유아의 회귀적 사고의 이해 발달 = The development of understanding ability of children's recursive thinking

다국어 초록 (Multilingual Abstract)

The purpose of this study was to find the difference of children's recursive thinking by the period, and type of task(standard task, disappear-of-location task, emotion-cue task, deception-cue task) in representing the recursive thinking. The subject of the study were 320 preschool children of 4-years-old, 5-years-old, children of 6-years-old and 7-years-old, who were grouped by each age for 20 children and one experiment numbers were 80 children. The test instrument used for the experiment was test instrument of Perner and Wimmer(1985), which was modified by the author to fit the task type. The analysis of data were processed by the frequency of response and percentage of 'true', 'false' of the children and tested χ²verification. The result of this study were follows: First, the understanding of children's recursive thinking showed difference among age of 4, 5, 6, and 7. That is more age children showed better development of understanding of children's recursive thinking. Second, there was difference by type of task in children's understanding ability of recursive thinking. This failure of task performance is not because of lack of understanding ability of recursive thinking of children but the problem of task performance. To say, diminishing complexity level of representation of task at easy level or providing adequate cue to the level of children will increase the rate of task performance of the task for the children.

국문 초록 (Abstract)

본 연구는 유아의 회귀적 사고의 이해가 나타나는 시기와, 과제 유형에 따라 유아의 회귀적 사고의 이해 능력에 차이가 있는지를 밝히는데 연구의 목적이 있다. 본 연구의 대상은 4세, 5세, 6세, 7세의 유아를 20명씩 선정하여 각 실험마다 80명씩, 전체 320명의 유아를 대상으로 연구를 시행하였다. Perner와 Wimmer(1985)의 연구도구를 본 연구자가 과제유형에 맞게 수정한 연구도구를 사용하였으며 SPSS프로그램을 이용하여 과제 질문에 오답과 정답을 말한 유아의 빈도와 백분율을 산출하고 χ²검증을 실시하였다. 본 연구 결과 연령이 증가할수록 유아의 회귀적 사고의 이해는 발달하였고 유아의 회귀적 사고의 이해 능력은 과제유형간에 차이가 나타났다. 이는 유아가 과제를 수행할 때 유아의 수준에 맞게 과제를 쉽게 제시하거나 적절한 단서를 제공해주면 과제의 수행률이 증가함을 의미한다.

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