유아의 도형 및 현상과제의 서열조작 발달양상 = (The) Development of Preschool Children's Seriation with Reference to Types of Task and Operation

다국어 초록 (Multilingual Abstract)

This study aimed to examine the development of preschool children's ability to seriate figures and events in different operational conditions such as composition versus insertion and forward versus backward directions. The influences of information processing load of the task, criterion of seriation, cue for the formation of seriation rule, and task familiarity were major questions raised in this study.
Subjects of this study were 168 preschool children of 4, 5, and 6 years of age. 56 children in each age group were randomly assigned to forward composition, forward insertion, backward composition and backward insertion experimental groups. The task used in this study were 10 sets of figures and 10 sets of events. Each set was composed of 5 pictures that are to be seriated in terms of length, size, and temporal succession.
The following results were revealed from this study.
First, around the ages of 5 and 6 preschool children acquire the ability of seriation in both figures and events given tasks with approprate information processing load.
Second, at the lower age levels seriation of figures develop earlier than seriation of events.
Third, in event task in which the formation of seriation rule is more difficult than that in figure task the performance level of insertion is higher than that of coposition seriation.
Fourth, forward seriation develops earlier than backward seriation in both figure and event tasks at lower age levels. However, at the age of 6 at which the seriation is completed the performance difference between the two directions of seriation disappears.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 문제의 제기 = 1
• 2. 연구문제 및 가설 = 7
• 3. 용어정의 = 9
• Ⅱ. 이론적 배경 = 11
• 1. 서열개념의 형성과 발달 = 11
• 2. 서열개념의 기저조작 사고 = 14
• 3. 서열개념 발달 관련변인 = 17
• Ⅲ. 연구방법 = 26
• 1. 연구대상 = 26
• 2. 실험도구 = 26
• 3. 실험 절차 = 27
• 4. 자료처리 및 통계적 분석 = 29
• Ⅳ. 연구결과 = 31
• 1. 과제유형에 따른 서열과제 수행수준 = 31
• 2. 조작형태에 따른 서열과제 수행수준 = 33
• 3. 과제유형에 따른 조작형태별 수행수준 = 35
• 4. 조작방향에 따른 아동의 서열과제 수행수준 = 36
• Ⅴ. 논의 = 39
• 1. 방법에 대한 논의 = 39
• 2. 결과에 대한 논의 = 40
• Ⅵ. 결론 = 44
• 참고문헌 = 46
• SUMMARY = 53
• 부록 = 55