인출방법과 학습시간이 산문파지의 인출촉진유도에 미치는 영향 = The Effect of Retrieval Format and Study Time on Retrieval-Induced Facilitation of Retention in Prose

다국어 초록 (Multilingual Abstract)

The purpose of this research is to confirm the Retrieval- induced facilitation of retention by that the difference in retrieval formats and study times affects the difference in the amount of retention retrieved when doing the retrieval practice which is well known learning strategy for its long-term memory enhancement. For this, the retrieval format and the study time were set as the main variables. The subjects were 142 male middle school 3rd graders. As a experimental tool, a prose consisting of 26 lines of 4 paragraphs was selected considering that the school textbooks were usually written in prose. The experiment was designed between subjects. The research tool was a prose consisting of 4 paragraphs. The research design was consisted of two retrieval formats(covert, overt)×two study times(unlimited, 6min) within subject, and the retention scores of each groups were measured two days later. The results were analyzed by two-way analysis of variance(Two-way ANOVA) of the 121 subjects’ data. As a result of the experiment, it was found that there was a difference in retention depending on the retrieval formats The retention of the overt conditions was statistically better then the covert conditions’. But the study time did not affect the retentions. In other words, there was no statistical difference in retention between study time conditions(unlimited vs. 6min). No interaction effect was between retrieval formats and study time conditions. Therefore, if the study time is enough, the limited overt retrieval can have similar test effect to the self-paced. At the covert retrieval, furthermore, it was confirmed that the increase of study time did not guarantee the increase in the quantity of retention.

국문 초록 (Abstract)

장기기억증진효과가 있는 학습전략인 인출연습을 수행할 때 수행방법과 학습시간의 차이에 따라 인출되는 파지량에 차이가 있는지를 알아봄으로써 인출촉진유도현상이 발생여부를 확인하고자 하였다. 이를 위해 인출방법(내적인출 vs. 외적인출)과 학습시간(자유시간 vs.6분학습)을 주요변수로 설정하였다. 실험대상은 중학교 3학년 남학생 142명이었다. 실험 도구는 학교 교과서에 산문형식의 지문이 많다는 사실을 고려하여 26줄 4단락으로 이루어진 산문을 선택하였다. 실험은 2(내적인출, 외적인출)×2(자유학습, 6분학습) 피험자 간 설계로 구성하였으며 2일 후 네 집단의 파지를 측정하였다. 수집된 자료 중 총 121명의 자료를 Two-Way ANOVA로 분석하였다. 실험결과 인출방법에 따라 파지에 차이가 있는 것으로 나타났다. 외적인출의 파지가 내적인출에 비해 유의미하게 높았다. 그러나 학습시간의 제한여부는 파지에 영향을 끼치지 않았다. 즉, 자유학습과 6분학습 간 파지의 통계적 차이는 없었다. 또한 인출방법과 학습시간 간 상호작용효과는 나타나지 않았다. 따라서 외적인출에 필요한 평균 학습시간을 할당하는 경우 외적인출은 자기보조학습과 비슷한 효과를 보인다는 점이 밝혀졌다. 또한 내적인출에서 학습시간의 증가가 파지의 양적 증가를 보장하지 않는다는 점을 확인하였다.

참고문헌 (Reference)

1 강승식, "형태소분석기 (KLT2000 Ver. 2019)" 한글공학연구소

2 석보영, "학습판단에 반영된 역량의 착각 현상 분석" 대한사고개발학회 15 (15): 27-48, 2019

3 석보영, "학습전략의 효과성 판단에서 역량의 착각 원인 분석" 대한사고개발학회 15 (15): 73-95, 2019

4 강이철, "인출연습의 기억증진효과에 대한 뇌영상 증거" 대한사고개발학회 14 (14): 21-39, 2018

5 홍주영, "인출시기에 따른 학습전략의 산문 파지 효과" 대한사고개발학회 16 (16): 23-45, 2020

6 Sternberg, R. J., "인지심리학" 박학사 2016

7 강이철, "시험치기 학습전략의 이론적 근거와 활용 실태" 대한사고개발학회 13 (13): 41-66, 2017

8 석보영, "성취목표 지향유형과 학습전략의 효과성 판단이 학습전략의 사용에 미치는 효과" 대한사고개발학회 16 (16): 1-29, 2020

9 이종호, "노벨상이 만든 세상_생리의학" 나무의 꿈 194-196, 2004

10 정희모, "글쓰기의 전략" 들녘 2005

11 강이철, "교수학습전략으로서 연습시험과 분산연습의 통합적 활용방안" 대한사고개발학회 12 (12): 23-46, 2016

12 최효식, "교수전략으로서의 인출과 부호화에 관한 인식 및 실태 연구" 한국교육심리학회 27 (27): 509-528, 2013

13 Chan, J. C. K., "When does retrieval induce forgetting and when does it induce facilitation? Implications for retrieval inhibition, testing effect, and text processing" 61 : 153-170, 2009

14 Pashler, H., "When does feedback facilitate learning of words?" 31 (31): 3-8, 2005

15 Izawa, C., "Vocalized and silent tests in paired-associate learning" 89 : 681-693, 1976

16 Carpenter, S. K., "The role of mediator strength in learning from retrieval" 92 : 128-141, 2017

17 Kintsch, W., "The role of knowledge in discourse comprehension : A construction-integration model" 95 : 163-182, 1988

18 McDaniel, M. A., "The read-recite-review study strategy : Effective and portable" 20 (20): 516-522, 2009

19 Roediger III, H. L., "The power of testing memory : Basic research and implications for educational practice" 1 (1): 181-210, 2006

20 Meyer, B. J. F., "The organization of prose and its effects on memory" North-Holland Publishing Company 1975

21 Loaiza, V. M., "The long-term consequences of retrieval demands during working memory" 49 (49): 112-126, 2021

22 Carpenter, S. K., "The effects of tests on learning and forgetting" 36 : 438-448, 2008

23 Roediger III, H. L., "The critical role of retrieval practice in long-term retention" 15 (15): 20-27, 2011

24 Soderstrom, N. C., "The critical importance of retrieval-and spacing-for learning" 27 (27): 223-230, 2016

25 Karpicke, J. D., "The critical importance of retrieval for learning" 319 (319): 966-968, 2008

26 Little, J. L., "The costs and benefits of testing text materials" 19 (19): 346-359, 2011

27 Tulving, E., "The Oxford handbook of memory" Oxford University Press 2000

28 Carpenter, S. K., "Testing beyond words : using tests to enhance visuospatia map learning" 14 : 474-478, 2007

29 Zimmerman, B. J., "Self-regulation of learning and performance: Issues and educational applications" Erlbaum 181-199, 1994

30 Zimmerman, B. J., "Self-regulated learning: From teaching to self-reflective practice" Guilford Press 1-19, 1998

31 Dunlosky, J., "Self-regulated learning and the allocation of study time" 54 : 103-140, 2011

32 Winne, P. H., "Self-regulated learning and academic achievement: Theoretical perspectives" Lawrence Erlbaum Associates Publishers 153-189, 2001

33 Chan, J. C., "Retrieval-induced facilitation : Initially nontested material can benefit from prior testing of related material" 135 (135): 553-571, 2006

34 Moreira, B. F. T., "Retrieval practice in classroom settings: A review of applied research" 4 : 5-, 2019

35 Karpicke, J. D., "Retrieval mode distinguishes the testing effect from the generation effect" 62 : 227-239, 2010

36 Antony, J. W., "Retrieval as a fast route to memory consolidation" 21 (21): 573-576, 2017

37 Karpicke, J. D., "Repeated retrieval during learning is the key to long-term retention" 57 : 151-162, 2007

38 Orlando, V. P., "Reading: Disciplined inquiry in process and practice" National Reading Conference 242-245, 1978

39 Pashler, H., "Organizing instruction and study to improve student learning (NCER 2007-2004)" National Center for Education Research, Institute of Education Sciences, U.S. Department of Education 2007

40 Abbot, E. E., "On the analysis of the memory consciousness in orthography" 11 (11): 127-, 1909

41 Bjork, R. A., "Metacognition: Knowing about Knowing" The MIT Press 185-205, 1994

42 Gardiner, J. M., "Memory for remembered events : effects of response mode and response-produced feedback" 16 : 45-54, 1977

43 Chan, J. C. K., "Long-term effects of testing on the recall of nontested materials" 18 : 4957-, 2010

44 Pash, A., "Lifehacker: The guide to working smarter, faster, and better" John Wiley & Sons 2011

45 Weinstein, C., "Learning and Study Strategies Inventory(LASSI)" H&H Publications 1987

46 Karpicke, J. D., "Is expanding retrieval a superior method for learning text materials?" 38 (38): 16-124, 2010

47 Alloway, T. P., "Investigating the predictive roles of working memory and IQ in academic attainment" 106 (106): 20-29, 2010

48 Dunlosky, J., "Improving students’ learning with effective learningtechniques : Promising directions from cognitive and educational psychology" 14 (14): 4-58, 2013

49 Carpenter, S. K., "Impoverished cue support enhances subsequent retention: support for the elaborative retrieval explanation of the testing effect" 34 : 2006

50 Thalmann, M., "How does chunking help working memory?" 45 (45): 37-, 2019

51 Jӧnsson, F. U., "How crucial is the response format for the testing effect?" 78 (78): 623-633, 2014

52 Kang, S. H. K., "Enhancing visuospatial learning : the benefit of retrieval practice" 38 : 1009-1017, 2010

53 Tulving, E., "Elements of episodic memory" Oxford University Press 1983

54 Rawson, K. A., "Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis" 43 (43): 619-633, 2015

55 Putnam, A. L., "Does response mode affect amount recalled or the magnitude of the testing effect?" 41 (41): 36-48, 2013

56 Tauber, S. K., "Does covert retrieval benefit learning of key-term definitions?" 7 (7): 106-115, 2018

57 Carpenter, S. K, "Cue strength as a moderator of the testing effect: the benefits of elaborative retrieval" 35 : 1563-1569, 2009

58 Smith, M. A., "Covert retrieval practice benefits retention as much as overt retrieval practice" 39 (39): 1712-, 2013

59 Loaiza, V. M., "Covert retrieval in working memory impacts the phenomenological characteristics remembered during episodic memory" 57 : 20-32, 2018

60 Butler, A. C., "Correcting a metacognitive error: feedback increases retention of low-confidence correct responses" 34 (34): 918-, 2008

61 Karpicke, J. D., "Cognitive psychology of memory" Academic Press 487-514, 2017

62 Sundqvist, M. L., "Assessing boundary conditions of the testing effect : On the relative efficacy of covert vs. overt retrieval" 8 (8): 1-15, 2017

63 Carroll, J. B., "A model of school learning" 64 (64): 723-733, 1963