작업기억훈련 프로그램이 지적장애 아동의 듣기이해 수행에 미치는 영향 = The Effects of Working-Memory Training Program on the Listening Comprehension Performance on Children with Intellectual Disabilities

다국어 초록 (Multilingual Abstract)

Listening comprehension is important in that it is the foundation of information processing, reception and expression. With that said, language is also a type of information. To successfully understand and express language in information processing, the ability to maintain and combine lingual information within working- memory is necessary. Therefore this experiment tries to improve listening comprehension in intellectually disabled children through the use of working- memory training program. This program combines memory to be maintained in working- memory to understand and express incoming lingual information. The purpose of this experiment is to see if the working- memory training, which is known to be effective in language understanding and the amount of memory in disabled children, has effect also in listening comprehension improvement.
The intervention tasks in the experiment consists of three processing condition tasks which are the non-processing condition task, the single processing condition task, and the double processing condition task in which the researcher modified and made it fit with this experiment. For the subjects of this experiment, one student from the 3rd, 5th and 6th grade elementary school diagnosed with intellectual disabilities were chosen.
The intervention was done separately in 40 minutes sessions, three times a week, for a total of 15 sessions. Before going into intervention, verbal working- memory tasks word range and number range tasks were conducted as a pre-test. The same tests were administered as a post-test a week after the 15 interventions.
The experimental results are as below. The children exposed to memory stimulation through the working- memory training program showed improvement in task performance in hearing and answering. As well as, factual comprehension questions and speculative comprehension questions of listening comprehension and they showed higher improvement in factual comprehension questions than speculative comprehension questions. Also the rate of error in listening comprehension decreased and it was also shown as effective in improving the amount of lingual working- memory.
Experimental results like above show that the intervention of working- memory training program had positive effect on the factual and speculative understanding in listening comprehension in school-age intellectually disabled children. By conducting working- memory training programs on intellectually disabled children who have limited memory range from pre-school, one could expect improvement in listening comprehension and expression because it will improve the amount of memory, resulting in activation of working- memory.

국문 초록 (Abstract)

언어이해 능력은 정보의 처리와 수용은 물론 표현력의 바탕이 된다는 점에서 매우 중요하다. 성공적으로 언어를 이해하고 표현하기 위해서는 언어적 정보를 작업기억 내에 유지하고 통합하는 능력이 필요하다. 따라서 본 연구에서는 들어오는 언어적 정보를 통합하는 작업기억 훈련 프로그램이 지적장애 아동의 듣기이해 능력의 향상에도 도움이 되는지 살펴보는데 그 목적이 있다.
이를 위해 본 연구에서는 Montgomery(2000)의 무처리조건, 단일처리조건, 이중처리조건을 토대로 본 연구에 맞게 수정 보완하여 제작하였다. 중재를 위해서 지적장애 진단을 받은 초등학교 3학년 1명, 5학년 1명, 6학년 1명을 대상으로 중재를 실시하였다. 중재는 개별적으로 15회씩 한 회기당 40분에 걸쳐 주 3회씩 실시하였다. 중재에 들어가기 전에 사전검사로 듣기이해 과제와 언어성 작업기억 과제인 낱말폭과 숫자폭 과제를 실시하였고 15회기의 중재가 끝난 다음 일주일의 시간을 두고 사전검사와 동일한 과제로 사후 검사를 실시하였으며, 연구결과는 다음과 같다.
작업기억 훈련 프로그램을 통해 기억 자극을 촉진 받은 대상아동들은 사실적 이해 질문과 추론적 이해 질문을 듣고 대답하는 듣기이해의 과제수행력이 향상되었으며, 사실적 이해질문이 추론적 이해질문 보다 높은 수행력을 보였다. 또한 듣기이해의 오류율이 감소하였고, 언어성 작업기억 용량을 향상시키는데도 효과적이었다.
위와 같은 연구 결과는 작업기억 훈련 프로그램 중재가 학령기 지적장애 아동의 듣기이해의 사실적 이해와, 추론적 이해에 긍정적인 영향을 미친다는 것을 알 수 있었다.

목차 (Table of Contents)

• Ⅰ. 서론 ···································································· 1
• 1. 연구의 필요성 및 목적··············································· 1
• 2. 연구 문제 ····························································· 4
• 3. 용어의 정의 ···························································· 4
• 4. 연구의 제한점····························································5
• Ⅱ. 이론적 배경 ····························································· 7
• 1. 지적장애 아동의 언어특성 ··········································· 7
• 2. 언어성 작업기억························································ 8
• 3. 듣고이해하기 능력과 작업기억과의 관계 ························· 10
• Ⅲ. 연구 방법 ····························································· 13
• 1. 연구대상 ······························································· 13
• 2. 연구도구 ····························································· 17
• 3. 연구절차 ····························································· 19
• 4. 자료분석 및 처리···················································· 26
• Ⅳ. 결과 논의····························································· 30
• 1.듣기이해 과제 수행 정반응에 미치는 효과 ······················ 30
• 1) 듣기이해 과제 수행의 사실적 이해 질문에 미치는 효과 ····· 33
• 2) 듣기이해 과제 수행의 추론적 이해 질문에 미치는 효과······ 36
• 3) 듣기이해 오류유형 분석·············································39
• 2. 언어성 작업기억 과제 수행의 변화·································· 46
• Ⅴ. 결론 및 제언·····························································51
• 참고문헌 ······································································53
• AVSTRACT ·································································57