정신지체 아동의 직유 이해에 관한 연구

신후남,박희정,권도하,Shin, Hu-Nam,Park, Hee-Jung,Kwon, Do-Ha 대한음성학회 2006 말소리 Vol.60 No.-

The aim of the present study was to investigate a simile comprehension of children with and without mental retardation. Thirteen children with mental retardation and ten normal children with matched receptive vocabulary ability participated in the study. They were between five and eight years old in the age of receptive vocabulary. Fourteen picture plates were used and each plate consisted of three pictures. The findings were as fellows. First, children with mental retardation made significantly more errors than normal children in the comprehension of simile. Second, mental retarded children and normal children did not have a significant correlation between receptive vocabulary development and comprehension of simile. Finally, on simile interpretation type, children with mental retardation were likely to think a tenor into a vehicle because they failed to recognize the syntactic structure of simile, 'A is like B'. Thus, It is important to teach mental retarded children the syntactic structures of simile and to provide them with a variety of experience as well as to let them know an exact meaning of words.

학령기 언어장애아동의 유추추론능력과 은유이해능력 간의 상관관계연구

신후남,권도하,Shin, Hu-Nam,Kwon, Do-Ha 대한음성학회 2008 말소리 Vol.67 No.-

This study was designed to explore the analogical reasoning and metaphoric understanding in typically developing children and language impaired children. 13 Language-impaired children were matched to 16 typically developing children on the basis of receptive vocabulary age. All 29 children were enrolled in the 1st to 3rd grade in regular elementary schools. All were administered analogical reasoning and metaphoric tasks. Results indicated that the children with language disabilities did not perform as well as the receptive vocabulary matched group on the two tasks. In addition, we found that both of children with and without language disabilities did not have relationship between analogical reasoning and metaphoric understanding.

관용어 이해력과 언어문제해결력 간 관계 연구

신후남(Hu Nam Shin) 한국언어치료학회 2015 言語治療硏究 Vol.24 No.3

Purpose: Idioms have both a literal and figurative interpretation depending on the linguistic context. The semanticambiguity in idioms must be resolved in order to understand the speaker's intentions exactly. The present study aims to investigate the correlation between comprehension of idiomatic expressions and verbal problem solving abilities. Methods:20 school-age children participated in this study; nine from the third grade and 11 from the fifth grade. We tested the effects of context, transparency, and familiarity on the comprehension of 24 idioms. Then, we conducted Korea's national standardized language test of problem solving ability. Results: Children were better able to understand idioms in a supportive linguistic context. There were no significant differences in transparency type. Familiar idioms were easier than unfamiliar idioms regardless of context. Idiom comprehension in isolation tasks and context tasks have static relationships with clue guessing and solving inference, respectively. In isolation tasks, the comprehension of opaque idioms was related to solving inference and clue guessing. There was a positive relationship between understanding familiar idioms and three sub-elements of verbal problems solving. In a context task, both transparent and opaque idiom comprehensions were regard to solving inference; understanding familiar idioms was found to be significantly associated with cause-reason and solving inference. Conclusions: The results demonstrated that solving inference is highly influential in idiom comprehension of school-aged children.

최소단어짝 훈련이 조음장애 아동의 종성생략 개선에 미치는 효과

신후남(Hu Nam Shin),석동일(Dong Il Seok) 한국언어치료학회 1996 言語治療硏究 Vol.5 No.-

지적장애를 동반한 외상성 뇌손상 성인의 쓰기능력에 관한 종단 연구

신후남 ( Hu Nam Shin ) 한국정신지체아교육학회 2009 지적장애연구 Vol.11 No.2

외상성 뇌손상 성인의 전자메일에 나타난 조사 사용의 변화

신후남(Hu Nam Shin),이명순(Myoung Soon Lee) 한국언어치료학회 2016 한국언어치료학회 학술발표대회 논문집 Vol.2016 No.12

Purpose: The purpose of this study was to explore how a adult who had traumatic brain injury used postpositions in e-mail writing over time. The result will be basic datums needed for goal setting and content composition when speech pathologist instructs writing to adults with TBI. Methods: The subject in this study was a adult who was diagnosed with Broca;s aphasia after motorcycle accident. A retrospective longitudinal design was used to describe the change of postposition in writing language. Data was gathered from the subject’s e-mail sent to the author for 9years. It was analyzed that the number of postposition(case particle, connective particle, semantic particle) at 9, 11, 13, 15, 17years after TBI. Conclusions: The result is as follows. First, the subject showed consistently high use of adverb particle and nominative particle. Second, connective particle was very low usage rate comparing to other types of postposition and also very little change over time after TBI. Lastly, semantic particle also showed stable pattern in the rate of use.

초등학교 3, 5학년의 관용어 이해 및 관련요인에 대한 연구

신후남(Hu Nam Shin) 한국언어치료학회 2015 言語治療硏究 Vol.24 No.4

Purpose: Students need the ability to understand the intention of the other party, understand double meaning of each word, and rules for how words are arranged to make phrases, paragraphs, or sentences to comprehend the meaning of idiomatic expression completely. The purpose of this study is to identify predictive factors related to the ability to understand idioms in third and fifth grade elementary school students. Methods: This study conducted activities related to reading comprehension, verbal problem solving, receptive vocabulary, and syntactic comprehension assignments on nine third grade and eleven fifth grade students to investigate a relationship with idiom understanding. Results: Higher grade level students understood transparent idioms more significantly. Both groups showed significant correlation between reading comprehension and idiom understanding, but whereas the third grade students showed correlation for reading comprehension and opaque idiom understanding, the fifth grade students showed significant correlation with transparent idiomatic words. Thirdly, the reading comprehension ability and syntactic comprehension ability of the third grade students significantly predicted the idiom comprehension, but in the fifth grade students, best predicted receptive vocabulary. On the other hand, reading comprehension of the third grade students significantly predicted understanding of opaque idioms, but for the fifth grade students, receptive vocabulary ability was a significant predictive factor for understanding opaque idiomatic words. Conclusions: Since vocabulary knowledge had a more significant effect on understanding idioms for higher grade level, the results are expected to serve as foundation in predicting and mediating the ability to understand idioms in school age children.

비언어성 학습장애 아동과 일반 아동의 자료 양식에 따른 은유 이해 비교

신후남(Hu Nam Shin) 한국언어치료학회 2011 言語治療硏究 Vol.20 No.2

The purpose of this study was to examine the performance of children with nonverbal learning disabilities (NVLD) on visual and verbal metaphoric materials. Seven NVLD children and 13 typically-developing children (TYP) who matched in age and IQ took part in this study. The children ranged from 6 to 9 years of age. Materials were presented in pictures and in words, which made it possible to determine whether NVLD could demonstrate any differences depending on the stimulus materials. The subjects were asked to choose the two pictures or words that were most similar in meaning.The results of this research show that there was a significant difference between the NVLD group and TYP group. Despite a good verbal IQ, NVLD children experienced difficulty in the comprehension of metaphors in both materials. The most interesting result was that NVLD children indicated significantly poor performance in visual material. There were signigicant differences between the two groups in the comprehension of psychological metaphors in visual material and perceptual metaphors in verbal material. This finding suggests that the comprehension of metaphors in pictures can be used to distinguish younger NVLD children from TYP. Furthermore, pictorial stimulus materials provide few cues for the understanding of metaphors.