The Role of Executive Function for Vocabulary Acquisition and Word Learning in Preschool-Age Children with and without Vocabulary Delay

양윤희(Yoon hee Yang),임동선(Dong sun Yim) 한국언어청각임상학회 2018 Communication Sciences and Disorders Vol.23 No.1

배경 및 목적: 아동기의 집행기능 발달은 의식 발달의 관점에서 이해될 수 있다. 본 연구에서는 명시적 목표지향적 행동을 수행할 때 요구되는 3가지 집행기능 과제(작업기억, 억제조절, 인지적 유연성)와 새로운 어휘를 암묵적으로 배울 수 있는 빠른우연학습 능력 간의 연결고리가 학령전기 아동들에게서 어떻게 나타나는지 확인해보고자 하였다. 방법: 5-6세 어휘발달지연 아동 35명과 생활연령을 일치시킨 또래 일반 아동 35명이 본 연구에 참여하였다. 참여 아동들은 작업기억을 측정하기 위한 NWR, 억제조절을 측정하기 위한 SST, 인지적 유연성을 측정하기 위한 DCCS, 그리고 새로운 어휘학습 능력을 보기 위한 QUIL 과제를 수행하였다. 결과: 어휘발달지연 아동들은 QUIL, NWR, DCCS에서 또래 일반 아동에 비해 낮은 정확도를 보였으며, SST에서는 정확도에서 두 집단 간 유의한 차이가 나타나지 않았으나, 어휘발달지연 아동의 반응속도가 유의하게 느렸다. 새로운 단어학습을 가장 강력하게 예측하는 요인은 일반 아동에게서 나타나지 않았으나, 어휘발달지연 아동에게서는 DCCS의 정확도로 나타났다. 논의 및 결론: 결론적으로 또래 일반 아동이 애니메이션 만화 시청처럼 자연스러운 맥락에서 인지적 유연성과 같은 집행기능이 발휘되지 않아도 상대적으로 쉽게 새로운 어휘를 학습할 수 있는 것으로 나타났으나 어휘발달지연 아동은 새로운 단어를 자동적으로 학습하기보다는 의식적인 노력으로 집행기능을 활성화시켰을 때 학습이 가능할 수 있음을 시사한다. Objectives: The development of executive function (EF) in childhood can be understood in terms of ‘consciousness’ development. As age increases, the potential of conscious control of thoughts and behaviors for child can be increased. This study examined the relationship of EF and word learning in children with and without vocabulary delay (VD). Methods: Thirty-five 5-to-6-year-old children with VD and 35 age-matched children with typically developing (TD) participated in this study. Participants’ performance was assessed with Quick Incidental Learning (QUIL) for novel word learning, nonword repetition (NWR) for working memory, the Stop Signal Task (SST) for inhibitory control, and the Dimensional Change Card Sort (DCCS) for cognitive flexibility. Accuracy and reaction time in the SST and DCCS were obtained using E-Prime Software; only accuracy was measured in the QUIL and NWR task. MANOVA, correlation, and stepwise multiple regression were used for data analysis. Results: The results showed that the VD group had significantly lower accuracy on the QUIL and NWR, poorer performance on the DCCS, and longer reaction time on the SST than the TD group. The strongest predictor of novel word learning was accuracy in DCCS for the VD group. Conclusion: These results indicate that children with VD require conscious effort to activate their EF instead of learning novel words automatically like their typically developing peers, who acquire new words relatively easily without additional cognitive burdens.

9-35개월 영유아의 어휘발달에 미치는 음운 및 의미론적 인접밀도의 영향

양윤희(Yoon Hee Yang),강시내(Si Nae Kang),김유미(Yu Mi Kim),이상언(Sang Eon Lee),임동선(Dong Sun Yim) 한국언어치료학회 2016 한국언어치료학회 학술발표대회 논문집 Vol.2016 No.12

Purpose: Phonemic and semantic representations in infants and toddlers change as they acquire words, and the relationship becomes stronger and more detailed. The main purpose of the current study was to examine how phonological and semantic characteristics influence on expressive vocabulary from existing CDI data (CDI-E) by infants and toddlers. Methods: Twenty four infants aged 9-17 months (F=13, M=11) and 31 toddlers aged 18-35 months (F=15, M=16) participated in this study. The participants were all within the normal range of a nonverbal IQ, and parental report was confirmed about current language ability, behavior pattern and activity preferences, and family history. The phonological neighborhood density (PND) and semantic neighborhood density (SND) scores were obtained from existing data using K M-B CDI. Results: The results of this study are as follows: 1) The infants had significantly lower score than toddlers, the PND score was significantly lower than the SND, and the expressive vocabulary score was significantly lower than the receptive vocabulary score. 2) The correlations between PND-E and total CDI-E were significant in infant groups, and PND-E, PND-R, SND-E, and SND-R were significantly correlated with CDI-E in toddler groups. 3) PND-E was the significant predictor of CDI-E in infants, whereas both PND-E and SND-E were significant predictors of CDI-E in toddlers. Conclusions: These findings suggest that the phonological characteristics should be more elaborate for the expressive and receptive vocabulary in case of high phonological neighborhood density between words. The influence of phonological neighborhood density in vocabulary scores was consistently significant in both groups, whereas the semantic effect increases from infants to toddlers.

4-6세 단순언어장애 및 일반아동의 암묵적 학습 및 문법성 판단 능력의 관계

양윤희(Yoon hee Yang),임동선(Dong sun Yim) 한국언어청각임상학회 2017 Communication Sciences and Disorders Vol.22 No.1

배경 및 목적: 본 연구에서는 만 4-6세 아동의 암묵적 학습능력을 알아보기 위하여 목표자극의 빈도와 함께 단서-목표자극의 조합확률 또한 중요하게 고려될 수 있는 요인인지, 빈도 및 조합확률이 모두 높은 조건에서의 암묵적 학습 수행이 그렇지 않은 조건들에 비해 문법성 판단 과제와 가장 유의한 상관이 있는지, 단순언어장애 유무를 가장 잘 판별해줄 수 있는 요인은 무엇인지 알아보고자 하였다. 방법: 만 4-6세의 단순언어장애 아동 16명, 또래 일반 아동 15명 총 31명을 대상으로 문법성 판단 과제, 목표자극의 빈도 및 단서-목표자극의 조합확률을 고려한 암묵적 학습 과제를 실시하였다. 결과: 암묵적 학습 과제에서의 수행은 그룹 간 유의한 차이를 보였으며, 두 그룹 모두 빈도 및 조합확률이 모두 낮은 조건에서 그렇지 않은 조건에 비해 유의하게 부족한 수행을 보였다. 단순언어장애 아동의 문법성 판단 수행은 빈도 및 조합확률이 모두 낮은 조건과 유의한 상관이 있었으며, 단순언어장애 유무를 가장 잘 판별해주는 조건은 LH (low probability/high frequency)로 나타났다. 논의 및 결론: 단순언어장애 아동이 또래 일반 아동 집단 아동에 비해 특정 규칙이 적용될 때 빈도와 조합확률 모두 낮을 경우 규칙에 대한 민감도는 더욱 저하되며, 이러한 어려움이 이들의 문법성 판단 수행과도 밀접한 연관성을 나타낸 것으로 분석된다. Objectives: This study examined cognitive flexibility in implicit learning through manipulating item frequency and predictive probability in children with and without specific language impairment (SLI). The purpose of this study was to determine whether a significant difference in non-linguistic implicit learning ability would be found between children with SLI and their typically developing (TD) peers and identify a significant factor for distinguishing between SLI and TD groups. Methods: Sixteen 4- to 6-year-old children with SLI and 15 age-matched children with TD participated in this study. Accuracy and RTs were obtained via the Grammatical Judgment Task (GJT) and non-linguistic implicit learning task, where item frequencies and probability were considered simultaneously. The accuracy (%) and response time (ms) in the implicit learning task were recorded using E-Prime Software. A repeated measure of ANOVA, Pearson s product moment correlation coefficient, and discriminant analysis were used for data analysis. Results: The results showed that the SLI group had significantly lower accuracy and longer response time on the implicit learning task than the TD group; a significant difference between low frequency/low probability and the other conditions between the SLI and the TD groups was found only for accuracy; and RT in HL (conflict high frequency/low relational probability) condition was a significant factor for identifying SLI. Conclusion: When compared to peer TD children, children with SLI are less sensitive to certain rules if both frequency and probability are at lower levels. These difficulties are closely associated with their grammatical judgment performance.

Linguistic Disfluency Induced by Nonword and Sentence Repetition Tasks in Preschool Children with and without Vocabulary Delay

양윤희(Yoon hee Yang),심현섭(Hyun Sub Sim),임동선(Dong sun Yim) 한국언어청각임상학회 2017 Communication Sciences and Disorders Vol.22 No.4

배경 및 목적: 본 연구는 학령 전 어휘발달지연 및 또래 일반 아동이 음운기억 부담이 부과되는 비단어 및 문장 따라말하기 과제 수행 시 나타나는 언어학적 비유창성 양상이 집단에 따라 차이가 있는지, 언어학적 비유창성 특성은 수용 및 표현 어휘력과 유의한 상관이 있는지, 그리고 각 집단의 언어학적 비유창성 특성이 수용 및 표현어휘력을 설명할 수 있는지 알아보고자 하였다. 방법: 만 5-6세의 어휘발달지연 아동 17명, 생활연령을 일치시킨 일반 아동 18명, 총 35명을 대상으로 비단어 및 문장 따라말하기 과제의 수행을 시행하였으며, 산출된 발화의 비유창성 특성을 분석하였다. 자료의 통계적 분석을 위해 반복측정분산분석, Pearson의 적률상관계수, 그리고 단계적 중다회귀분석을 실시하였다. 결과: 비단어 따라말하기 과제에서 언어학적 비유창성 빈도는 집단 간 유의한 차이가 없었으나, 문장따라말하기 과제에서는 집단 간 유의한 차이가 있었다. 일반 아동 집단에서 수용 및 표현 어휘력과 언어학적 비유창성 특성 사이에 유의한 상관은 나타나지 않았으나, 어휘발달지연 아동 집단에서는 문장 따라말하기 과제에서 발생한 반복2 (음소 및 음절반복) 비유창성 유형이 표현 어휘력과 유의한 상관관계가 있는 것으로 나타났다. 특히, 어휘발달지연 집단에서 반복2가 표현어휘력을 약 47% 유의하게 예측하는 것으로 나타났다. 논의 및 결론: 본 연구의 결과는 음운학적(언어적) 부담이 증가한 경우 학령전기 어휘발달지연 아동들의 언어 및 어휘적 어려움이 발화산출에 부정적 영향을 미쳐 비유창성 빈도가 증가할 수 있음을 시사한다. 그러므로 학령전기 어휘발달지연아동들은 말하기 상황에서 목표 자극의 길이 및 복잡성의 부담을 스스로 최대한 줄여 산출하는 훈련의 필요성이 고려되어야 한다. Objectives: All children demonstrate subtle linguistic disfluencies; children with vocabulary delay (VD), regardless of the presence of speech disorders, tend to produce disfluencies when phonological (linguistic) demands exceed their capacities. The current study examined whether the subtypes of linguistic disfluencies induced by nonword repetition (NWR) and sentence repetition (SR) tasks can discriminate between children with VD those without VD. Methods: Seventeen children with VD between the ages of 5 to 6 and 18 agematched children with normal language (NL) participated in this study. Participants’ performance was assessed with NWR and SR, which impose a load on phonological memory. We analyzed speech samples collected during two repetition tasks. Repeated measured ANOVA, Pearson product-moment correlation, and stepwise multiple regression were used for data analysis. Results: Significant differences were found according to group and disfluency subtype. In the VD group, expressive vocabulary scores only correlated with R2 (Repetition2) in SR; this did not significantly correlate with any of the linguistic subtypes in the NL group. R2 in SR in the VD group showed significant predictive power for expressive vocabulary scores. Conclusion: These results demonstrate that linguistic disfluencies are more common in VD than NL groups. The VD children produced more disfluencies, especially with sentence level stimuli; these stimuli may place a greater phonological processing load on the children to recall content. Such a phonological (linguistic) load may negatively influence their speech planning and production.

학령기 단순언어장애 아동의 어휘학습 예측요인

양윤희(Yoon hee Yang),임동선(Dong sun Yim),배경란(Kyeong ran Bae) 한국언어청각임상학회 2015 Communication Sciences and Disorders Vol.20 No.1

배경 및 목적: 본 연구는 단순언어장애 아동의 비효율적인 어휘습득 측면에서 또래 일반아동과 차이점을 나타내는지 알아보기 위하여 의미점화 및 간섭 과제에서의 수행능력을 알아보고, 이 능력이 습득된 어휘력 및 어휘학습능력을 예측할 수 있는지 살펴보았다. 방법: 참여 아동은 만 6-9세의 단순언어장애 아동 18명, 생활연령이 일치하는 또래 일반아동 18명, 총 36명이었다. 연구과제는 수용ㆍ표현 어휘력 검사(REVT), 빠른 우연학습 과제(QUIL), 의미점화 및 간섭 과제를 실시하였으며, 통계분석은 분산분석 및 회귀분석을 실시하였다. 결과: 단순언어장애 아동은 또래 일반아동과 비교하여 모든 과제에서 통계적으로 유의하게 낮은 수행을 보였다. 또한, 단순언어장애 아동 집단에서는 어휘력을 예측해주는 요인이 나타나지 않았으나, 일반아동 집단에서는 의미점화 과제의 정확도가 어휘력 예측요인으로 나타났다. 한편, 어휘학습능력의 경우 단순언어장애 집단에서는 의미점화 과제의 반응속도가, 일반아동 집단에서는 간섭 과제의 반응속도가 예측력을 지닌 것으로 나타났다. 논의 및 결론: 어휘학습능력의 예측요인은 단순언어장애 아동 집단에서는 '의미점화 과제의 반응속도', 일반아동 집단에서는 '간섭 과제의 반응속도'로 나타났는데 이는 능동적으로 간섭자극을 억제하는 능력은 목표 자극에 접근하기 위해 정보들을 선택하고 조절하는 적극성이 더 요구되므로 이러한 능력이 어휘를 보다 효율적으로 학습하는 일반아동 집단에서 더 높은 설명력을 지닌 것으로 나타났다. Objectives: The purpose of this research was to identify children's semantic access on priming tasks and executive control on interference tasks, and the best predictor of vocabulary size and word learning in children with specific language impairment (SLI). Methods: The study included children between 6 to 9 years of age, 18 children with SLI and 18 children with normal language (NL). Tasks were the Receptive and Expressive Vocabulary Test (REVT-R) which examines acquired vocabulary knowledge, quick incidental learning (QUIL) which assesses word learning capability, and semantic priming and interference tasks which tap the ability to bridge acquired vocabulary knowledge and word learning capability. Results: The results were as follows: the SLI group showed low performance on all tasks compared to NL group; the SLI group did not show any bridging task predicting REVT-R, whereas in the NL group, the accuracy of the semantic priming task predicted REVT-R. Additionally, the speed of the semantic priming task was the best predictor of the QUIL in the SLI group, but the speed of the interference task was the best predictor of QUIL in the NL group. Conclusion: The results indicated that the predictor of word learning skill and the speed of the semantic priming and interference tasks can be used for the SLI and NL groups, respectively. Thus, semantic priming effect on related target words and inhibiting ability for unrelated target words may significantly contribute to word learning.

국내 혈액에서의 PCDD/Fs 및 PCBs 분석과 오염원 특성에 관한 연구

양윤희(Yoon Hee Yang),김병훈(Byung Hoon Kim),장윤석(Yoon Seok Chang) 한국분석과학회 2001 분석과학 Vol.14 No.2

[환경] 국내 모유에서의 PCBs 및 PCDD/Fs 분포 특성과 위해성 평가

양윤희(Yoon-Hee Yang),장윤석(Yoon-Seok Chang),김병훈(Byung-Hoon Kim),양지연(Ji-Yoen Yang),신동천(Dong-Chun Shin) 한국분석과학회 2000 분석과학 Vol.13 No.4

학령전기 언어발달지연 및 일반아동의 집행기능 및 빠른우연학습의 관계

양윤희(Yoon Hee Yang),유지원(Jee Won Yoo),정하은(Ha Eun Chung),임동선(Dong Sun Yim) 한국언어치료학회 2016 한국언어치료학회 학술발표대회 논문집 Vol.2016 No.12

Purpose: The development of executive function in childhood can be understood in terms of "consciousness" development (Zelazo, 2004). As age increases, the potential of conscious control of thoughts and behaviors for child can be increased. This study examined the relationship of executive function (EF) and quick incidental learning (QUIL) in children with and without language delay (LD). Methods: Thirty-five 5-to-6-year-old children with LD and 35 age-matched children with Typically Developing (TD) children participated in this study. Participants" performance was assessed on the Nonword repetition (NWR) for working memory, the Stop Signal Task (SST) for inhibitory control, the Dimensional Change Card Sort (DCCS) for cognitive flexibility, and Quick Incidental Learning (QUIL) for novel word learning. Accuracy and RTs were obtained through the SST and DCCS and only accuracy was measured in the NWR and QUIL task. The accuracy (%) and RTs (ms) in the SST and DCCS were recorded using E-Prime Software. MANOVA and stepwise multiple regression were used for data analysis. Results: The results showed that the LD group had significantly lower accuracy on the QUIL, the NWR and poor performance on the DCCS and longer RT on the SST than the TD group. The strongest factor which predicted children"s novel word learning was accuracy in DCCS only in LD group. Conclusions: These results indicate that children with LD need to activate their EF with conscious effort. However, typically developing peers learned novel words relatively easily without additional cognitive flexibility in natural environment.

뇌졸중 환자를 위한 복부경락마사지의 효과

한상숙,양윤희,Han, Sang-Sook,Yang, Yoon-Hee 경희대학교 동서간호학연구소 2007 동서간호학연구지 Vol.13 No.2

Purpose: This study was to examine the effects of the meridian massage on constipation and stress in the patients with stroke. Methods: The subjects of this study were 31 patients with stroke who were hospitalized at the K oriental medical center. They were determined by Rome II criteria and the Constipation Assessment Scale (CAS). The experimental group were treated meditation massage for 10minutes daily for 2 weeks. To evaluate the effect of meridian massage, the degree of constipation was measured using the frequency of defecation per week and the scores of CAS, and the degree of stress was measured using the Stress Scale. The collected data were analyzed by with the SPSS 12.0 for windows program. Results: The experimental group had significantly more increase of defecation frequency than the control group. The experimental group had significantly more decrease of CAS score than the control group. 3) In the score of stress, there was no significant difference between the experimental and the control group. Conclusion: The result of this study shows that meridian massage is an effective nursing intervention for the management of constipation of patients with stroke.

A Meta-analysis of Children’s Communication Checklist (CCC) for Children & Adolescents with Pragmatic Language Impairment

송승하(Seung Ha Song),양윤희(Yoon Hee Yang),김영태(Young Tae Kim),임동선(Dong Sun Yim) 한국언어청각임상학회 2016 Communication Sciences and Disorders Vol.21 No.3

배경 및 목적: 본 연구에서는 아동 의사소통 체크리스트(Children’s Communication Checklist, CCC)를 사용한 선행 연구들을 살펴보고, CCC가 화용에 어려움이 보고된 장애 집단과 비장애 집단을 유의하게 변별해줄 수 있는지, 각각의 장애 집단별 프로파일에 차이가 나타나는지 알아보고자 하였다. 본 연구에서는 화용언어장애 집단으로 자폐범주성장애(autism spectrum disorder), 주의력결핍 과잉행동장애(attention deficits & hyper-activity disorder), 그리고 윌리엄스증후군(Williams syndrome)을 포함하였다. 방법: 화용언어장애 및 비장애 집단의 CCC 점수를 비교한 연구들을 PsycINFO, Academic Search Complete, ERIC 데이터베이스를 이용하여 수집하였다. ‘Pragmatic language assessment’를 주제어로 최초 검색한 결과, 총 238편의 논문이 검색되었고, 선정 및 제외기준에 적합한 총 14편의 문헌을 분석대상으로 하였다. 결과: CCC 결과에 대한 메타분석을 통해 ASD, ADHD 집단은 비장애 집단과 유의한 차이를 보였으나, WS는 유의한 차이가 나타나지 않았다. 집단 간 차이가 유의하게 나타난 장애군의 세부적 프로파일로는 ASD 집단의 경우 언어구조, 화용, 사회성 영역 모두에서, ADHD 집단은 언어구조 및 화용영역에서 비장애 집단과 의미 있는 차이를 보이는 것으로 나타났다. 논의 및 결론: CCC를 활용하여 ASD, ADHD 집단의 변별적인 프로파일을 확인할 수 있었으며, 두 집단 모두 화용영역에 따른 어려움이 나타날지라도 장애집단에 따라 세부적으로 다른 프로파일을 보일 수 있다. 이들의 차별적인 어려움을 고려하여 체크리스트 형식 외에도 직접 평가를 병행하는 것이 요구된다. Objectives: Children and adolescents with pragmatic language impairment show overall communication problems. However, the pragmatic problems vary depending on their diagnostic characteristics. The Children’s Communication Checklist (CCC, CCC-2) was developed to assess overall language ability through parents’ and/or teacher’s reports (Bishop, 2003). This research reviews studies of pragmatic language assessment using CCC or CCC-2, and investigates if children and adolescents with pragmatic deficits (autism spectrum disorders [ASD], attention deficit/hyperactivity disorders [ADHD], and Williams syndrome [WS]) can be differentiated through CCC or CCC-2. Methods: Fourteen studies which met the inclusive and exclusive criteria were selected from three electronic databases: PsycINFO, Academic Search Complete, and ERIC. A systematic review was done using meta-analysis (Comprehensive Meta-Analysis II, 2005). Results: There was a significant group difference between ASD and ADHD showing significant differences with typically development (TD), respectively, but there was no difference between the WS and TD controls. The sub-domains (structural/pragmatic/autism-social domain) that brought group differences were all three sub-domains in the ASD group. Structural and pragmatic domains were significantly different sub-domains in the ADHD group. Conclusion: CCC or CCC-2 is a useful tool for discriminating ASD and ADHD groups from TD controls. However, it is not enough to represent various pragmatic profiles depending on diagnostic groups such as ASD and ADHD. Therefore, it is necessary to use both direct and indirect assessment tools to reveal the differential profiles of pragmatic problems in various groups with communication disorders.