만 5세 유아의 인지적 억제와 작업기억 폭이 회상수행에 미치는 영향 = The Effects of Inhibition and Working Memory Span on 5-year-old Children’s’ Recall

국문 초록 (Abstract)

본 연구는 유아의 학습에 기반이 되는 인지과정의 요소인 작업기억 폭과 인지적 억제가 인지과제에 어떠한 영향을 주는지를 살펴보는 것에 그 목적이 있다. 본 연구의 대상은 유치원 만5세 유아 229명이다. ‘별과 꽃’ 과제와 ‘WMTB-C의 숫자폭’과제, ‘자유회상’ 과제를 사용하였고, 수집된 자료는 인지적 억제(상,하) × 작업기억 폭(상,하)를 통한 이원 배치 분산분석을 통하여 분석하였다. 분석결과 유아의 회상량에 있어서 인지적 억제와 작업기억 폭의 주효과가 나타났다. 또한 인지적 억제와 작업기억 폭의 상호작용이 나타났다. 이에 따라 단순 주효과 분석을 실시한 결과. 작업기억이 높은 집단에서 인지적억제가 높고, 낮음에 따른 회상량의 유의한 차이가 발생하였다. 또한 작업기억이 낮은 집단에서 인지적 억제의 높고, 낮음에 따라 회상량에 유의미한 차이가 발생하였다. 그리고 인지적 억제가 낮은 집단에서 작업기억에 따라 회상량에 유의미한 차이가 나타났다. 반면에 인지적억제가 높은 경우에는 작업기억의 높고 낮음에 따라서 유의미한 차이가 나타나지 않았다. 결론적으로, 학령전기인 만 5세 유아에게서도 작업기억 체계의 하위 구조인 음운회로 영역과 중앙 집행기의 상호작용이 발생하였다. 이는 작업기억의 하위체계 요소간의 상호작용이 학령전기 유아에게도 발생한다는 것을 시사하는 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of cognitive inhibition and working memory span on five years old children's recall. A total of two hundred and twenty-nine, five-year-old children participated. The participants were split in half based on their cognitive inhibition and working memory span(A high and a low group). Finally, two hundred and one children were selected as subjects. These participants completed three tasks: the first task was a typical Working Memory span task by WMTB-C. A Stroop-like day-night test was also used to examine cognitive inhibition alongside memory recall scoring. The experiment was designed to investigate two factors: cognitive inhibition (high, low) and working memory span (high, low). The data was analyzed using the Two-way ANOVA. The results showed that all the main effects were significant and the interaction effect between the cognitive inhibition level and working memory span was also significant. However, there was no significant effect of working memory span on high cognitive inhibition. These results suggest that children's performance on memory recall tasks is not only influenced by cognitive inhibition, but also by working memory span. The implication of this is that there is a possibility that the sub-components of working memory interact with each other to influence children's performance.

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