시연교육이 언어치료학과 학생들의 문제해결과정 및 실습자신감에 미치는 효과

김문정(Moon Jeoung Kim),오희라(Hee Ra Oh) 한국언어치료학회 2016 한국언어치료학회 학술발표대회 논문집 Vol.2016 No.12

Purpose: The purpose fo this paper was to assess if there is a relationship between Kolb learning style and learner variables including age, gender and simulation education among speech - language pathology students. This is a one group design with pretest and posttest for evaluation of effectiveness of an simulation education among sophomore speech-language pathology students according to their learning styles. Methods: Participants were 31 sophomore speech-language pathology students. The Kolb Learning Style Inventory (LSI) is used at many educational levels to determine the learning preferences of students and clinicians. The students’ learning styles were analyzed for associations with learner variables. They were categorized based on learning variables. Problem solving process, self-confidence were significantly enhanced by simulation education. Results: Learning style and educational effectiveness(problem solving process, self-confidence with practice) were measured. Learning styles of sopomore Speech-language pathology students were converger 15.6 %, assimilator 34.4%, accommodator 18.7%, and diverger 28.3%. Conclusion: Base on the results, devising stratagem to maximize and educational effectiveness will be needed through re-evaluation of relationship between learning style and effectiveness of simulation education.

전음성 청각장애아동과 인공와우 착용 청각장애아동의 어음변별력과 어음명료도에 관한 연구

김문정(Moon-Jeoung Kim),진수림(Su-Rim Jin),석동일(Dong-Il Seok) 한국언어치료학회 2006 言語治療硏究 Vol.15 No.2

There are many differences in the characteristics of the speech and hearing between children with conductive hearing loss and children with cochlear implant. The purpose of this study was to compare what are the differences in speech discrimination and intelligibility between children with conductive hearing loss and children with cochlear implant. Fifteen children with conductive hearing loss who were five years and two months through eleven years five months and hearing threshold of 28-35dB and fifteen children with cochlear implant were participated for this study who were six years and three months through ten years and one month and hearing threshold of 30-35dB. The results of this study were that: (a) the speech discrimination in two groups was very similar; and (b) the speech intelligibility in two groups was very similar. Therefore this study concluded that the condition of the hearing threshold is critical factor to determine the speech discrimination and intelligibility regardless of the conductive hearing loss and cochlear implant.

조음음운장애 아동의 연령, 조음능력, 글자읽기가 음운인식에 미치는 영향

김문정(Moon-Jeoung Kim),석동일(Dong Il Seok) 한국언어치료학회 2007 言語治療硏究 Vol.16 No.2

Articulation and phonological disorder children have phonological awareness problem. The purpose of this study was to age, articulation skills and letter reading of articulation and phonological disorder children. thirty articulation and phonological disordered children in the preschool were participated for this study.   The results fo this study can be summarized as follows.   First, it may be assumed that age factor is related with phonological awareness skill. As a result of test, in was not found that age factor is related with phonological awareness skill.   Second, it may be assumed that articulation factor is related with phonological awareness skill. As a result of test, in was not found that articulation factor is related with phonological awareness skill.   Third, it may be assumed that letter reading factor is related with phonological awareness skill. As a result of test, in was found that letter reading factor is related with phonological awareness skill.   Therefore this study concluded that the articulation and phonological disorder childrens assessment and treatment consider to letter reading skill.

문제중심학습법이 언어치료학과 학생의 학습유형에 따른 참여도와 학업성취도에 미치는 영향

김문정(Moon Jeoung Kim) 한국언어치료학회 2017 言語治療硏究 Vol.26 No.4

Purpose: The objectives of the current study are: to identify the learning characteristics of language therapy instruction students: to understand their learning styles in accordance with their learning-related features; and to study their participation and academic achievement depending on their learning-related features. Methods: Thirty-three language therapy students in a four-year university were subjected to the study, which was conducted from March to May 2017.Using PBL, the current study investigated learning-related features, learning styles depending on learning-related features, participation depending on learning-related features, and participation and academic achievement depending on learning styles of the sample students. Results: Debate (60%) and lecture (57%) were preferred and convergers (36.3%) were the most numerous in terms of learning style (converger, diverger, accommodator, assimilator). As for learning styles depending on the students’ learning-related features, convergers preferred lecture (36.8%) and debate (35%). In participation depending on learning-related features, students who suggested their opinions participated more actively than those with difficulty expressing themselves (F=3.357, p=.048). Students who answered that they preferred to give presentations had significantly higher academic achievement than those who answered that they did not prefer presentations (F=26.96, p=.001). Conclusions: After learning in groups using PBL, the students displayed different learning-related features depending on their learning styles. In addition, the rate of participation differed depending on the learning style.Therefore, the current study concludes that forming PBL groups containing members with different learning styles will induce higher participation and academic achievement.

청지각 기반 음운인식 훈련 프로그램이 조음음운장애 유아의 음운인식 및 조음음운능력에 미치는 효과

김문정(Moon-Jeoung Kim),석동일(Dong Il Seok) 한국언어치료학회 2008 言語治療硏究 Vol.17 No.2

Remediation of phonological awareness(PA) deficits in preschool age children is essential to the prevention of delayed acquisition of reading abilities. This study demonstrates that the auditory perception based phonological awareness training program was successful in increasing the phonological awareness of preschoolers with articulation and phonological disorders. Literature supports the relationship between phonological awareness, articulation skills and auditory perception and their theoretical linkages through underlying phonological representation forming the basis for the study design. Four preschoolers with APDs participated in 12training sessions focusing on phonological awareness(PA) and auditory perception. The experimental design was a multiple probe baseline. The results were as follows. First, these children made improvements in their PA abilities. Second, their articulation and phonological abilities improved and distinction features and speech intelligibility also increased after intervention. This study revealed that an auditory perception based phonological awareness training program would be effective for the phonological awareness ability and articulation and phonological abilities for preschooler.

언어치료학과 2학년 학생의 학습유형에 따른 시연 교육의 효과

김문정(Moon Jeoung Kim) 한국언어치료학회 2017 言語治療硏究 Vol.26 No.1

Purpose: The current study is an experimental study to understand the effects of demonstration education depending on the learning types of individual college sophomore who major in speech therapy. By practicing demonstration education on sophomores who are about to begin clinical fieldwork, this study aims to find strategies to prepare students for their fieldwork and increase their level of satisfaction. Methods: Subjects of the study included 31 students enrolled as sophomores in speech therapy programs in four-year colleges. The study took place from April to May of 2016. The subjects answered Kolb s learning type questionnaires to understand their learning characteristics and learning type characteristics. In addition, differences in the sophomores learning types from their general traits were studied. As the educational effect depends on learning types, problem-solving processes and fieldwork efficacy were studied. Results:First, there were 11 fusion-independent learning types (34.4%), 9 distributed-independent (28.3%), 6 adapted (18.7%), and 5 collector (15.6%) students. In their general traits, the students displayed no significant differences in learning types depending on their age, or whether they had previously experienced demonstration education. As to the effect of demonstration education for sophomore students of speech therapy, statistically significant differences were found in their problem-solving process (discovert, definition, outlook, practice, experiment) and fieldwork efficacy. Conclusion:Demonstration education is evolving into diverse forms as a way of complementing clinical fieldwork. In particular, in order to improve the response capabilities of novice clinicians, such educational practice is required. In addition, there is a necessity to identify students’ learning types, which will act as a foundation in the search for various learning and demonstration educational practices that can maximize the effect of such methods.

초등학교 저학년 아동의 음운규칙 적용능력 비교

김양선(Yang Sun Kim),김문정(Moon Jeoung Kim) 한국언어치료학회 2016 한국언어치료학회 학술발표대회 논문집 Vol.2016 No.12

Purpose: The purpose of this study was to compare the application ability of phonological rules through the phonological judgment task, which is a task to judge whether phonemes read through visual recognition and auditory spoken by task are similar. Methods: A total of 30 students were enrolled in a total of 30 elementary school students living in Gyeon-ggi Province. The task has chosen nine of the most popular phonological rules, which are most commonly applied based on prior study. The phonological judgment task is composed of 72 items of 2 syllable words. The clues were consisted of words and non words. The subjects were compared with the speech and phoneme clues that were read through the visual recognition of the word to which the phonological rule was applied. Results: First, in the phonological judgment task, both the words and the non word got high scores in the order of 3rd, 2nd, and 1st grade. In addition, there were significant differences in terms of significance between words and non words. Second, the ability of applying the phonological rules of words in the first, second, and third grades is higher than the phonological rule application ability of non words. Conclusion: In the phonological judgment tasks such as the reading and writing tasks of the previous studies, the ability to apply phonological rules increased as the grade level increased. The phonological judgment task used in this study showed significant difference in the lower grade children, so it was found that it is an appropriate task to find out the ability of the phonological rules applied in the lower grades of school age.

절 단위 중재가 단순언어장애아동의 내포문 산출에 미치는 효과

류정선(Jung Sun Ryu),김문정(Moon Jeoung Kim) 한국언어치료학회 2018 言語治療硏究 Vol.27 No.3

증강현실을 이용한 접근법이 지적장애 아동들의 조음음운능력에 미치는 영향

하귀영(Gui Young Ha),김문정(Moon Jeoung Kim) 한국언어치료학회 2022 한국언어치료학회 학술발표대회 논문집 Vol.2022 No.11

파킨슨병 환자와 정상노인의 모음 산출 특성 비교

이인애(Lee In Ae),김문정(Kim Moon Jeoung),황영진(Hwang Young Jin) 한국음성학회 2012 말소리와 음성과학 Vol.4 No.1

The purpose of this study is to compare the voice differences of persons with Idiopathic Parkinson's disease and a normal group according to five vowels. Eight persons with Idiopathic Parkinson's disease and a healthy control group of 22 were selected and every voice analyzed by MDVP. The first result showed that jitter measurements between the two group showed a significant statistical difference according to all vowels. Second, the two groups' shimmer measurements showed a significant statistical difference according to nearly all vowels. Third, jitter measurements between the five vowels were more relatively closely correlated persons with Idiopathic Parkinson's disease than the normal group. Fourth, shimmer figures between the five vowels more relatively closely correlated persons with Idiopathic Parkinson's disease than the normal group.