읽기학습에 영향을 미치는 메타인지와 작동기억의 관계 = Underlying Mechanism of Metacognition and Working Memory for Reading Comprehension

다국어 초록 (Multilingual Abstract)

The aim of the study was to investigate the relationship between metacognition and working memory in reading comprehension. The subjects were 168 sixth graders from TB elementary school in Gwangju city. All subjects were given the working memory test and the metamemory questionnaire in advance and then they were randomly assigned to the three experimental groups and the control. The control group performed only the reading task in which syntactic and semantic errors were included. Three experimental groups were given the dual tasks of the reading task and the concurrent working memory suppression tasks. The findings from the study were summarized as follows: First, there was not any significant difference in error detection rate and reaction time among the experimental groups and the control. The result of planned comparison, however, showed that the central executive suppression group achieved the lowest error detection rate. It could be considered as the evidence that the central executive had significant effects on reading comprehension. Second, the high central executive working memory span groups detected more text errors than the low group. Also, the high phonological loop and visuospatial working memory span groups showed the same results. It means that working memory plays important roles in reading comprehension. Third, the result of regression analysis showed that the central executive was the most significant variable to explain the variance of reading comprehension that demands subjects` metacognitive regulation. This study concluded from the three findings that metacognitive regulation could be similar to the functions of the central executive of working memory.