읽기 폭 과제로 측정한 정상아동의 작업기억 발달 = The Development of Reading Span in Children

다국어 초록 (Multilingual Abstract)

Background & Objectives: A vast amount of research has been conducted to identify the relationship between working memory capacity and performance on various psycholinguistic tasks in individuals with language or reading disabilities, as well as in normal populations. However, only a few reports are available on the developmental changes in working memory capacities among typically developing children. The purpose of this study was to develope reading span task to measure working memory capacity for school-aged children and to investigate its developmental changes. Methods: A total of 124 typically developing children enrolled in kindergarten, second, fourth, and sixth grades participated in this study. We developed a reading span task for children that modified the task of Daneman & Carpenter (1980). The reading span task was composed of 20 sets of sentences. The number of sentences contained in each set varied from two to five. The children were asked to read the sentences in a set aloud and then to recall the final words of all of the sentences in the set. The number of sets in which a child correctly recalled all of the final words was counted. The children also performed a forward digit span task,which primarily taps the storage aspect of working memory. Results: For both the reading span task and the forward digit span task, significant main effects of grade were noted. In a post-hoc test, the reading span scores were significantly different between the kindergarteners and the second graders and the second graders and the fourth graders, but not between the fourth graders and the sixth graders. Significant group differences were also noted between the kindergarteners and the fourth and sixth graders and between the second graders and the sixth graders. In contrast, the children’s digit span scores were not significantly different across the adjacent grades. The digit span scores of the kindergarteners significantly differed only from those of the fourth and sixth graders but not from those of the second graders. The second graders’ scores differed only from those of the sixth graders but not from those of the fourth graders. The digit span scores of the fourth graders did not significantly differ from those of the sixth graders. Discussion & Conclusion: Our results indicated that the reading span task was more sensitive than the forward digit span task in showing the developmental changes in working memory in school-aged children. These results suggest that the reading span task requires a considerable amount of resources in “processing,” i.e., reading and comprehending sentences, and that children’s reading comprehension skills become more proficient during elementary school ages

국문 초록 (Abstract)

배경 및 목적: 많은 선행 연구들에서 정상인들 뿐 아니라 다양한 언어장애 아동들의 작업기억능력이 언어능력과 관련이 있는 것으로 나타났다. 작업기억이 언어능력과 관련이 있음에도 불구하고 정작 정상아동의 작업기억 능력의 발달에 관한 연구가 많지 않다. 이에 본 연구에서는아동에게 적합한 읽기 폭 과제를 제작하여 취학 직전의 유치원에서부터 초등학교 고학년의아동을 대상으로 읽기 폭으로 측정한 작업기억의 발달 양상을 알아보았다. 방법: 연구대상은6세 유치원 아동 30명, 초등학교 2학년 29명, 4학년 32명, 6학년 33명의 아동으로 총 124명이었다. Daneman & Carpenter (1980)의 과제를 기초로 하여 제작한 아동용 읽기 폭 과제와 숫자바로 따라말하기 과제를 실시하였다. 결과: 읽기 폭 과제와 숫자 바로 따라말하기 과제 수행결과 모두에서 학년 간 유의미한 차이가 나타났다. 사후 검사를 실시한 결과 읽기 폭 과제에서는 4학년과 6학년 집단 간의 차이를 제외한 모든 집단 간에서 유의미한 차이가 나타난 반면,숫자 바로 따라말하기 과제 결과에서는 유치원과 4학년, 유치원과 6학년, 2학년과 6학년에서만집단 간 유의미한 차이를 보였다. 논의 및 결론: 학령기에 있어 작업기억의 발달적 변화는 숫자바로 따라말하기 과제보다 읽기폭 과제 수행에서 더 민감하게 나타났다. 이와 같은 결과는처리와 동시에 저장을 요구하는 읽기 폭 과제와 저장을 강조하는 숫자 바로 따라말하기 과제간의 특성 차이가 반영된 결과로 해석된다

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 연구 방법
• Ⅲ. 연구 결과
• Ⅳ. 논의 및 결론

참고문헌 (Reference)

1 곽금주, "한국판 아동용 웩슬러지능검사(Korean-Wechsler Intelligence Scale for Children-Ⅲ: K-WISC-Ⅲ)" 도서출판 특수교육 2001

2 Swanson, H. L, "The influence of working memory on reading growth in subgroups of children with reading disabilities" 96 : 249-283, 2007