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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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초록· 키워드
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The study reported here examined the effects of cognitive complexity on the quality of summary writing among 50 Korean college students in the context of genre repetition. The cognitive complexity was varied in terms of text type (either expository or argumentative) and in terms of length (either limited to 70 words or not limited). These variables were adopted to test Robinson"s Cognition Hypothesis (CH) (2001a, 2002, 2003a, 2005a, 2007a). CH proposes that there are certain factors that influence cognitive complexity. The manipulation of these factors in a task leads to diverse demands. A range of studies have considered the effects of task complexity on learners" language production in terms of whether it becomes more complex, accurate, and/or fluent. However, little research has been conducted on summary quality from the perspective of the CH. Four independent variables were selected to reflect summary quality, namely copied items(CO), inaccurate ideas(IA), main idea selection(SE), and creative idea invention(I). The frequency of each variable was measured in summaries written under four conditions with different cognitive demands. The 50 participants were divided into four groups, each of which wrote summaries under a different cognitive load. The participants in every group had to write six summaries in the same genre. The first and the sixth summaries of each participant were analyzed to investigate summary quality and the effects of task repetition. A repeated-measures ANOVA was conducted to determine the effects of repetition, and ANCOVA was used to control initial score differences related to the effects of text type and length limit. The results showed that task repetition significantly influenced SE out of four summary quality factors. The results suggest that differences in cognitive complexity have an effect on summary quality.
목차
1. Introduction
2. Literature Review
3. Methodology
4. Results
5. Discussion
6. Conclusion
References
참고문헌 (50)
참고문헌 신청
[단행본] - Adelson-Goldstein, J / 2004 / Read and reflect 1 / Oxford University Press
[학술지(정기간행물)] - Anderson, M. C. M / 2008 / Why do delayed summaries improve metacomprehension accuracy? / Acta Psychologica 128 : 110 ~ 118
[단행본] - Barton, L / 2004 / Intermediate / Pearson Education
[단행본] - Beatty, K. / 2004 / Read and think! A reading strategies course / Longman
[학술지(정기간행물)] - Brown, A / 1983 / Macrorules of summarizing texts: The development of expertise / Journal of Memory and Language 22 : 1 ~ 14
[학술지(정기간행물)] - Anderson, M. C. M / 2008 / Why do delayed summaries improve metacomprehension accuracy? / Acta Psychologica 128 : 110 ~ 118
[단행본] - Barton, L / 2004 / Intermediate / Pearson Education
[단행본] - Beatty, K. / 2004 / Read and think! A reading strategies course / Longman
[학술지(정기간행물)] - Brown, A / 1983 / Macrorules of summarizing texts: The development of expertise / Journal of Memory and Language 22 : 1 ~ 14
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UCI(KEPA) : I410-ECN-0101-2016-740-001951173