인지양식 검사의 신뢰도와 타당도에 관한 연구: 언어차원과 시각차원을 중심으로
A Study on reliability and validity of objective cognitive style tests and self-report cognitive style tests: focusing on verbal dimension and visual dimension
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
이 연구는 학습자의 인지양식을 구분하기 위한 그 동안 사용되어 왔던 객관형 검사와 자기 보고형 검사의 신뢰도와 타당도를 비교하고, 인지양식이 실제 학습수행을 얼마나 잘 예측하는지 알아보기 위해 수행되었다. 연구 1에서는 대표적인 객관형 검사인 인지양식평가(CSA) 검사와 언어-심상 인지양식(VICS) 검사의 신뢰도를 비교하여 학습자의 인지유형을 더 신뢰성 있게 구분해주는 객관형 검사를 찾고자 하였다. 그 결과 언어-심상 인지양식(VICS) 검사는 인지양식 평가(CSA) 검사에 비해 더 높은 내적 일관성과 검사-재검사 신뢰도를 보여 학습자의 인지양식을 신뢰성 있게 구분해줄 수 있는 객관형 검사로 밝혀졌다. 한편 연구 2-1에서는 특정한 학습자가 언어-심상 인지양식(VICS) 검사와 자기 보고형 검사에서 동일한 인지유형으로 평가되는지를 알아본 결과 두 검사에서 평가된 인지유형 간의 일치수준은 높지 않았다. 연구 2-2에서는 인지양식에 적절한 학습조건에서 더 좋은 학습수행을 보이는지를 알아보기 위해 학습 자료를 텍스트로 제시하거나 애니메이션과 나레이션으로 제시하였다. 그 결과를 보면 인지유형과 제시조건 간의 상호작용이 자기 보고형 검사에서만 관찰되었으며, 추가분석에서도 인지유형에 따른 수행차이가 자기 보고형 검사에서만 관찰되었다. 본 연구의 결과를 볼 때 객관형 검사는 학습수행의 결과보다 학습과정에 포함된 정보처리과정에 대한 선호를 반영하는 검사라고 할 수 있는데 비해 자기 보고형 검사는 실제 학습수행의 결과를 잘 예측하는 검사라고 할 수 있다.
Abstract
The aims of this study is to compare reliability and validity of objective tests and self-reporttests which have been used for classifying cognitive styles of learners, and to investigatewhether cognitive styles of learners predicted their learning performances. In study 1, a CSAtest was compared with a VICS test in order to find a more reliable objective test. Results showedthat the VICS test appeared to be a more reliable objective test with high internal consistencyand high test-retest reliability than the CSA test. In study 2-1, assessment agreement betweena VICS test and a self-report test was tested and low assessment agreement was found as aresult. It implied that the two tests assessed different cognitive aspects of learners. In study2-2, learning materials were presented to learners in text or in animation and narration in orderto examine whether learners showed their best performances in adequate presentationconditions. Meaningful interactions between cognitive style conditions and presentationconditions were found only in self-report test conditions and performance differences betweencognitive styles were not found in the VICS tests. In conclusion, objective tests reflectpreferences of learners for information processing but self-report tests accurately predict actuallearning performances of students.
참고문헌 (35)
- 도경수, "멀티미디어 학습에서 인지양식과 제시 순서가 파지와 이해에 미치는 영향", 인지과학, 17(3), pp.231~253 (2006), 한국인지과학회
- 안서원, "의예과 학생들의 인지양식과 학습양식의 관계", Korean Journal of Medical Education, 22(1), pp.7~13 (2010), 한국의학교육학회
- 조경자, "정보제시 유형과 인지양식이 멀티미디어 학습에 미치는 영향", 박사, 인지공학심리학, pp.2000
- Alesandrini, K., "Pictorial-verbal and analytic-holistic learning strategies in science learning", Journal of Educational Psychology, 73(3), pp.358~368 (1981)
- Antonietti, A., "The Verbalizer–Visualizer Questionnaire: A review", Perceptual and Motor Skills, 86, pp.227~239 (1998)
- Blazhenkova, O., "The new object-spatial-verbal cognitive style model : Theory and measurement", Applied Cognitive Psychology, 23(5), pp.638~663 (2009)
- Davies, J., "Wholist-analytic cognitive style : A matter of reflection", Personality and Individual differences, 41, pp.989~997 (2006)
- Felder, R., "Learning and teacing styles in engineering education", Engineering Education, 26, pp.3~24 (1988)
- Fleiss, J. L., "Reliability of Measurement in The Design and Analysis of Clinical Experiments" (1986), Wiley
- Gevins, A., "Neurophysiological measures of working memory and individual differences in cognitive ability and cognitive style", Cerebral Cortex, 10, pp.829~839 (2000)
- Goode, P. E., "Event-related potentials index cognitive style differences during a serial-order recall task", International Journal of Psychophysiology, 43, pp.123~140 (2002)
- Green KE, "Psychometric quality of the verbalizer-visualizer questionnaire as a measure of cognitive style", Psychological Report, 66, pp.939~945 (1990)
- Hudson, L., "Contrary imaginations" (1966), Penguin
- Kagan, J., "Indivisual differences in the resolution of response uncertainty", Journal of Personality and Social Psychology, 2, pp.154~160 (1965)
- Kirby, J. R., "Verbal and visual learning styles", Contemporary Educational Psychology, 13, pp.169~184 (1988)
- spatial abilities in problem solving in physics, In Diagrammatic representation and reasoning, "Visual", pp.2002, Kozhevnikov, M.
- Kozhevnikov, M., "Spatial versus object visualizers : A new characterization of visual cognitive style", Memory and Cognition, 33, pp.710~726 (2005)
- Kulik, J. A., "The effectiveness of computer-based adult education : A meta-analysis", Journal of Educational Computing Research, 2, pp.235~252 (1986)
- Massa, L. J., "Three obstacles to validating the Verbal-Imager Subtest of the Cognitive Styles Analysis", Personality and Individual Differences, 39, pp.845~848 (2005)
- Mayer, R. E., "Three facets of visual and verbal learners : cognitive ability, cognitive style and learning preference", Journal of Educational Psychology, 95(4), pp.833~846 (2003)
- Miller, A., "Cognitive styles : An integrated model", Educational Psychology, 7, pp.251~268 (1987)
- Moyer, R. S., "Mental comparison and symbolic distance effect", Cognitive Psychology, 8(2), pp.228~246 (1976)
- Najjar, L. J., "Multimedia information and learning", Journal of Educational Multimedia and Hypermedia, 5, pp.129~150 (1996)
- Paivio, A., "Imagery and verbal processes" (1971), Holt, Rinehart & Winston
- Peterson, E. R., "A new measure of Verbal-Imagery Cognitive Styles : VICS", Personality and Individual Differences, 38, pp.1269~1281 (2005)
- Peterson, R., "The reliability of Riding's cognitive styles analysis test", Personality and Individual Differences, 34, pp.881~891 (2003)
- Rezaei, A. R., "Evaluation of the reliability and validity of the cognitive styles analysis", Personality and Individual differences, 26, pp.1317~1327 (2004)
- Richardson, A., "Verbalizer-visualizer : A cognitive style and dimension", Journal of Mental Imagery, 1, pp.109~126 (1977)
- Riding, R., "Cognitive Styles Analysis" (1991), Learning and Training Technology
- Riding, R. J., "Verbaliser-imager learning style and children's recall of information presented in pictorial versus written form", Educational Psychology, 6, pp.141~145 (1980)
- Riding, R., "Cognitve styles : an overview and integration", Educational Psychology, 11, pp.193~215 (1991)
- Snodgrass, J. G., "A standardized set of 260 pictures : Norms for name agreement, familiarity and visual complexity", Journal of Experimental Psychology : Human Learning & Memory, 6, pp.174~215 (1980)
- Sternberg, R. J., "Perspectives on thinking, learning, and cognitive styles" (2001), Lawrence Erlbaum Assiciates
- O Psychology, In International Review of Industrial and Organizational Psychology, "Cognitive style and complexity: Implications for I", pp.1989, Streufert, S.
- Witkin, H. A., "Psychological differentiation: studies of development" (1962), Wiley