색자극 단서 조건에 따른 철자문제 수반한 ADHD 아동과 일반아동의 철자기억과제 수행 비교 연구 = A Comparative Study on Spelling Memory Task Performance in Color Stimulation Cue Conditions between Children with and without ADHD

다국어 초록 (Multilingual Abstract)

According to the optimal stimulation theory, it has been suggested that color stimulation cue can be used for improving task performance of children with ADHD. The purpose of this study was to compare the spelling memory task performance in color stimulation cue conditions between children with and without ADHD.
For this purpose, twenty 3rd grade boys with ADHD and twenty 1st grade boys without ADHD were selected based on their spelling level. The two groups were compared with the spelling memory task performance in early color condition(color added early to relevant letters) and late color condition(color added late to relevant letters). The comparisons of the task performance with three independent variables(group, color stimulation, and stimulation order) were made with respect to mean response accuracy and mean response time. The data collected were analyzed by three-way ANOVA with repeated measures(Split-Plot 2.22) on two factors(color stimulation and stimulation order).
The results of the present study are summarized as follows：(1) In terms of response accuracy, children without ADHD responded more correctly in both early and late color stimulation conditions than in non-color conditions, while children with ADHD showed the highest response accuracy in late color stimulation condition; (2) In terms of response time, children with ADHD performed faster than those without ADHD but with no significant difference in the response accuracy between the two groups, and all children responded faster in color condition than in non-color condition.
These results imply that the color stimulation cue can be used in regular classrooms to improve the spelling task performance by providing it in early condition for children without ADHD, but in late condition for those with ADHD, and that the color stimulation cue has positive influence on fast and accurate response of children with ADHD.

국문 초록 (Abstract)

철자과제 수행의 어려움을 보이는 주의력 결핍 과잉행동장애(ADHD) 아동의 과제 수행 증진을 위하여 오래 동안 색자극 단서가 제안되어 왔다. 본 연구는 색자극 유무와 자극제시 순서에 따른 ADHD아동 집단과 일반아동 집단간의 철자기억과제 수행 수준을 비교하여 봄으로써, 각 집단에게 적합한 색자극 단서 조건을 파악하는 데 그 목적이 있다. 연구대상은 서울 시내 초등학교 3학년 ADHD아동 20명과 철자인지 수준이 일치하는 1학년 일반아동 20명이었고, 두 집단에게 전기 색자극 조건과 후기 색자극 조건에서 철자기억과제를 수행하게 하였다. 연구 결과, 일반아동 집단은 전․후무자극 조건보다 전색자극 조건과 후색자극 조건 모두에서 유의하게 높은 반응 정확성을 보인 반면, ADHD아동 집단은 후색자극 조건에서만 가장 높은 반응 정확성을 보였으며, 일반아동 집단보다 ADHD아동 집단의 반응 시간이 빨랐으나 두 집단간 반응 정확성에서의 유의한 차이는 없었고, 두 집단 모두 색자극 조건에서 반응 시간이 빨랐다. 본 연구 결과는 색자극 단서를 일반아동 집단에게는 과제 전기부터, ADHD아동 집단에게는 과제 후기에 제공하는 교수전략의 적용 가능성을 시사하며, 색자극 단서가 ADHD아동의 빠르면서도 정확한 반응에 긍정적 영향을 미칠 수 있음을 보여 준다.

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