Browse > Article

The Relationship between Children's Information Processing and Basic Learning Abilities  

Kim, Nam Hee (강원대학교 유아교육과)
Publication Information
Korean Journal of Childcare and Education / v.9, no.2, 2013 , pp. 173-189 More about this Journal
Abstract
The purpose of this study was to examine the relationship between children's information processing ability and basic learning abilities. To collect the data, two tests were given to 99 children. The Korean K-ABC(Moon & Byun, 1997) and Pictorial Basic Learning Abilities for Children(Kim, 2011) were used to examine the relationship between children's information processing and basic learning abilities. The collected data were analyzed by correlation analysis and multiple regression analysis. According to the results of this study, there was a significant positive correlation between information processing(sequential processing, simultaneous processing) and basic learning abilities including reading, writing, and basic mathematics. And information processing significantly affected basic learning abilities. Namely, simultaneous processing explained 22% of basic learning abilities and by adding sequential processing, the explanation was increased to 25%. In conclusion, the results of this study suggest various implications about children's basic learning abilities. These implications will help teachers and parents to understand their children's learning.
Keywords
simultaneous processing; sequential processing; reading; writing; basic mathematics; information processing ability;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 김규영 (1998). 인지과정과 지능 및 학업성취의 관계 연구-PASS모형 중심으로-. 연세대학교 대학원 석사학위 청구논문.
2 김두정 (2010). 뇌 과학: 학교 교육과 교육과정에의 시사점. 교육과정연구, 28(3), 127-145.
3 김남희 (2011). 유아그림기초학습능력검사 도구 개발. 열린유아교육연구, 16(1), 205-233.
4 김은주, 박해정, 김주환 (2010). 교육에서의 긍정적 감성의 역할. 감성과학, 13(1), 225-234.
5 김정민 (2005). 정보처리양식에 따른 상위언어 능력과 창의적 언어 능력의 차이. 대구가톨릭대학교 대학원 석사학위 청구논문.
6 문수백, 변창진 (1997). K-ABC 실시.채점요강. 서울: 학지사.
7 문수백, 변창진 (1997). K-ABC 해석요강. 서울: 학지사.
8 박경숙, 윤점룡, 박효정 (1987). 기초학습기능검사 개발 연구. 서울: 한국교육개발원.
9 박선욱 (2002). 정보처리 양식에 따른 수학적 의사소통 능력과 문장제 해결능력과의 관계. 이화여자대학교 교육대학원 석사학위 청구논문.
10 박선형 (2009). 교육에 대한 학습과학적 접근: 교육적 의미와 시사점 탐색. 열린교육연구, 17(3), 27-49.
11 박순길 (2003). Luria의 뇌 모델과 K-ABC 분석 연구. 한국지체부자유아교육학회지, 41, 321-339.
12 박재국, 손상희, 신인수, 김주홍 (2004). K-ABC를 활용한 장애아동의 교수-학습 방법 적용방안. 특수아동교육연구, 6(2), 181-213.
13 신인선, 장영일, 권점례 (2002). 수학 교실에서 뇌-기반 학습에 대한 연구. 한국수학교육학회지 시리즈 E: 수학교육논문집, 14, 177-195.
14 어성중, 신인선 (1997). 정보처리 양식과 수학 성취도와의 관계에 대한 연구. 한국수학교육학회지, 36(1), 23-33.
15 여유진 (2008). 유아의 계획능력과 정보처리양식이 수학 영역별 성취에 미치는 영향. 대구가톨릭대학교 대학원 석사학위 청구논문.
16 오미형 (2005). 정보처리유형에 따른 유아의 이야기 구성능력의 차이. 아동교육, 14(1), 191-203.
17 오미형 (2008). 유아의 정보처리양식과 연령이 공간좌표인식능력에 미치는 영향. 대한가정학회지, 46(9), 125-135.
18 오미형, 문수백 (2004). 아동의 정보처리 유형이 이야기 구조에 따라 이야기 이해에 미치는 영향. 미래유아교육학회지, 11(3), 75-94.
19 윤옥순, 문수백 (2008). 동화프로젝트 활동이 유아의 정보처리유형에 따라 언어표현력에 미치는 효과. 미래유아교육학회지, 15(1), 163-193.
20 이병승 (2007). 두뇌 기반 학습 이론에 근거한 읽기 교육의 쟁점. 한국초등교육, 18(1), 176-203.
21 이영수 (2007). 읽기와 쓰기의 신경생리학적 고찰. 한국출판학연구, 통권(52), 237-271.
22 정종진 (2010). 뇌기반 교수-학습의 개념과 원리. 한국열린유아교육학회 학술대회 논문집, 2, 19-39.
23 황우형 (2003). 수학교육학에서 바라본 학습심리학의 발달과정과 전망. 한국수학교육학회지 시리즈 A: 수학교육, 42(2), 121-135.
24 Ansari, D. (2008). The brain goes to school: Strengthening the education-neuroscience connection. Education Canada, 48(4), 6-10.
25 Blakemore, S-J., & Frith, U. (2005). The learning brain: lessons for education. Oxford: Blackwell.
26 Brown, B. L. (2012). Bringing brain research into teaching. Principal, 91(3), 34-35.
27 Bruer, J. T. (1997). Education and the brain: a bridge too far. Educational Researcher, 26(8), 1-13.
28 Caine, G., & Caine, R. (1994). Making connections: Teaching and the human brain. NY: Addison Wesley.
29 Chow, D., & Skuy, M. (1999). Simultaneous and successive cognitive processing in children with nonverbal learning disabilities. School Psychology International, 20(2), 219-231.   DOI
30 Das, J. P. (1988). Simultaneous-successive processing and planning. In R. Schmeck(Ed.), Learning styles and learning strategies(pp.101-129). NY: Plenum.
31 Griffee, D. T. (2007). Connecting theory to practice: evaluating a brain-based writing curriculum. Learning Assistance Review, 12(1), 17-27.
32 Hall, J. (2005). Neuroscience and education. Education Journal, 84, 27-29.
33 Hood, M., & Conlon, E. (2003). The role of temporal processing in early reading and spelling development. Australian Journal of Psychology, 55, 81.
34 Kroesbergen, E. H., Van Luit, J. E. H., & Naglieri, J. A. (2003). Mathematics learning difficulties and PASS cognitive processes. Journal of Learning Disabilities, 36, 574-582.   DOI
35 Immordino-Yang, M. H. (2010). Implications of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43(1), 98-103.
36 Jensen, E. (2000). Brain-based learning: A reality check. Educational Leadership, 57(7), 76-80.
37 Joseph, L. M., McCachran, M. E., & Naglieri, J. A. (2003). PASS cognitive processes, phonological processes, and basic reading performance for a sample of referred primary-grade children. Journal of Research in Reading, 26, 304-314.   DOI   ScienceOn
38 Kroesbergen, E. H., Van Luit, J. E. H., & Naglieri, J. A., Taddei, S., & Franchi, E. (2010). PASS processes and early mathematics skills in Dutch and Italian kindergartners. Journal of Psychoeducational Assessment, 28, 585-593.   DOI
39 Leong, C. K., Cheng, S. C., & Das, J. P. (1985). Simultaneous-successive syntheses and planning in Chinese readers. International Journal of Psychology, 20, 19-31.   DOI
40 Lglesias-Sarmiento, V., & Deano, M. (2011). Cognitive processing and mathematical achievement: A study with schoolchildren between fourth and sixth grade of primary education. Journal of Learning Disabilities, 44(6), 570-583.   DOI
41 Max-Neef, M. A. (2005). Foundations of transdisciplinarity. Ecological Economics, 53, 5-16.   DOI   ScienceOn
42 McRae, S. G. (1986). Sequential-simultaneous processing and reading skills in primary grade children. Journal of Learning Disabilities, 19(8), 509-511.   DOI
43 Mohanty, A. (1994). Verbal and nonverbal dimensions in simultaneous and successive processing: Differences between normal and reading disabled children. Social Science International, 10, 61-68.
44 Pace, A. (2012). Brain-based learning for leaders. T+D, 66(12), 20-20.
45 Naglieri, J. A., & Das, J. P. (1990). Planning, Attention, Simultaneous, and Successive cognitive processes as a model for intelligence. Journal of Psychoeducational Assessment, 8, 303-337.   DOI
46 Naglieri, J. A., & Das, J. P. (1997). Cognitive Assessment System interpretive handbook. Itasca, IL: Riverside.
47 OECD. (2007). Understanding the brain: The birth of a learning science. Paris: OECD.
48 Rapp, R. (2011). Chasing science: children's brains, scientific inquiries, and family labors. Science, Technology, & Human Values, 36(5), 662-684.   DOI   ScienceOn
49 Robert, J. W. (2002). Beyond learning by doing: the brain compatible approach. Journal of Experimental Education, 25(2), 281-285.   DOI
50 van Weerdenburg, M., Verhoeven, L., Bosman, A., & van Balkom, H. (2011). Predicting word decoding and word spelling development in children with specific language impairment. Journal of Communication Disorders, 44(3), 392-411.   DOI   ScienceOn
51 Wilson, L. O. (2011). Mind, brain, and education science: a comprehensive guide to the new brain-based teaching. Choice: Current Reviews for Academic Libraries, 49(1), 179.