이 연구는 메타기억전략이 지적장애아동의 단기기억과제에 미치는 영향을 검증하는데 목적이 있다. 연구 참여 대상자는 지능지수가 55-70 범위에 있고, 정신연령(MA)은 7세5개월-8세9개월의 범위에 있는 지적장애아동 26명을 선정하여 정신연령(MA)을 통제한 짝짓기에 의해 실험집단과 통제집단에 무작위 배치하였으며, 교육과제와 전이과제의 재생수, 유지수, 학습시간을 구하여 집단별로 비교 검토하였다. 결과분석은 SPSS WIN 18.0이 사용되었으며, 두 집단의 기억과제를 독립변인으로 하고 재생수, 유지수 그리고 학습시간을 종속변인으로 한 t-검증을 실시하였다. 그 결과, 실험집단에서는 자유재생과제에 있어서 전체적으로 재생수 및 유지수가 증가하였으며, 학습시간도 길어졌다. 또한 쌍제시과제에 있어서도 재생수 및 유지수가 증가하였으며, 학습시간도 길어졌다.

The purpose of this study was to investigate the effect of the metamemory strategy instruction for enhancing short-term memory of the intellectual disabilities children. The study involved twenty-six intellectual disabilities children within intelligence quotient (IQ) range between 55 and 70 and about the mental age (MA) of 8. They were randomly assigned to two groups (the experimental group and the control group), and the groups were cross-checked on the reproductive number and recognition number of the training tasks. The list of metamemory tasks was chosen by the researcher based on the results of preceding researches. The experimental group was taught the metamemory strategy while the control group was not. The results are as follows. In the free recall task of the experimental group, there was an overall increase in both reproductive number and recognition number. In the paired recall task of the experimental group, there also was an overall increase in both reproductive number and recognition number. The learning time in each of the tasks were lengthened.