學習刺戟의 內容과 提示方法에 따른 精神薄弱兒의 選擇的 注意集中

다국어 초록 (Multilingual Abstract)

This study aimed at exarnining into the characteristics of the process in selective attention of the educable mentally retarded, especialJy trying to reveal what effects the contents and the presentation conditions of the stimuli such as the number of the stimulus cues, the presentation methods and the presentation times of the cues, and the features of the cues, made upon the process of the selective attention of the mentally retarded.
In order to achieve such a purpose, the writer surveyed the attention·retention theory related to the attention of the mentally retarded, the studies connected with WGTA(Wisconsin General Test Apparatus) which served greatly the development of the attention theory, and some preceding studies related to the central-incidental attention task, and studied several related variables in the process of the selective attention, which were intended to reveal in this study.
On the basis of the results from this survey, the writer set up the scope of this research. According to the important variables which were analysed, the following hypotheses were assumed:
First, the mentally retarded will show high level of performance in proportion as the presentation times of the stimulus cues increased from 2 seconds to 4 seconds.
Second, the mentally retarded will show higher level of performance of the attention in the sequential method of the presentation rather than in the simultaneous presentation, of the presentation methods of the stimulus cues.
Third, the mentally retarded will show lower level of performance in accordance as the number of the stimulus cues increased, compared with normal children.
Fourth, 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 consist of merely shapes compared with normal children of the features of the stimulus cues.
All told, total 240 subjects-the mentally retarded were 120 and normal children 120-were selected and the central·incidental attention task was experimented by divided into the central task and the incidental one respectively. Mean scores and standard deviation of the collected data were calculated according to the experimental variables and variable analysis was carried out according to each experimental variable, and its important effects and interactive effects were analysed., which was verified by Critical Ratio to analyse the additional variables.
The results from this study are as follows:
1. In the presentation conditions of the stimulus, when the stimulus cues were presented more in number, longer in time, and sequentially in method, the mentally retarded showed more obviously higher level of performance of the attention. In the presentation method of performance of the attention, like normal children, the mentally retarded showed higher level of performance of the attention, regardless of the age, in the sequential method of presentation rather than in the simultaneous method, and the longer the cues were presented, the higher level of performance they showed.
Accordingly, the mentally retarded require to focus and rouse their attention during the optimum times. As for the variables related to the number of the stimulus cues, the fewer the number was, the higher was the level of the performance.
And the presentation conditions of the tasks related to the contents and the presentation methods of the stimulus which leads to higher level of performance of the attention of the mentally retarded, were also proved to improve the level of performance of the attention of normal children. It is because of the difference of the degree rather than that of the Quality that there is differences between the level of performance of the attention of normal children and that of the mentally retarded. Therefore, it seems to conclude that all the educational devices which can be applicable to the mentally retarded, can also be applied to the normal children.
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 presented to the incidental cues to which colors were added and the central cues.
This means that the children whose mental age was lower, are mure influenced by the features of the stimulus cues to which colors are added, in selecting the central cues or the incidental ones. Such a phenomenon seems to be caused by the fact that the lower is the mental age of the children, the more strong effect does the novelty as the cues make upon the children's preferences.
3. In case mental age controlled, the mentally retarded showed generally lower level of performance in the tasks of the attention than the normal children, but in proportion as their mental age is higher, the higher their level of performance becomes.
And the mentally retarded showed higher level ot performance of the attention in the central cues rather than in the incidental cues, in accordance as their mental age increases.
This is sure to prove that the level of performance of the attention is not only determined by intelligence quotient, but greatly influenced by perceptual development connected with the age.
Since such characteristics of the learners as intelligence quotient, age, environments and others, the contents and presentation methods of the stimulus, presentation conditions of the learning tasks, reinforcement conditions and others, are interacted and the levels of performance of the attention are determined, it is difficult to define desirable instruction methods through merely several specific independent variables.
Moreover, the attention deficit disorders may be defined as the important factors of the learning handicaps of thc mentally retarded but still more such a handicap is sure to be greatly influenced by their intellectual characteristics and the emotional conditions caused by their environments and experiences.
This conclusion will surely be of great help for the improvement of the instruction, and it gives us a practical teaching implication in the improvement of teaching method for the mentally retarded.

목차 (Table of Contents)

• 目次 = 0
• Ⅰ. 緖論 = 1
• Ⅱ. 理論的 背景 = 4
• A. 精神薄弱兒의 注意集中理論 = 4
• 1. 注意 · 絶持理論 = 6
• 2. 注意執中理論의 先行硏究 = 9
• B. 選擇的 注意集中 過程의 關聯變因 = 17
• 1. 學習的 特性 = 18
• 2. 提示條件 = 23
• C. 問題 및 假設 = 28
• Ⅲ. 方法 = 30
• A. 對象 = 30
• B. 實驗設計 = 31
• C. 課題 = 31
• D. 節次 = 33
• E. 資料處理 = 35
• Ⅳ. 結果 = 36
• A. 集團, 年齡, 提示時間과 提示方法 = 36
• B. 刺戟端緖의 數와 端緖의 構成側面 = 42
• Ⅴ. 考察 = 46
• Ⅵ. 要約, 結論 및 提言 = 52
• A. 要約 = 52
• B. 結論 = 53
• C. 提言 = 54
• 參考文獻 = 64
• 英文抄錄 = 67