유아 우뇌 훈련 프로그램의 효과에 관한 실험연구 : K-ABC를 토대로 = (An) Experimentl Research on the Effects of the Children's Right Cerebral Training Program : Based on the K-ABC

다국어 초록 (Multilingual Abstract)

1. The significance of this study
Human beings, to utilize their maximum abilities, need not separate the function of right or left brain. Rather a balanced mixture of usage of both sides of the brains. Makes for optimal function. Therefore, it is thought to be necessary to recognize the significance of the function of the right side of the brain, being overlooked until now, try to utilize the result, and study the balanced utilization of both sides of the brain. Young Children, especially, show the characteristics of perception using the right side of the brain. It is thought that there may be the possibility of change in the form of perception during infancy than during any other age. As a result, this study considers, right brain / left brain function and development during young children
2. The purpose of this study.
A number of programs have appeared to train infants to utilize the right side of the brain, and to change the process of learning and thinking of young children. However, these programs are in discriminatively accepted without follow up testing or review of them. Therefore, this study reviews the effectiveness of a right brain training program for infants on simultaneous treatment of information by applying the right brain training program 'Shichida Education' - a right brain-centered young children training program.
For this purpose, the following two subjects and question were established.
First, there are two type of perception treatments(successive processing, simultaneous processing) that Luria-Das classified through a right brain training program for infants. Then, did the score of simultaneous treatment of information go up?
Second, what was the effectiveness of the subordinate sphere of young children's right brain training program through this training program?
3. The method and process of this study
The subjects of his study were 10 in all; two pairs of fraternal twins, a pair of identical twins, two infants having similar levels of perception treatment, and two infants who had the contrast in perception treatment. In the way of matching distribution, 4 of them who got lower scores in the preliminary inspection and two young children who had contrast in the perception treatment, 6 in all, comprised the test group and the others, 4 young children, the control group.
The test group was trained two times a week during 11 months by 7 kinds of programs that were sorted among right brain programs for young children.
After the period of inspection, we, for the subject 1, analyzed the change of form in information treatment of the test group and the control group using K-ABC IQ test for young children which was the means of preliminary inspection and compared the information treatment score when using the right brain through K-CPM IQ test which determined only the form of information treatment in the right brain.
In order, to determine the effectiveness of each activity in the 2nd subject, we recorded conversation between the child and teacher, (the diagram shows the degree of improvement), and we collected the paintings or writings of the children including the effectiveness of their responses.
4. The results
First, the infants in the test group, through the right brain program for infants, got much higher score of simultaneous treatment which was the type of right brain perception than the infants in the control group. But, for both children in the control group and the test group, the level of simultaneous treatment of information (in the right brain) was much less improved than the gradual treatment (in the left brain). From this result, we could explain that the right brain training program had an effect on the improvement of the level of the gradual treatment in the left brain and that as children grew up they learned language and were more exposed to a left brain centered education system rather than a right brain centered education system. Therefore, they are trained to perceive information using left side of the brain to have the left brain function strongly developed.
Second, the short period programs couldn't change the existing perception form of infants easily. Although the infants who were skillful in gradual treatment of information(in left brain) were thought to show improvement in the level of simultaneous treatment of information (in right brain) through the test, the level of simultaneous treatment of information rather decreased about 1 point, and the level of gradual treatment of information improved. And although the children who were strong in simultaneous treatment of information (in right brain) were thought to show high improvement in the score of simultaneous treatment of informations through the test, the high score of simultaneous treatment went down about 8 points and the score of gradual treatment of information increased. This shows that in the young children education system, almost every education system is a left brain-centered education system and despite the left brain being more accelerated to develop than the right brain, the inspections for improvement of the function of right brain are insufficient and that a right brain centered education system cannot reach the development of left brain centered education system.
Third, the steady training using flash cards, ESP training method, image training method, link-memory method by images, the intuition education were effective. Children could learn difficult words easily by flash cards, the probability of success of ESP, and they showed more creative paintings and writings through image training. Ling-memory training helped them to arrange senseless things in a row, memorize them well and improve the ability of memory reperception through intuition training
Fourth, children liked and enjoyed learning when the learning method did not depend on left brain centered education but on right brain centered training, which was different from existing training systems. Various paintings and flash cards showing words in a short time without making children feel bored in learning words, interesting ESP game, image training through imagination, and link-memory games such as stories, and intuition training memorizing one scene like a photo, though they are not existing left brain centered training method familiar with children, made children not be rejective and experienced a new type of right brain centered training method.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 5
• 3. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 9
• 1. 인간 두뇌의 기능 = 9
• 1) 두뇌의 기능분화 = 9
• 2) 뇌기능 분화의 시작 = 15
• 3) 유아와 우뇌 = 18
• 2. 유아 우뇌 훈련 프로그램 = 23
• 1) 유아 우뇌 훈련 프로그램의 종류 = 23
• 2) 시찌다 교육 프로그램 = 24
• 3. 뇌기능 분화의 측정도구 = 26
• 1) 뇌기능 분화 측정도구의 종류 = 26
• 2) K-ABC 아동용 개인 지능검사 = 28
• 3) K-CPM 지능발달검사 = 33
• Ⅲ. 연구방법 = 35
• 1. 실험설계 = 35
• 1) 피험자 = 35
• 2) 예비실험 = 36
• 3) 실험설계 = 37
• 2. 실험처치 = 39
• 1) 유아 두뇌 기능분화 측정도구 = 39
• 2) 실험처치 도구 = 41
• 3) 실험절차 = 42
• 3. 자료 분석 = 44
• Ⅳ. 결과 및 해석 = 45
• 1. 유아 우뇌 프로그램을 통하여 인지처리 양식(순차처리, 동시처리)중 우뇌의 인지처리인 동시처리 점수의 향상정도 = 45
• 1) 쌍생아 형제들과 인지처리 수준이 유사한 두 유아 중 실험집단 유아들의 동시처리 점수의 향상정도 = 45
• 2) 인지처리 양식이 대조적인 유아의 우뇌 훈련을 통한 동시처리 점수의 향상정도 = 54
• 2. 유아 우뇌 훈련 프로그램을 통한 유아 우뇌 프로그램의 각 하위영역별 효과 = 56
• 1) 플래쉬 단어카드를 이용한 단어 읽기능력의 효과 = 56
• 2) ESP트레이닝을 통한 투시, 예지, 촉지, 텔레파시 능력의 효과 = 57
• 3) 이미지를 이용한 링크기억 훈련의 효과 = 59
• 4) 이미지트레이닝을 통한 작문과 회화작품의 창의적 표현에 대한 효과 = 62
• 5) 직관상 교육을 통한 사물의 위치기억에 대한 효과 = 68
• Ⅴ. 논의 및 결론 = 70
• 1. 논의 = 70
• 1) 유아 우뇌 훈련 프로그램을 통한 유아의 인지처리 양식(동시처리, 순차처리) 중 우뇌 기능인 동시처리 점수의 향상정도 = 71
• 2) 유아 우뇌 훈련 프로그램의 하위영역별 효과 = 73
• 2. 결론 = 75
• 3. 연구의 한계 및 제언 = 77
• 참고문헌 = 78
• 부록 1 시찌다 우뇌 훈련 프로그램의 각 활동별 내용 = 85
• 부록 2 우뇌 프로그램 일일교육 활동안 = 100
• 부록 3 K-CPM 지능발할검사 문제 유형 = 103
• Abstract = 106