자극단서의 수와 구성방법에 따른 정신지체아의 주의집중 특성
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서지정보
ㆍ발행기관 : 한국발달장애학회
ㆍ수록지정보 : 발달장애연구
ㆍ저자명 : 조인수, 박세현
ㆍ저자명 : 조인수, 박세현
목차
I.서론II.이론적 배경
III.연구방법
IV.연구결과
V.결론
참고문헌
Abstract
한국어 초록
본 연구는 정신지체아 주의집중과정의 특성을 구명한 것으로 특히 자극단서의 수, 구성방법 등 학습자극의 제시조건이 정신지체아의 선택적 주의집중 과정에 어떠한 영향을 미치는가를 밝히는데 그 목적이 있었다. 정신지체아와 정상아 각 120명을 대상으로 Hagen의 중심·우발적 주의집중과제로 분석한 결과, 정신지체아는 학습자극제시 조건에 있어 자극단서의 수에 따른 변인은 단서의 수가 적을수록 주의집중 성취수준이 높다. 자극의 구성방법에 있어 색상을 가미한 중심단서와 우발단서가 형태일 때 성취수준이 가장 높고, 반대로 색상을 가미한 우발단서와 중심단서에 형태를 제시한 경우에 성취수준이 낮다.영어 초록
This study aimed at examining into the characteristics of the process in attention of the mild mentally retarded, especially trying to reveal what effects the contents and presentation conditions of the stimuli such as the number of the stimulus cues, and features(presentation methods) of the stimulus cues.In order to achieve such a purpose, the writer surveyed the attention theory related to the attention of the mentally retarded, the studies connected with CIAT(Central Incidental Attention Task) which served greatly the development of the attention theory, and studied several related variables in the process of the attention, which were intended to reveal in this study.
On the basis of the results from this survey, the following hypothes were assumed.
First, the mentally retarded will show lower level of performance in accordance as the number of the stimulus cues increased, compared with normal children.
Second, the mentally retarded may show the highest level of performance of the attention in the features of the central cues to which colors are added and the incidental cues which consistory merely shapes, compared with normal children, of the features of the stimulus cues,
The results from this study are as follows:
1. In the presentation conditions of the stimulus, when the stimulus cues were presented lower in number, the mentally retarded showed more obviously higher level of performance of the attention.
2. The mentally retarded, in the features of the stimulus cues, showed the highest level of performance of the attention when the central cue to which colors are added and the incidental cues, were shapes, while they showed lower level of performance of the attention, when the shapes were presentenced to the incidental cues to which colors were added and the central cues.
This means that the children whose mental age was lower, are more influenced by the features of the stimulus cues to which colors are added, in selecting the central cues or the incidental ones.