텍스트 유형과 작업기억이 읽기 정상 아동과 읽기 지진 아동의 텍스트 이해에 미치는 영향
Effects of Text Types and Working Memory on Text Comprehension in Reading Normal and Deficient Children
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초록
언어 작업기억과 시공간 작업기억이 아동의 글 이해에 미치는 영향을 알아보기 위해 읽기 정상 아동과 읽기 지진아동들에게 두 개의 실험을 실시하였다. 실험 1에서 정상 아동에 비해 읽기 지진 아동들이 읽기 폭과 연산 폭은 작았으나 시공간 폭은 작지 않았다. 또 정상아동은 설명글과 묘사글의 이해 정도의 차이가 없었지만, 읽기 지진 아동들은 묘사글보다 설명글의 이해 정도가 낮았다. 실험 2에서는 청각 기억과제와 시각 기억과제가 글 이해에 미치는 간섭효과를 알아보았다. 정상 아동들은 설명글과 묘사글 모두에서 시각 기억과제를 할 때보다 청각 기억과제를 할 때 이해 정도가 떨어졌으나, 읽기 지진 아동들은 묘사글을 읽을 때에는 통계적으로 유의하지는 않았으나 시각 기억과제 조건에서 글 이해정도가 낮은 경향을 보였다. 이 결과는 글을 읽을 때, 특히 묘사글을 읽을 때 시공간 작업기억도 관여할 수 있으며, 이 가능성은 정상아동에게서 보다 읽기 지진 아동에게서 더 클 것으로 해석되었다.
Abstract
Two experiments were conducted to investigate the effects of verbal working memory and the spatial working memory on children's text comprehension. The reading span and the operation span of the reading deficient children were smaller than that of the reading normal children, but the two groups did not differ in the visual span. Reading deficient children got lower score in the comprehension tests than reading normal children, and the difference was larger for the expository text than the narrative text. The involvement of visual working memory in reading narrative texts were more directly tested in Experiment 2 by asking the children do a secondary memory task before they answered the comprehension test. Reading normal children suffered more under auditory secondary memory condition for both narrative and expository texts, whereas reading deficient children suffered under visual secondary memory condition for narrative texts as well. The results of the two experiments suggested that the spatial working memory can be involved in text comprehension process, especially with reading deficient children.
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