귀납적 사고의 학습 및 전이를 통한 가능적 발달 범위(Z.P.D) 연구 = A Study of Zone of Proximal Development according to Learning and Transfer of Inductive Reasoning

다국어 초록 (Multilingual Abstract)

This study examined the relation between current development levels, as estimated by IQ, and proximal levels of development, as estimated by efficiency of learning and transfer in assisted contexts, 11 years-old children learned to solve letter series completion problems with the aid of graduated sequences of prompts. In the initial stage a problem presented without aid and the aider waited until the child solved it or failed it no his own. If the child failed, a series of graded aids were given until a solution was reached.
Maintenance and Transfer were later assessed using similar prompting procedures.
The results of this study are as following: IQ effects were found.
Average-IQ children required more assistance than high-IQ children to achieve the same mastery level on the original problem types.
In addition to this difference in learning efficiency, average versus high-IQ students subsequently diverged in the number of prompts they needed as the transfer problems differed increasingly from the ones originally learned.
Amount of assistance required in original learning was significantly correlated in transfer in assisted contexts. (r=0.53)

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• 1. 사고의 발달 및 학습의 기제
• 가. 내면화
• 나. 반성적 추상화
• 1) 반성적 추상화와 논리수학적 학습
• 2) 반성적 추상화와 否定(contradiction)
• 2. 인지학습과 동료와의 상호작용
• 3. Z.P.D와 인지 발달
• 가. Z.P.D의 진단
• 나. Z.P.D의 활용
• Ⅲ. 연구방법
• 1. 연구대상
• 2. 실험과제
• 3. 실험절차
• Ⅳ. 연구결과 및 논의
• Ⅴ. 결론
• ※ 참고문헌
• ※ 영문초록
• ※ 부록