작업기억의 발달에 대한 실증적 연구

안성우(Seoung Woo Ahn),서유경(Yoo Kyung Seo),김유(You Kim) 한국언어치료학회 2011 言語治療硏究 Vol.20 No.1

This study investigated the developmental nature of working memory skills of typically developing children in Korea. This study included a total of 1,043 participants between the 49 months and 84 months of age. Participants completed two measures of working memory. Results indicate that age contributed unique variance to the development of working memory. This study presents the array of skills and ordered in a developmental continuum based on its results. Participants had a higher score on a measure of forward digit span task than on a measure of backward digit span task. Their score on forward digit span task increased at a much faster rate. As children grew, their working memory skill grew over a period of time. Memory function improve quantitatively and qualitatively through.

SAFMEDS 전략이 예비특수교사들의 청각장애아교육 관련 용어 회상 유창성에 미치는 효과

안성우 ( Ahn Seoung-woo ),서유경 ( Seo Yoo-kyung ) 대구대학교 특수교육재활과학연구소 2017 특수교육재활과학연구 Vol.56 No.1

본 연구의 목적은 SAFMEDS(Say All Fast a Minute Every Day Shuffled) 전략을 사용하는 것이 청각장애아교육 관련 용어 회상 유창성에 미치는 효과를 알아보는 것이다. 연구 대상은 특수교육을 전공하고 있거나 복수전공하고 있는 대학생 26명이다. 참여자들은 1분동안 플래시카드 앞면에 인쇄된 용어의 정의를 보고 뒷면에 인쇄된 용어를 말하도록 하였으며, 정반응과 오반응의 수를 세어 즉각적으로 데이터 시트와 표준속도차트에 기록하게 하였다. 총 20회기동안 진행한 결과, SAFMEDS 전략을 사용하여 학습하는 것이 학생들의 청각장애아교육 관련 용어 회상 유창성을 향상시켰음을 알 수 있었다. 또 용어 회상 유창성과 내용지식 수준은 정적 상관관계를 보였다. 이러한 결과를 통해 SAFMEDS 전략 사용이 예비특수 교사들의 청각장애교육 관련 용어 회상 유창성과 지식 수준 향상에 효과가 있음을 알 수 있다. The purpose of this study is to investigate the effect of SAFMEDS strategy on establishing a fluency of recall of terminology related to hearing impaired students` education. The subjects of the study were 26 students majoring in special education or majoring in double major. Participants were required to see the definition of the term printed on the front of the card and say the term printed on the back of the card in a minute and count the number of correct responses and the number of incorrect responses and record them immediately on the Datasheet and the Standard Celeration Chart. Throughout the 20 sessions, we found that SAFMEDS strategy improved students` fluency in recalling terms related to deaf education. In addition, there is statistical correlation between the fluency of the term recall and the content knowledge level of students. These results suggest that the use of the SAFMEDS strategy is effective in improving the term recall fluency and content knowledge level of pre-service special education teachers.

일반 아동과 한글 읽기 장애 아동의 단어 읽기 과제시 뇌활성화 영역 비교: fMRI를 활용한 사례 연구

안성우 ( Seoung Woo Ahn ),김학진 ( Hak Jin Kim ),신미성 ( Mi Seong Shin ),서유경 ( Yoo Kyung Seo ),박진영 ( Jin Young Park ),박원경 ( Won Kyung Park ) 한국특수교육문제연구소 2008 특수교육저널 : 이론과 실천 Vol.9 No.2

본 연구의 목적은 읽기장애를 가진 6학년 남아와 연령, 성별, 지능 면에서 짝지워진 일반아동이 단어 및 비단어의 묵독과제 수행 중에 보이는 뇌활성화 양상을 기능적 자기 공명 영상을 이용하여 비교하는데 있다. 단어 과제의 목록은 친숙도가 높은 2음절 단어를 선정하여 연구의 목적에 맞게 작성하였으며, 비단어 과제의 목록은 단어과제 목록에 사용한 단어의 첫째 음절과 둘째 음절의 초성을 변형시켜 만들었다. 단어 읽기 과제 시 일반 아동의 경우에는 주로 좌반구 중측두엽이 가장 활성화된 반면, 읽기장애 아동은 시각 경로라고 알려진 좌우반구의 하후두회와 방추상회가 주로 많이 활성화되는 양상을 보였다. 비단어 읽기 과제시 일반 아동의 경우에는 좌반구의 하측두회와 중전두회와 우반구의 상전두회와 중심전회가 많이활성화된 반면에, 읽기 장애 아동의 경우에는 단어 읽기에서와 비슷하게 좌우반구의 배측 시각 경로인 lingual 영역이 많이 활성화되었다. 이러한 결과는 읽기장애 아동이 단어 읽기를 할 때 언어적 지식에 기초하여 분석적 단어 재인 전략을 사용하지 않고 시각적 처리를 통해기억에 의존해서 통문자로 단어 읽기를 하고 있음을 시사하는 것으로 보인다. 일반아동의 경우 비단어를 읽을 때는 음운처리에 기초하는 것으로 보인다. The purpose of this study was to compare brain activation profiles of a 6th grader boy with reading difficulties(RD) to those of an age-, gender-, and IQ-matched normal control in 2 silent reading tasks using a functional magnetic resonance imaging. In a word reading task, stimuli consisted of two syllable words with high familiarity whereas in a pseudo-word reading task, stimuli were made up by changing the first or the second syllable of the same words that were used in a word reading task. A child with RD showed increased activation of the right middle cingulum, the left and right inferior occipital gyri and the left fusiform gyrus during a word reading task, areas normally involved in visual processing. In contrast, a normal control showed profiles featuring increased activation of the middle temporal pole, the postcentral gyrus, and the middle temporal gyrus on the left hemisphere. In a pseudo-word reading task, a child with RD showed increased activation of the left and the right linguals and the right middle orbitofrontal gyrus whereas a normal control displayed increased activation of the heschl, the inferior temporal gyrus, the Rolandic operculum, the middle frontal gyrus, the middle cingulum on the left hemisphere and the precentral gyrus and the superior frontal gyrus on the right hemisphere. These results suggest that a word reading in a child with RD might be based on memories of visual properties of words and that a pseudo-word reading in a normal child might be based on phonological information.

저소득층 일반 아동과 다문화 가정 아동의 음운인식능력 비교 연구

안성우(Seoung-Woo Ahn),신영주(Young-Ju Shin) 한국언어치료학회 2008 言語治療硏究 Vol.17 No.4

The purpose of this study was to investigate difference in phonological awareness between multi-cultural background children and low-income children in order to find out the effect of language experience on development of phonological awareness ability when parental socioeconemic status was controlled. The sample was composed of 44 low-income children from Cheonlla province area and 48 multi-cultural background children from Busan area.The result obtained in this study were as follows:The total score of phonological awareness tasks of multi-cultural background children was similar to those of low-income class children. While phoneme awareness ability of low income children was not different from that of multi culture background children, phonological awareness ability in syllable is different between low income children and multi cultural background children.

플립러닝을 적용한 수업방법이특수교육과 대학생의 전공 교과목 학업 성취에 미치는 영향

안성우(Ahn, Seoung-Woo),유은정(Yoo, Eun-Jung) 한국청각·언어장애교육학회 2021 한국청각·언어장애교육연구 Vol.12 No.2

본 연구의 목적은 플립러닝을 적용한 수업 방법이 특수교육과 대학생의 전공 교과목 학업 성취에 미치는 영향을 알아보는 것이다. 연구에 참여한 대상자는 P대학교 특수교육과 2학년 학생들이었고, 교과목 수업은 총 3년에 걸쳐 진행되었다. 수업이 진행된 연도에 따라 실험집단1, 실험집단2 그리고 통제집단으로 임의 배정하여, 실험을 진행하였다. 연구 방법은 양적 및 질적 연구의 혼합적 방법이며, 독립변인은 전통적 강의수업방식, 전체토론중심 플립러닝 수업방법과 짝토론 중심 플립러닝 수업 방법이고, 종속 변인은 중간고사 결과, 학교의 온라인 객관적 강의평가, 주관적 강의평가 그리고 학생들의 수강 소감문이었다. 연구결과는 다음과 같다. 세 집단 간에 중간고사 학업 성취도에는 유의미한 차이가 없으며, 온라인 객관적 강의 평가에서도 세 집단 간 유의미한 차이가 없었다. 그러나 주관적 강의 평가와 수강 소감문에서 플립러닝 수업방법에 대한 긍정적인 기술이 많았다. 결론적으로 거꾸로 수업이 전통적 강의식 수업보다 학업 성취 측면에서 더 효과적이지는 않았지만 다른 여러 측면에서는 효과가 있다는 것을 본 연구는 보여준다. This study investigated the effect of flipped learning on college students’academic achievement , their rating on lecture evaluation and their feedback on flipped learning method. Subjects were 2nd year students in 2016, 2017, 2018 in the department of special education who had took two academic subjects which were subject of diagnosis and evaluation for students with special needs and subject of education for students with hearing disabilities. Each group of students from a year of 2016, 2017, 2018 was exposed nonrandomly to 3 different types of teaching methods to the researcher’s advantage. 3 teaching methods included traditional teaching method, flipped learning method 1 and flipped learning method 2. The results are followed. There is no difference in effectiveness of each teaching method. Students who were exposed to flipped learning method performed as good as students who were exposed to traditional teaching method on academic achievement tests in diagnosis and evaluation for students with special needs and education for students with hearing disabilities. Qualitative analysis showed that degree of students’satisfaction toward flipped learning was higher.

음운인식 중재가 읽기장애 아동의 뇌 활성화에 미치는 효과 연구

안성우(Seoung Woo Ahn),김학진(Hak Jin Kim),신미성(Mi Seong Shin),서유경(Yoo Kyung Seo),김동현(Dong Hyun Kim),김미경(Mi Kyung Kim) 한국언어치료학회 2009 言語治療硏究 Vol.18 No.3

The purpose of this study was to investigate the effects of Phonological Awareness Training on brain activation profiles of a child with RD. A child with RD was tested on two reading tasks (words vs. pseudo-words) and re-tested on the same tasks after 24 sessions of Phonological Awareness Training. The child's brain profiles were then compared.The results measured after Phonological Awareness Training are as follows: (1) In word reading tasks, the test subject showed increased activation of left inferior frontal (pars opercularis), middle temporal, inferior frontal (pars triangularis), postcental, and right cerebellum crus 2. (2) In pseudo-word reading tasks, the test subject showed increased activation of left middle temporal, anterior cingulum, middle frontal (pars orbitalis), middle occipital, and right middle occipital.These results suggest that phonological awareness training might affect the development of neural systems in key reading areas.

4세~7세 유아의 음운인식능력 발달 특성에 대한 대(규모) 집단 연구

안성우(Seoung Woo Ahn),허민정(Min Jung Heo),김유(You Kim),김미경(Mi Kyung Kim) 한국언어치료학회 2011 言語治療硏究 Vol.20 No.3

This study examined the developmental nature of phonological awareness skills of typically developing children in Korea. This study included a total of 1,043 participants between 49 months and 84 months of age. Participants completed 10 measures of phonological awareness. Results indicate that age contributed unique variance to the development of phonological awareness. This study presents the array of skills and ordered in a developmental continuum based on the results. Participants had a higher awareness of the syllable unit awareness than phoneme awareness and their syllable unit awareness grew at a much faster rate than phoneme awareness. As children grew, their phonological awareness grew over a period of time. Participants had a higher awareness of the counting sound than sound deletion, sound blending, sound matching, and substitution.

다문화가정 아동들의 음운인식 발달

신영주(Young-Ju Shin),안성우(Seoung-Woo Ahn) 한국언어치료학회 2008 言語治療硏究 Vol.17 No.3

The purpose of this study was to investigate multi-cultural background childrens phonological awareness ability development. The examines were composed of 10 5-years-old children, 13 6-years-old children, 14 7-years-old children, 11 8-years-old children, 10 9-years-old children, 11 10-years-old children.   The result obtained in this study were as follows:   (1) The total score of phonological awareness tasks of younger children were significantly lower than older children.   (2) An interaction effect among task level and task type and aging was also found. This means that older children performed better on all types of task than younger children performance on the test. All children from both performed better on phonological deletion and blending task than substitution and discrimination task.

언어학습장애아동과 일반아동의 이야기 구성능력 비교

김고운 ( Go Woon Kim ),안성우 ( Seoung Woo Ahn ),서유경 ( Yoo Kyung Seo ) 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.4

본 연구는 이야기 만들기를 통해 언어학습장애아동과 일반아동의 이야기 구성능력을 이야기 길이와 이야기 문법 구성요소의 산출률로 살펴보았다. 연구대상은 초등학교 3학년 언어학습장애 12명과 생활연령 및 언어능력을 일치시킨 일반아동을 각각 12명으로 하였다. 그 결과언어학습장애아동의 이야기 구성능력이 생활연령을 일치시킨 일반아동에 비해서는 낮았지만, 언어능력을 일치시킨 일반아동과의 차이는 보이지 않았다. 따라서 언어학습장애아동의 이야기 구성능력이 언어능력의 결함이기보다 언어능력의 발달적 지연임을 알 수 있었다. 또한 본연구에서는 과제유형(글 없는 그림책, 한 장 그림, 개인이야기)에 따른 이야기 구성능력의 차이를 살펴보았다. 그 결과 이야기 구성능력이 세 가지 과제 모두에서 언어학습장애아동이 낮게 나타났다. 이로써 언어학습장애아동의 이야기 구성능력을 향상시키기 위한 비계설정과 교구 및 교재의 선택 기준 등에 따른 정보를 제공하였다. The present article looked into the construction ability of the narrative between children with language learning disability and with normal language capacity, through story generation and studied the children``s ability to sustain the story length and their correct use of story grammar. The total participants were 3rd grade twelve children with language learning disability, and twelve children with same language level and twelve children same at chronological level. The result showed that the story composition ability of the children with language learning disability was worse than the children with normal language capacity matched chronological age between the two, but there was no different story composition ability between the children with language learning disability and the children with same language level. So the story composition ability of the children with language learning disability is not from the language disability, it is from retardation of language ability development. Researcher also looked into the distinctions of composition ability with several tasks(a picture book without script, one side picture, personal story). The result of this study was showed that the story composition ability of the children with language learning disability was lowed on all of the tasks. So this is represented the information about scaffolding and a standard of choice teaching aids to improve the story composition ability of them.

장애유아의 언어능력에 대한 부모·교사·언어재활사의 인식 비교

신창숙 ( Shin Chang-suk ),안성우 ( Ahn Seoung-woo ) 대구대학교 한국특수교육문제연구소 2018 특수교육저널 : 이론과 실천 Vol.19 No.2

본 연구는 장애유아의 언어능력의 현재수준과 기대수준에 대하여 부모·교사·언어재활사의 인식에 대하여 살펴보기 위한 것이다. 이를 위해 부산, 창원, 양산, 대구에 소재하고 있는 유아교육기관에 재원중이며, 언어재활을 받고 있는 장애유아의 부모· 교사·언어재활사 86(258명)그룹의 설문조사로 장애유아의 언어능력에 대하여 인식을 비교 분석하였다. 첫째, 부모·교사·언어재활사가 인식하는 장애유아의 언어능력에 대하여 기대수준이 현재수준보다 높게 나타났다. 둘째, 장애유아의 언어능력에 대하여 부모·교사·언어재활사 간의 인식 차이가 부모가 언어재활사보다 높이 인식하는 것으로 나타났다. 셋째, 장애유형에 따라 장애유아의 언어능력에 대한 인식차이가 있는 것으로 나타났다. 이러한 연구결과를 바탕으로 장애유아의 언어능력의 발달을 이해하고 세 집단이 연계할 수 있는 방안을 모색하고자 한다. The purpose of this study is to examine the perceptions of parents, teachers, and language rehabilitation practitioners about the present level and expectation level of language ability of children with disabilities. For this purpose, the evaluation of the parents, teachers, and language rehabilitation of 86 children with disabilities who are in financial support to early childhood educational institutions in Busan, Changwon, Yangsan, and Daegu, Respectively. First, expectation level of children with disabilities recognized by parents, teachers, and language rehabilitators was higher than current level. Second, there was no difference between parents, teachers, and language rehabilitation practitioners about the acceptance language ability of children with disabilities at present level. Third, according to the type of disability, there was a significant difference between the groups in terms of the current level of the language ability of children with disabilities. Based on the results of these researches, understanding the development of language ability of children with disabilities and suggesting ways for the three groups to link them.