The importance of re-learning after retrieval induction in a paired-associate task

기억 과정에 대한 이론적 연구를 실제 학습 장면에 적용하려는 시도가 최근 활발해지고 있다. 이 시도 중의 하나는 인출 유도를 통한 학습(learning via retrieval)이다. 인출 유도를 통한 학습에서는, 예를 들어, 비단어와 숫자 쌍을 외우도록 하는 과제에서, 이들을 일정한 시간동안 동시에 제시하는 단순 학습 조건과는 달리 그 일정한 시간의 반 동안에는 비단어만을 먼저 제시하여 인출을 유도한 다음 나머지 반 동안에는 비단어와 숫자쌍을 함께 제시하는 절차를 사용한다. 이 절차를 사용하면 인출 유도 조건에서의 기억 수행이 단순 학습 조건에 비해 더 우수하다. 인출 유도 조건에서 기억이 향상되는 이유로 인출 시 학습자가 답을 스스로 산출하도록 하고 이어지는 학습 기회를 통해 오류를 수정하기 때문이라는 설명이 제시되었다. 본 연구에서는 오류 수정 외에, 인출 유도에 이어지는 재학습의 중요성을 알아보기 위해 대학생을 대상으로 한 5개의 실험이 수행되었다. 선행 연구를 반복 검증하는 실험 1에 이어, 먼저 인출을 유도한 다음 재학습의 용이성을 두 가지 다른 방식으로 조작하였다. 실험 2에서는 비단어만을 먼저 제시한 다음 숫자만을 제시한 조건과 비단어와 숫자를 함께 제시한 조건을 비교하였다. 실험 3에서는 비단어를 먼저 제시한 다음 비단어와 숫자가 함께 제시되는 시간을 길게 한 조건과 짧게 한 조건을 비교하였다. 두 실험 모두에서 재학습이 용이한 조건에서의 수행이 더 향상됨을 발견하였다. 실험 4에서는 인출 유도 시간은 다르지만 재학습시간이 동일할 때에는 수행에 차이가 사라지는 결과를, 실험 5에서는 재학습 시간이 짧을 경우 인출 유도가 이루어져도 학습만 이루어진 조건보다 오히려 수행이 저하되는 결과를 얻었다. 이상의 결과는 쌍대연합학습에서는 인출 유도 외에 충분한 재학습이 기억 수행을 높여주는 중요한 요인임을 보여준다.

keywords: 인출, 재학습, 쌍대연합과제, 기억, retrieval, re-learning, paired-associate learning, memory

Abstract

Recently, there have been several attempts to apply the results of theoretical research on memory processes in actual learning settings. One such attempt is the promotion of learning via retrieval or testing. Learning via retrieval occurs when one is forced to retrieve memorized information. For example, in a task where participants are asked to memorize cue-target pairs, learning is enhanced when only the cues are displayed during half of the learning session, inducing retrieval, and then the cue-target pairs are shown together, rather than when the cue-target pairs are displayed together throughout the session. One explanation for the memory enhancement effect of retrieval is that memory retrieval forces the learner to produce the answers and modify one's errors. The current study sought to examine such error modification processes as well as the importance of re-learning after retrieval induction by carrying out five experiments with college students. Experiment 1 was performed to replicate the findings of previous research. Then retrieval was induced and the conditions for re-learning was manipulated in two different ways. In Experiment 2, only the cue was displayed first, and then only the target was displayed in the experimental condition and the cue-target pairs were displayed together in the control. In Experiment 3, the cue was displayed first, and two conditions were compared: one in which the cue-target pairs were displayed longer and one in which the pairs were displayed for a shorter amount of time. In both experiments, performance increased when the conditions were better for re-learning. In Experiment 4, we found that there was no difference in performance when the retrieval induction time was different but the re-learning time was the same. In Experiment 5, when the re-learning time was short, the performance of retrieval induction condition was lower than that of the condition where learning took place without retrieval induction. These results suggest that in pair association learning tasks, not only retrieval induction but sufficient re-learning is an important factor in promoting memory performance.

keywords: 인출, 재학습, 쌍대연합과제, 기억, retrieval, re-learning, paired-associate learning, memory

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논문 상세

Vol.23 No.4

인출 유도 후 재학습의 중요성

The importance of re-learning after retrieval induction in a paired-associate task

초록

Abstract

참고문헌

한국심리학회지: 인지 및 생물