암기전략유형과 학습자의 학습능력이 초등학생의 기억에 미치는 효과 = The Effects of Three Types of Memorizing strategies and learners’ ability on the Elementary Children``s Memorization

다국어 초록 (Multilingual Abstract)

This study examined the effects of three types of memorizing strategies( teacher-centered mnemonics, student-centered mnemonics, and mind-map note) that are generally known to promote the ability to memorizing in order to learn how the differences may be applied to different level of learning ability. The following specific questions were addressed. first, how does teacher-centered mnemonics, student-centered mnemonics, and mind-map note affect the promotion of memory? second, how does teacher-centered mnemonics, student-centered mnemonics, and mind-map note affect the promotion of memory， according to the learning ability of mentally retarded students? third, how does teacher-centered mnemonics, student -centered mnemonics, and mind-map note affect the promotion of ongoing memory retention continuously? fourth, how does teacher-centered mnemonics, student-centered mnemonics, and mind-map note affect the promotion of ongoing memory， according to the learning ability of mentally retarded students? The subjects were 114 students(3 classes in the 4th grade) from J. elementary school in Pusan， Korea. Teacher-centered mnemonics was applied to the first group, Student-centered mnemonics is applied LO the second group, and mind-map note is applied to the third group. Two conclusions were drawn from the results of this study. first, the three types of memorizing strategies made significant differences in memory scores, but according to the learning ability of learners, the interaction of the three types were not make significantly different second, the three types of memorizing strategies made significant differences in retention scores, but according to the leaming ability of learners, the interaction of the three types were not make significantly different