반의어와 유의어의 생성이 초등학생의 기억수행에 미치는 영향
The Effects of Synonym and Antonym Generation on Memory Performance of Elementary School Children
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초록
우리의 기억은 실제적인 지각과 경험에 의해서는 물론, 사고, 꿈, 그리고 상상과 같은 정신적인 조작들을 통해서도 형성된다. 사건들에 대한 이러한 내적 생성(generation)은 종종 기억을 향상시킨다. 본 연구는 의미론적 생성 가설(semantic generation hypothesis)을 토대로 발견법을 사용하여 1, 3, 5학년 아동 99명에게 반의어와 유의어로서 생성조건을 제시하여 생성조건에 따른 기억수행의 발달적 차이를 보았다. 각 아동은 컴퓨터를 통해서 20개의 단어를 각각 12초간 자동 제시받았으며, 이에 대해 반의어 생성집단에서는 단어가 제시될 때 마다 각 단어를 소리 내어 읽고 반의어를 생성하여 말하였고, 유의어 생성집단에서는 같은 방법으로 제시된 단어에 대해 유의어를 생성하여 말하였다. 그리고 통제집단 아동들은 단어가 제시되는 동안 단어들을 단순히 소리 내서 읽었다. 이후 30초간 완충과제를 한 후 바로 자유회상검사를 하였다. 연구 결과, 통제집단보다 생성집단에서 기억수행이 높아 생성효과가 나타났으며, 생성조건에 따라서는 1학년 아동의 경우 반의어를 통한 생성효과가, 그리고 5학년 아동에게는 유의어를 통한 생성효과가 유의하게 높았다. 이는 아동의 언어와 인지적 구조화의 발달과정으로 설명되었다.
Abstract
This study examined the effects of antonym and synonym generation on memory performance of elementary school student. The subjects were first- third- and fifth grade elementary school children. Each subject was shown visually a list of 20 words for 12 second per word via computer. For the antonym generation condition, subjects read aloud target words and generated antonym related target words. For the synonym generation condition, subjects generated synonym and other procedure was identical to those given in antonym generation condition. For the control condition, subjects merely read aloud target words. And then after subjects spent 30 seconds solving digit symbol, they were required to recall target words. Results showed that generation effect increased with grade, and antonym generation was the most useful in the first grade children and synonym generation was supreme effect in the fifth grade children. These results were interpreted in terms of semantic organization.
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