주의력 결핍 과잉행동장애 아동의 실행기능 분석 = (The) Analysis of Executive Function in Attention Deficit Hyperactivity Disorder Childern

다국어 초록 (Multilingual Abstract)

ADHD is one of the psychological disorders which appears most in the childhood but is often confused with active behavior, one of the normal development features in the early childhood. A study related with the pathophysiology of ADHD emphasizes cognitive damage of the "executive function", an ability to preserve a pertinent problem-solution set necessary to reach a future goal, as a cause of ADHD. The damage of the executive function has been studied by considering behavioral and cognitive features which appear in the individuals with their frontal lobes damaged. It is considered that it agrees with the opinion that ADHD is caused by the brain's abnormality. "Executive function" is a comprehensive expression on various high-level functions as a high-ranking cognitive function. Therefore, among ADHD children, some might have damage in one of the various constituents of the executive function and some might have damage over general parts. This study was intended to find out cognitive features which appear prominently in ADHD children, comparing cognitive flexibility, creativity, self-regulation, and response control with those of normal children.
The aim of the study is to analyze ADHD children's features in cognitive flexibility, creativity, self-regulation, and response control among various constituents of the executive function.
As follows is the concrete description to problems of the study
First, does the group of ADHD children carry out lower performance than the control group in cognitive flexibility, sub-constituent of the executive function?
Second, does the group of ADHD children carry out lower performance than the control group in creativity, sub-constituent of the executive function?
Third, does the group of ADHD children carry out lower performance than the control group in self-regulation an response control, sub-constituents of the executive function?
The results of study are as follows:
First, when ADHD children's cognitive flexibility was analyzed though the positive response of a word fluency test, there was no meaningful difference from normal children's. There was also not any meaningful difference between the groups of ADHD children and of normal children when perseveration, appearing in the word fluency test, was analyzed. However, when age and intelligence was interacted, a meaningful difference was found between the two groups.
Second, when ADHD children's creativity was analyzed through the positive response of a design fluency test, their was no meaningful difference from normal children's. When the individual effect on each sub-area of the design fluency was inspected, a meaningful difference between the two groups could be found at the age of 10-12 in FF2. However, because there wasn't any meaningful difference inspected in FF1 and FF3, it cannot be concluded that there are any meaningful differences between ages in the course of the word fluency test.
Third, when the self-regulation and response control of ADHD children were analyzed through the response time of a stroop test, there was no meaningful difference from normal children's. But some meaningful differences were found between ADHD children and normal children when the number of wrong response in the stroop test was analyzed. This shows that ADHD children are sensitive to external stimuli and respond impulsively without controling improper responses when performing assignments.
Based on the result of the study, suggestion are as follows:
First, most of the executive function tests for ADHD children in the country, not like in other countries, have been undergone with WCST used since now and the measurement study of various sub-constituents of the executive function tends to be in short. Therefore, it is necessary to analyse the executive function, using various neuro-psychological tests, and through this analysis, it is considered that its cognitive features need to be understood in more detail.
Second, since now studies on the executive function of ADHD children have included all without drawing any clear distinction among sub-areas of ADHD and haven't been done much to show cognitive features among sub-types. There is a limit to studies on cognitive features done without any consideration of essential differences between ADHD-PI and ADHD-HI children. The features of ADHD-PI and ADHD-HI children have clear distinctions from other types of ADHD. The result of the study(Barkley et al., 1990) shows that while ADHD-PI children have difficulty for the focused attention assignments or selective attention assignments, ADHD-HI children have difficulty for control, work memory and regulation. When the result of the study follows studies on essential cognitive damages we can consider the need of studies on sub-types
Third, ADHD features were analyzed related with sub-types of the executive function, that is, cognitive flexibility, creativity, self-regulation and response control in this study. As the result, not any clear distinctions between ADHD and normal children were found except in the response control.
This study centered on the comparison with the groups and didn't fully deal with the analysis of the executive function of ADHD children by the difference of ages and intelligence. The analysis of executive function by the difference of ages and intelligence as a succeeding study would improve more specific understanding of ADHD children's developmental features.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구 목적 = 3
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 실행기능 = 5
• 1) 실행기능의 개념 = 5
• 2) 전두엽과 실행기능 = 7
• 3) 실행기능의 심리검사 고찰 = 10
• 2. ADHD 아동의 실행기능 결함 = 12
• 1) ADHD 아동의 증상 고찰 = 12
• 2) 실행기능의 정상적 발달 = 16
• 3) ADHD 아동의 실행기능 = 17
• 4) 선행연구 고찰 = 18
• Ⅲ. 연구방법 = 21
• 1. 연구대상 = 21
• 2. 연구도구 = 22
• 1) Kims 전두엽-실행기능검사 = 22
• 2) 웩슬러 아동용 지능검사 = 23
• 3. 실험절차 = 24
• 1) 검사자 = 24
• 2) 검사절차 = 24
• 4. 자료처리 = 24
• Ⅳ. 연구 결과 = 26
• 1. ADHD 아동의 인지적 유연성 = 26
• 2. ADHD 아동의 창의성 = 29
• 3. ADHD 아동의 자기-조절, 반응 억제 능력 = 33
• Ⅴ. 논의 = 39
• 1. ADHD 아동의 인지적 유연성에 대한 논의 = 39
• 2. ADHD 아동의 창의성에 대한 논의 = 40
• 3. ADHD 아동의 자기-조절, 반응 억제 능력에 대한 논의 = 41
• Ⅵ. 결론 및 제언 = 43
• 1. 결론 = 43
• 2. 제언 = 44
• 참고문헌 = 45
• Abstract = 51
• 부록 = 55