授業端緖體制가 散文에 포함된 情報學習에 미치는 效果 = Effects of Instructional Cue Systems on the Prose-Information Learning

다국어 초록 (Multilingual Abstract)

Explicit cue-systems (defined objectives and underlining) and implicit cue-systems (context and syntax) seemed to facilitate for students to use the perceptual rules (or decision criteria) in classifying and selecting the information embedded in the prose materials or texts and thus overcome the limited capacities of their processing systems. It seemed that these perceptual rules constitute the students' goal orientations and reflect their purposes in learning (or reading). Learners implement decision criteria during stud to guide their attentional processes to the important information contained in a text. The major issues of interest in the present investigation were: (1) how are the instructional cuing systems facilitated the learning of the prose informations and (2) do those decision criteria exert over attentional processes and then learning products?
In the present study, the perceptual rules (or decision criteria) were examined in light of the cue systems which were the related clusters of stimuli exerting an influence over their construction and implementation. The suggestions of the previous researches were accepted that the perceptual rules which guide attentional processes during prose learning are jointly determined by cue systems operative at the time.
All subjects (240 second-grade male and female students of a high school in Teagu city) studied a prose passage which was written into Korean and described an imaginary solar system and its inhabited planets. Prior to reading the text, one-half of the subjects received instructional objectives which defined a set of cues for them (i.e., the "specified objective cue" condition), while the other one-half received control statements which did not define a set of cue (i.e., the "unspecified objective cue" condition). Four variations of underlining cue were applied to the text. One-fourth of the subjects received a text in which items associated whit the set of cues were underlined; one-fourth received a version in which items not associated with the set of cues were underlined; one-fourth received a nonunderlined text and generated their own underlining of information; and one-fourth (controled group) simply learned a ununderlined text. The data were analyzed by the Split-Plot Analysis of Variance(by Kirk), and the recall effects of each condition were compared via the Mean Comparison procedure.
The dependent measure consisted of the number of correctly recalled items on a 36-item completion-type test of recall. Recalled items of information were examined in light of their (1) syntactic relationships with other items and (2) contextual location in the text.
The results of this study were as the followings:
(1) Specifying either a single explicit cue system or a combination of systems by unitary set of cue facilitated the learning of the prose information associated with that set of cues. But the underlining generated by subjects did not improve the recall of the informations.
(2) When a combination of explicit cue systems specified two distinctly different, The learning of the information associated with those sets was not improved.
(3) The learning of information items in intra-context location was superior to that of items in extra-context location.

목차 (Table of Contents)

• Ⅰ. 緖 論
• 1. 問題의 提起
• 2. 先行硏究 및 理論的 背景
• 3. 硏究假說
• Ⅱ. 硏究方法
• 1. 對 象
• 2. 實驗道具
• 3. 實驗設計
• 4. 實驗節次
• 5. 資料處理
• Ⅲ. 硏究結果
• 1. 明示的 端緖體制에 의한 果
• 2. 默示的 端緖體制에 의한 果
• Ⅳ. 論 議
• Ⅴ. 結論 및 提言