으로 학습전략을 정보의 처리에 효과적으로 활용하기 위해서는 충분한 작업기억 용량이 요구되며 학습전략 개입프로그램도 이러한 학습자의 개인차를 고려해야 한다.
Abstract
Academic achievement of students depends on several factors such as cognitive style, self efficacy, learning motivation, learning strategies, and family environment, but learning strategies have major roles in academic performances especially. So, various programs for helping students to utilize learning strategies have been developed and applied in class, but these programs did not show consistent effects. This study was planned to investigate the role of working memory capacity in acquiring and utilizing learning strategies and to show that learning strategy training without considering students' working memory capacities can be ineffective. In preparatory study, working memory capacities of elementary school 2 and 4 graders were measured and learning strategies they used for study were surveyed by questionnaires. Results showed that 4 grader had larger working memory capacities than 2 grader and utilized more diverse learning strategies for study such as rehearsal, organization and meta-cognitive strategies. In main study 2, after semantic organization strategy training to 2 graders, memory performances of two experimental groups(high capacity group and low capacity group) were compared with a comparative group(no training). It was found that learning strategy made high capacity students to memorize more words, but there were no differences in memory performances between low capacity group and comparative group. In conclusion, working memory capacity increase with age gradually and sufficient working memory capacity is required for acquiring and utilizing learning strategies effectively.
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