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- 저자 : 천소연(So Yeon Chun) (검색결과 2 건)
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A Comparative Study of Chunking Mechanism in Children with and without Language Delay
천소연(So yeon Chun),임동선(Dong sun Yim) 한국언어청각임상학회 2017 Communication Sciences and Disorders Vol.22 No.2
배경 및 목적 : 덩이짓기는 장기기억을 활용하여 단기기억 용량의 효율성을 높이는 기제로 알려져 있다. 본 연구는 문장 순과 무선 순의 단어목록 회상과 대칭 및 비대칭 조건의 시각과제 수행도를 통해 언어발달지체 아동과 일반아동의 덩이짓기 능력을 비교하고, 언어발달지체 아동들의 문장 따라말하기에서의 어려움이 이들의 덩이짓기 능력의 결함과 관련되었는지를 알아보고자 한다. 방법: 만 5-7세 언어발달지체 아동 16명과 이들과 성별 및 연령을 일치시킨 일반아동 16명이 본 연구에 참여하였다. 연구과제는 각각 문장 순과 무선 순으로 배열된 단어목록 회상 과제와 대칭 조건 및 비대칭 조건의 매트릭스 과제를 실시하였다. 단어목록 회상과 매트릭스 과제는 각각 삼원혼합분산분석을 실시하였으며 과제간 상관관계를 확인하기 위해 Pearson 적률상관계수를 사용하였다. 결과: 단어목록 회상에서 집단, 순서, 기억폭의 주효과 및 상호작용이 유의하였다. 매트릭스에서는 순서 및 기억폭의 주효과가 유의하였다. 일반아동은 단어목록 회상이, 언어발달지체 아동의 경우 매트릭스 과제가 어휘력과 유의미한 상관이 있었다. 논의 및 결론: 언어발달지체 아동은 구문구조로 인한 이익을 취하는 데 어려움이 있는 것으로 보이며 이는 이들의 덩이짓기 능력의 결함으로 해석될 수 있다. 일반아동은 문장 따라말하기가 언어능력과 관련된 것으로 보이나 언어발달지체 아동은 전반적 인지능력 또는 단기기억력이 이 과제의 수행도와 관련이 있는 것으로 보인다. Objectives : The purpose of this study is to find whether there is a difference in chunking skills between children with Language Delay (LD) and Typical Language Development (TD) in sentence repetition. LDs are known to have difficulties in sentence repetition. The study assumes that the task taps their chunking skills and tries to identify the performance differences between LD and TD. Methods: A total of 32 children between 5 to 7 years of age participated in this study. Chunking skills were assessed by word list recall and a symmetric-asymmetric matrix task. Three-way mixed ANOVA was used to analyze group difference according to presentation type and span in each task. The Pearson correlation coefficient was used to find whether the tasks correlated with vocabulary skills. Results: There were significant main effects in group, type and span in the recall task. Three-way interaction was also significant. Among the tasks, sentential order word list recall was correlated with vocabulary skills of TD, whereas LD showed correlation between the symmetric and asymmetric matrix and their vocabulary skills. Conclusion: LDs have difficulties in utilizing their long-term memory by using chunking in a temporal situation, especially in auditory-verbal modality. Sentence repetition performances of TD are likely to be correlated with their language ability whereas the task performance of LD seems to be more closely associated with their nonverbal cognitive and general memory span.
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임동선(Dong Sun Yim),곽아람(Ah Ram Kwak),이여진(Yeo Jin Lee),한우주(Woo Joo Han),이지혜(Ji Hye Lee),천소연(So Yeon Chun),이슬기(Seul Ki Lee),한지윤(Ji Yun Han) 한국언어치료학회 2016 言語治療硏究 Vol.25 No.3
Purpose : Statistical learning is known as the underlying mechanism that enables humans to acquire language implicitly. Children with primary language impairment (PLI) show low performance in both language and non-language areas compared to children with normal language (NL) because of the lack of statistical learning abilities. The purpose of this study was to compare statistical learning abilities between children with normal language (NL) and children with children with PLI. Method: A total of fifty seven children aged between 4 and 6 completed visual and auditory nonlinguistic statistical learning tasks. Group performances were compared via one-way ANOVA. Pearson’s correlation coefficient was used to identify the relation among variables, and stepwise multiple regression was used to find possible factors that predict each group’s receptive vocabulary. Results: Children with PLI performed significantly lower in both visual and auditory statistical learning tasks. In the NL group, expressive vocabulary significantly correlated with receptive vocabulary and visual statistical learning, respectively. No other correlation was significant. In the PLI group, there was strong correlation between performance IQ and auditory statistical learning, and another strong correlation was found between age and receptive vocabulary skills. Overall, age was the best predictor of receptive vocabulary skills in both NL and PLI groups. Conclusion: The results of this study indicated that difficulties that children with PLI encounter are not limited to the linguistic domain. They exhibited deficits even in the nonlinguistic domain such as statistical learning. Therefore statistical learning abilities may be impaired in children with PLI.
ScienceON
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