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Effects of Giving Prompts and Asking for Self-Explanation Depend on the Students' Need for Cognition
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촉진질문 제공과 자기설명 지시가 기억과 이해에 미치는 영향 : 인지욕구와의 상호작용

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Type
Academic journal
Author
Kyung Soo Do (성균관대학교) Hyo-hee Lee (성균관대학교)
Journal
The Korean Society for Cognitive Science KOREAN JOURNAL OF COGNITIVE SCIENCE Vol.23 No.2 KCI Accredited Journals
Published
2012.6
Pages
185 - 204 (20page)

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Effects of Giving Prompts and Asking for Self-Explanation Depend on the Students' Need for Cognition
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A three factor experiment was conducted to explore the effects of giving prompts and asking for self explanation and the modulating effect of the need for cognition (NC) on the two interventions. The effects of giving prompts and asking for self explanation were different depending on the task and the level of need for cognition. Participants of low NC conditions showed the prompt effect and the self explanation effect in the memory tests. On the other hand, participants in the high NC conditions performed better in the comprehension test when they were given prompts and were asked to self explain. However, high NC participants performed worse when they were asked to self explain without providing the prompts. The results were interpreted to suggest the importance of detecting the right parts in getting the self explanation effect.
#자기설명 #촉진질문 #인지욕구 #파지 #이해 #self explanation #prompts #need for cognition #memory #comprehension

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김완석. 효율적인 인지욕구 측정. 한국심리학회지: 소비자·광고. 2007 google schola 도경수, 차유영. 시공간 작업기억 용량과 그림 자료의 유형과 내용이 초등학생의 영어 단어 학습에 미치는 영향. 인지과학. 2008 dbpia

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