본문 바로가기
KERD
논문KCI 등재

수 보존 표상 재 기술에 언어화가 미치는 영향

The effects of verbalization on the representational redescription of number conservation

장세희|최경숙|박희숙
한국유아교육학회 (The Korean Society For Early Childhood Education)|2008.12|유아교육연구 (Korean Journal of Early Childhood Education)|제28권 제6호|pp. 119-141|DOI 10.18023/kjece.2008.28.6.006

0

조회

0

다운로드

4

인용

0

참고문헌

키워드

기술언어화verbalization수 보존암묵 수준명시 1 수준representational redescriptionnumber conservationimplicit levelI levelexplicit 1 levelE1 level
주제분류교육학

초록

본 연구는 수 보존 영역에서 아동들의 보존성취 과정을 Karmiloff-Smith(1992)의 표상 재 기술(Representational Redescription)과정을 통해 살펴보고 또한 그러한 성취과정에 도움을 주는 변인으로 언어화 효과를 살펴보았다. 표상 재 기술과정은 아동들이 무의식적으로 만들어진 암묵적 표상으로부터 몇 개의 명시적인 표상을 거쳐 결과적으로 자신의 표상 내용을 의식하고 언어화할 수 있는 단계로 발달해 간다고 가정하였다. 이러한 과정에 언어화가 도움을 주는지 살펴보기 위해 만 5, 6세 각 214명과 154명씩 총 368명을 대상으로 수 보존과제에서의 표상 재 기술수준들을 확인해 보고, 그 중 수 보존 개념이 있으나 암묵적 지식을 가진 아동 57명, 명시적이나 아직 언어로 표현할 수 없었던 아동 48명 총 105명의 아동들의 수 보존 개념의 수준을 가장 명시적 지식의 상태로 보다 효율적으로 전이시켜 줄 수 있는 과정을 언어화를 통해 알아보고자 하였다. 그 결과 언어화 훈련은 암묵적인 수보존 표상을 가진 아동과 자신의 표상에 언어적 접근을 할 수 없었던 5세 아동들의 표상 수준을 보다 명시적인 쪽으로 상승시켜줌을 확인할 수 있었다.

Abstract

Karmiloff-Smith proposed the 'Representational Redescription model' which describes a process through which children change their knowledge from unconscious and implicit levels to conscious explicit levels. The model also assumes that children who are operating at perfectly explicit levels are able to express their own representation of knowledge verbally. This study investigates how verbalization training influences children's development of representational redescription. An experimental group and two control groups were made up from 105 subjects ranging from 5 to 6 years of age, who were able to conserve number but unable to explain the strategies of their solutions. The experimental group participated in a verbalization training session which covered 10 number tasks with various figures and colors. Compared to the control groups, children in the training group demonstrated more advanced levels of representation than they had at their pretest levels. In particular, the effects of verbalization were salient in the younger children, a phenomenon similar to that found in earlier research using balance beam tasks. These findings indicate that verbalization is likely to facilitate children's reorganization of implicit knowledge, and to thus assist the eventual transformation of that implicit knowledge to explicit forms. Further research needs to focus on various educational applications of the learning processes involved in representational redescription.

참고문헌 (49)

  1. 김남순, "보존과제 제시조건이 보존과제 수행에 미치는 효과", 교육학연구, 35(1), pp.381~405 (1997)
  2. 박희숙, "표상 재 기술에 언어화가 미치는 영향: 균형과제를 중심으로", 한국심리학회지: 발달, 19(1), pp.69~87 (2006), 한국심리학회 산하 한국발달심리학회
  3. 송명철, "아동의 수 보존 개념획득 훈련효과에 관한 연구", 정서행동장애연구, 12(2), pp.19~35 (1996)
  4. Ahlum-Heath, M. E., "The effect of conscious controlled verbalization of a cognitive strategy on transfer in problem solving", Memory & Cognition, 14(3), pp.281~285 (1986)
  5. Alibali, M. W., "Gesture-Speech mismatch and mechanisms of learning : What the hands reveal about a child’s state of mind", Cognitive Psychology, 25, pp.468~523 (1993)
  6. Berardi-Coletta, B., "Metacognition and problem solving: A process-oriented approach", Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(1), pp.205~223 (1995)
  7. Berry, D. C., "Talking about cognitive processes, In Lines of thinking Vol. 2", pp.87~98 (1990)
  8. Berry, D. C., "On the relationship between ask Performance and associated verbalizable knowledge", The Quarterly Journal of Experimental Psychology, 36A, pp.209~231 (1984)
  9. Berry, D. C., "Explanation and verbalization in a computer-assisted search task", The Quarterly Journal of Experimental Psychology, 39A, pp.585~609 (1987)
  10. Chi, M. T. H., "Eliciting self-explanation improves understanding", Cognitive Science, 18, pp.439~477 (1994)
  11. Chi, M. T. H., "Self-explanations : How students study and use examples in learning to solve problems", Cognitive Science, 13, pp.145~182 (1989)
  12. Church, R. B., "The mismatch between gesture and speech as an index of transitional knowledge", Cognition, 23, pp.43~71 (1986)
  13. Ericsson, K. A., "Protocol analysis" (1984), MIT Press
  14. Field, D., "The importance of the verbal content in the Training of Piagetian Conservation Skills", Child Development, 48(4), pp.1583~1592 (1977)
  15. Gagne, R. M., "A study of the effects of verbalization on problem solving", Journal of Experimental Psychology, 63(1), pp.12~18 (1962)
  16. Gelman, R., "Cognitive development", American Developmental Psychologist, 29, pp.277~332 (1978)
  17. Gelman, R., "What young children know about number", Educational Psychologist, 15(1), pp.54~68 (1980)
  18. Goldin-Meadow, S., "From children's hands to adults' ears : Gesture's role in the learning process", Developmental Psychology, 39, pp.509~520 (2003)
  19. Inhelder, B., "The study of problem solving and thinking, In Handbook of research methods in child development", pp.421~455 (1960), Wiley
  20. Karmiloff-Smith, A., "Getting developmental differences or studying child Development?", Cognition, 10, pp.151~158 (1981)
  21. Karmiloff-Smith, A., "Children's problem solving, In Advances in developmental psychology Vol. 3", pp.39~90 (1984), Erbaum
  22. Karmiloff-Smith, A., "From meta-processes to conscious access : Evidence from children's metalinguistic and repair data", Cognition, 23, pp.95~147 (1986)
  23. Karmiloff-Smith, A., "The child is a theoretician, not an inductivist", Mind & Langage, 3(3), pp.183~195 (1988)
  24. Karmiloff-Smith, A., "Constraints on representational change : Evidence from children's drawing", Cognition, 34, pp.57~83 (1990)
  25. Karmiloff-Smith, A., "Beyond modularity : A developmental perspective on cognitive science" (1992), The MIT Press
  26. Karmiloff-Smith, A., "Precis of beyond modularity : A developmental perspective on cognitive science", Behavioral and Brain Sciences, 17, pp.693~745 (1994)
  27. Karmiloff-Smith, A., "Taking development seriously", Human Development, 42, pp.325~327 (1999)
  28. Karmiloff-Smith, A., "Rethinking metalinguistic awareness : Representing and accessing knowledge about what counts as a word", Cognition, 58, pp.197~219 (1996)
  29. Karmiloff-Smith, A., "If you want to get ahead, get a theory", Cognition, 3(3), pp.195~212 (1974)
  30. Krist. H., "Children's block balancing revised : No evidence for representational redescription", Swiss Journal of Psychology, 64(3), pp.183~193 (2005)
  31. Markman, E., "Classes, Collections, and Principles of Psychological Organization", Paper presented at biennial meeting of Society for Research in Child Development (1979)
  32. McGeorge, P., "The effects of concurrent verbalization on performance in a dynamic systems task", British Journal of Psychology, 60, pp.455~465 (1989)
  33. Messer, D. J., "Influences on the effectiveness of peer interaction : Children's level of cognitive development and the relative ability of partners", Social Development, 2, pp.279~294 (1993)
  34. Messer, D. J., "The development of children's ability to balance objects on a fulcrum : Examining Karmiloff-Smith's model of cognitive development", Educational Psychology, 18(1), pp.81~96 (1998)
  35. Messer, D. J., "Development without learning?", Educational Psychology, 16, pp.5~19 (1996)
  36. Murphy, N., "Differential benefits from scaffolding and children working alone", Educational Psychology, 20(1), pp.17~31 (2000)
  37. Nancy, W. D., "Conservation training in four-year-old children", Journal of experimental Child Psychology, 24, pp.129~146 (1977)
  38. Peters, L., "An investigation into Karmiloff-Smith's RR model : The effects of structured tuition", British Journal of Developmental Psychology, 17, pp.277~292 (1999)
  39. Piaget, J., "The child's conception of number" (1952), Humanities Press
  40. Pine, K. J., "Group collaboration effects and the explicitness of children's knowledge", Cognitive Development, 13, pp.109~126 (1998)
  41. Pine, K. J., "The effects of explaining another's actions on children's implicit theories of balance", Cognition and Instruction, 18(1), pp.35~51 (2000)
  42. Pine, K. J., "Is collaborative learning influenced by children's representations?, In Rethinking Collaborative Thinking", pp.19~45 (2002), Free association books
  43. Pine, K. J., "The development of representations as children learn about balancing", British Journal of Developmental Psychology, 21, pp.285~301 (2003)
  44. Pine, K. J., "The teachability of children with naive theories : An exploration of the effects of two teaching methods", British Journal of Educational Psychology, 69, pp.201~211 (1999)
  45. Pine., K. J., "Children's misconceptions in primary science: A survey of teachers' views", Research in Science & Technological Education, 19(1), pp.79~96 (2001)
  46. Pine., K. J., "More gestures than answers: Children learning about balance", Developmental Psychology, 40(6), pp.1059~1067 (2004)
  47. Siegler. R. S., "How does change occur : A microgenetic study of number conservation", Cognitive Psychology, 28, pp.225~173 (1995)
  48. Short, E. J., "Thinking aloud during problem solving : Facilitation effects", Learning and Individual Differences, 3(2), pp.109~122 (1991)
  49. Tollefsrud-Anderson, L., "Number conservation: Distinguishing quantifier from operator solution, In Pathways to Number" (1992)

관련 논문AI추천

표상 재 기술에 언어화가 미치는 영향: 균형과제를 중심으로박희숙, 최경숙한국심리학회 산하 한국발달심리학회 · 한국심리학회지: 발달2006 · 제19권 제1호수 개념 발달과 숫자말 습득 － 한국 아동을 중심으로이해욱한국독어학회 · 독어학2007 · 제15호언어화가 아동의 사건기억에 미치는 영향고태순한국유아교육ㆍ보육복지학회 · 유아교육·보육복지연구2010 · 제14권 제2호수 세기 과제에서 전략의 사용과 습득에 관한 연구김비아한국심리학회 · 한국심리학회지:일반2011 · 제30권 제1호비율 추론을 중심으로 본 아동기 형식적-비형식적 양적 추론 체계의 발달정윤경한국심리학회 산하 한국발달심리학회 · 한국심리학회지: 발달2009 · 제22권 제3호유아의 분류과제 수행에서 나타난 표상융통성과 반응통제성의 발달적 변화강민정, 단현국한국유아교육학회 · 유아교육연구2004 · 제24권 제2호

이 간행물의 다른 논문 (4건)

만 3～5세 유아를 위한 교실 내 언어 및 문해환경평가척도(ELLCO) 타당화 연구이유진, 임양미, 김명순, 김길숙pp. 27-45만 2세 영아반에 적절한 음악경험이 음악적성 및 태도에 미치는 영향김희진, 황인주pp. 65-89유아기에서 초등학교로의 전이에 따른 학교적응 및 학업성취에 관한 종단연구문혁준, 염미애pp. 91-118교수 적극성 예측변인 분석: 교사 특성변인, 유아교육기관 근무환경, 교사 효능감을 중심으로김연하, 김양은pp. 207-227
원문 보기