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ISSN : 1229-0718
Karmiloff-Smith(1992)의 표상 재 기술 모형은 인간이 머릿속에 저장된 정보를 반복적으로 재표상하여 지식을 획득하는 과정을 설명한다. 이 모형은 아동들이 무의식적으로 만들어진 암묵적 표상에서 시작해 명시적인 표상을 거쳐 표상을 의식하고 언어화할 수 있는 단계로 발달한다고 가정하였다. 이에 본 연구는 표상 재 기술 발달을 증진시킬 수 있는 방법으로서 언어화의 효과를 검증해 보고자 균형과제를 사용하여 연구를 실시하였다. 수행률은 높으나 언어적 설명을 못하는 암묵수준과 수행률이 낮고 논리적인 언어적 설명이 불가능한 명시적 수준 이전의 아동들을 대상으로 언어화의 효과를 확인하고자 하였다. 완전한 명시적 수준에 다다르지 못한 5, 6, 7세 아동 222명을 대상으로 12가지 막대를 사용한 균형 과제를 실시하였는데, 이 과정동안 자신의 행동에 대한 이유와 결과에 대한 예측을 설명하도록 훈련하였다. 이 결과, 훈련 과제를 수행한 아동은 과제를 시행했으나 언어화하지 않은 조건이나 과제를 시행하지 않은 통제 집단에 비해 모든 수준에서 더 많은 아동들이 이전의 발달 수준보다 표상을 향상시킬 수 있었다. 특히 어린 아동들에게는 언어화의 효과가 현저하게 나타났다. 이러한 결과들은 자신의 행동을 언어로 표현하는 것이 생각을 고찰하고 조작하여 암묵적인 지식을 명시적인 지식으로 변화시켜 새로운 개념을 완전히 이해하는데 도움을 준다는 것을 시사한다. 이를 교육 활동에 응용할 수 있을 것으로 생각되며 이후의 연구에서는 균형과제 뿐 아니라 다른 영역들의 과제에서도 같은 표상 재기술의 발달을 검증해야 할 것으로 보인다.
The Representational Redescription model proposed by Karmiloff-Smith describes a process through which children elaborate their knowledge from unconscious and implicit levels to conscious explicit levels. The model also assumes that children in explicit levels are able to express their own representation of knowledge verbally. This study was to investigate how a verbalization training influences children's development of representational redescription. This study, 222 children aged from 5 to 7 years, who failed to explain their strategies of their solution in the balance task, were recruited. Children were divided into the experimental group and the control groups. A group of verbalization training was administered to a session using a 12 beam task. Compared to control groups, children in the training group showed more advanced levels of representation than their previous levels in a pretest. In particular, the effects of verbalization were salient in younger children. The results were interpreted as that verbalization is likely to facilitate children's reorganization of implicit knowledge, and eventually, to transfer the implicit knowledge toward explicit forms. Further research needs to pay more attention to the educational application of learning processes based on representational redescription.
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