讀書行動開發을 위한 精神集中力變因의 探究 = AN INQUIRY INTO MENTAL CONCENTRATION BEHAVIOR FOR DEVELOPING READING PROCESSES

다국어 초록 (Multilingual Abstract)

This study was to define basic principles of mental concentration, to construct relevant behavioral concepts, and to perform clinical procedures for developing reading behaviors. Ten basic principles were defined and nine relevant behavioral concepts were constructed. And it was verified that the longer subjects were trained, the higher their levels of reading comprehension were.
Ten basic principles of mental concentration were conceptualized under the rules of complementary relations to integrate into a whole behavior such terms as the following rival variables : keeping-versus-releasing physiological mechanism, pausing-versus-moving visual focus and oral breath, stilling-versus-activating physical and visual function, light-versus-heavy mental imagery, strong-versus-weak ocular power, long-versus-short time duration, open-versus-closed supraconversion, slow-versus-fast visual movement, augmented-versus-reduced psychophysical tension, and sound-versus-faulty bodily posture.
Nine relevant behaviors were constructed, programmed, and taught to repond to the preferences of: sound flood over instant one, sound posture over faulty one, regular movement over irregular one, physiological response-managed concentration over mental one-managed, foveal vision-oriented perception over parafoveal-oriented one, mental operation over physical one, hypnosis-guided processes over consciousness-guided one, concentrative meditation over conventional one, and regular breathing over irregular one.
There were two groups of students sampled for two experiments: One was a group of college students, the other of primary and secondary school children. Subjects were asked to learn concentrative behaviors for developing reading, and to respond to three consecutive reading performance tests. It was shown that there were signifincant differences among three-test scores. It was concluded that the longer clients learned cocentrative behaviors, the more they showed their reading performances.

목차 (Table of Contents)

• Ⅰ.硏究問題의 背景
• Ⅱ.槪念化의 原理內容構案
• Ⅲ.槪念化의 行動內容構案
• Ⅳ.槪念化의 實驗敎育
• Ⅴ.全體 論議
• Ⅵ.結論 및 提言
• 참고문헌
• AESTRACT
• 부록