학습장애아동과 ADHD아동 및 일반아동의 실행기능 특성 = Executive functional characteristics of learning disability children, attention deficit hyperactivity disorder children, and normal children

다국어 초록 (Multilingual Abstract)

This study is aimed for revealing differences of executive functional characteristics
of learning disability children, attention deficit hyperactivity disorder children (ADHD),
and normal children. The sample consists of 30 reading disorder children, 30 math
disorder children, 30 ADHD children, and 30 normal children.
‘Kims Frontal-Executive Function Test for children’ was employed as an
investigation tool for finding executive functional characteristics of each group in this
study. This tool is comprised of four small tests, which are ‘Stroop Test’, ‘Word
Fluency Test’, ‘Design Fluency’, and ‘Auditory Verbal Learning Test’. This study
conducted one-way ANOVA and MANOVA by using Spss 14.0 program so as to
verify whether there are significant differences among each group.
The following findings are derived based on this study’s results and debates.
First, Among learning disability children, ADHD children, and normal children,
there are obvious differences of the capability of self-regulation and response,
which are sub-types of executive function.
Second, Among learning disability children, ADHD children, and normal children,
there are obvious differences of cognitive flexibility, which is sub-type of
executive function.
Third, Among learning disability children, ADHD children, and normal children,
there are obvious differences of the ability of working memory, which is sub-type
of executive function.
As stated above, there are significant differences of executive functional
characteristics among learning disability children, ADHD children, and normal
children, all of which belong to the same intelligence category and have similar learning
and activity charateristics.
Therefore, this study that compared differences of learning ability and executive
function related to activity charateristics among three groups will support not only
for applying a distinctive teaching-learning method, but also for study of mediation
considering unique characteristics among learning disability children, ADHD children, and
normal children.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 5
• 3. 용어의 정의 = 6
• 4. 연구의 제한점 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 실행기능의 개념 = 8
• 2. 전두엽과 실행기능 = 13
• 3. 학습장애와 ADHD아동의 신경심리적 이해 = 20
• 4. 학습장애와 ADHD아동의 실행기능 = 29
• 5. 실행기능에 관한 우리나라의 선행 연구 분석 = 41
• Ⅲ. 연구 방법 = 48
• 1. 연구 대상 = 48
• 2. 측정 도구 = 50
• 3. 연구 절차 = 57
• 4. 자료 분석 = 59
• Ⅳ. 연구 결과 = 60
• 1. 반응억제 및 자기조절 능력 차이 = 60
• 2. 인지적 유연성의 차이 = 64
• 3. 작업기억 능력 차이 = 70
• Ⅴ. 논의 = 76
• Ⅵ. 결론 및 제언 = 87
• 1. 결론 = 87
• 2. 제언 = 88
• 참고문헌 = 90
• (Abstract) = 110
• 부록목차 = 112

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