ISSN : 1229-0718
Two studies were conducted, which aimed to investigate the influence of reading aloud on children’s story recall. Forty-four children of six years of age participated in study 1. In this study, each child was assigned to one of two groups. In the first group, the child read a story aloud, whereas in the other group the child’s mother read a story to her. The results showed that children’s reading aloud increased subsequent recall of the story as compared with when mothers read the story to their children. In study 2, eighty-four children of four, six, and eight years of age participated in the experiment. This study examined the differences in repeated story recalls according to child age, serial position effects (primacy, middle, recency), and reading condition (reading aloud vs. mothers reading to their children). Results showed that older children, and children who read aloud, showed superior recall. Recall also improved over repeated trials, and primacy and recency effects were revealed in all of three trials. Findings are discussed in terms of attention and consolidation processes in the formation of memory traces. Suggestions for future studies are presented.
고선희, 최경순, 황민아 (2009). 읽기 폭 과제로 측정한 정상아동의 작업기억 발달. 언어청각장애연구, 14, 303-312.
김수연, 최경숙 (2002). 기억 흔적 강도와 사후오정보의 특성이 아동의 회상에 미치는영향. 한국심리학회지: 발달, 15(3), 1-14.
김신혜, 진영선 (2014). 계열적 수행의 연령차와 인출 단서의 효과. 한국심리학회지:발달. 27(1), 141-158.
박애경 (1998). 지연간격, 노출조건 및 인지발달수준에 따른 유아의 회상기억. 한국교육문제연구소 논문집, 13, 63-94.
송영주 (1998). 글 처리과정에서 작업 기억 부담에 따른 유아의 이해 점검 수행. 유아교육연구, 18(2), 197-214.
이대균, 백경순 (2007). 글 없는 그림책의 반복적 읽기에서 나타난 유아의 문학적 반응연구. 어린이문학교육연구, 8(1), 139- 163.
이은주, 심현섭 (2003). 무의미 음절 따라 말하기를 통한 단순조음음운장애 아동과 정상아동의 음운기억 수행능력 비교연구. 언어청각장애연구, 8(2), 127-145.
조미혜 (1999). 아동의 회상 수행, 조직화 책략및 상위기억간의 관계, 아동학회지, 10(1), 11-15.
최영희, 고진숙 (2005). 그림책 읽기에서 나타난 어머니의 언어유형과 영아의 반응. 놀이치료연구, 8(1), 61-73.
Brainerd, C. J., & Reyna, V. F. (1992). Explaining ‘memory free’ reasoning. Psychological Science, 3, 332-339.
Brainerd, C. J., & Reyna, V. F. (1993). Memory independence and memory interference in cognitive development, Psychological Review, 100, 42-67.
Byrne, B., & Arnold, L. (1981). Dissociation of the recency effect and immediate memory span:evidence from beginning readers. British Journal of Psychology, 72, 371-376.
Capitani, E, Sala, S. D., Logie, R. H., & Spinnler, H. (1991). Recency, primacy, and memory:reappraising and standardising the serial position curve. Cortex, 28(3), 315-342.
Cole, M., Frankel, F., & Sharp, D. (1971). Development of free recall learning in children. Developmental Psychology, 4(2), 109-123.
Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: dual-route and parallel-distributed-processing approaches. Psychological Reiview, 100(4), 589-608.
Craik, F. I. M., & Watkins, M. J. (1973). The role of rehearsal in short-term memory. Journal of Verbal Learning and Verbal Behavior, 12(6), 599-607.
Daneman, M., & Carpenter, P. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
Farrar, M. J., & Goodman, G. S. (1992)Developmental changes in event memory. Child Development, 63(1), 173-187.
Geene, R. L. (1986). A common basis for recency effects in meediate and depayed recall. Journal of Experimental Psychology, 12(3), 413-418.
Güler, O. E., Larkina, M., Kleinknecht, E., & Bauer, P. J. (2010). Memory strategies and retrieval success in preschool children:Relations to maternal behavior over time. Journal of Cognition and Development, 11(2), 159-184.
Holdnack, J. A., Moberg, P. J., Arnold, S. E., Gur, R. C., & Gur, R. E. (1995). Speed of processing and verbal learning deficits in adults diagnosed with attention deficit disorder. Cognitive and Behavioral Neurology, 8(4), 282-292.
Karmiloff-Smith, A., Grant, J., Sims, K., Jones, M., & Cuckle, P. (1996). Rethinking metalinguistic awareness: representing and accessing knowledge about what counts as a word. Cognition, 58(2), 197-219.
Nelson, T. O. (1977). Repetition and depth of processing. Journal of Verbal Learning and Verbal Behavior, 16(2), 151-171.
Ornstein, P. A., Naus, M. J., & Liberty, C. (1975). Rehearsal and organizational processes in children’s memory. Child Development, 46, 818-830.
Page, M., & Norris, D. (1998). The primacy model: a new model of immediate serial recall. Psychological review, 105(4), 761-781.
Peterson, L. & Peterson, M. J. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58(3), 193-198.
Pine, K. J., & Messer, D. J. (1998). Group collaboration effects and the explicitness of children’s knowledge. Cognitive Development, 13, 109-126.
Poulton, E. C., & Brown, C. H. (1967). Memory after reading aloud and reading silently. British Journal of Psychology, 58(3&4), 219-222.
van Strien. J. W. (1999). Verbal learning in boys with P-type dyslexia: L-type dyslexia and boys without learning disabilities: duffereces in learning curves and in serial position curves. Child Neuropsychology, 5(3). 145-153.
Worthy, J., & Broaddus, K. (2001). Fluency beyond the primary grades: From group performance to silent, independent reading. The Reading Teacher, 334-343.
Yates, J. F., & Curley, S. P. (1986). Contingency judgment: Primacy effects and attention decrement. Acta Psychologica, 62(3), 293-302.