경계선 지적 기능(BIF) 아동·청소년의 인지 특성 이해 : 언어이해 수행에 기반한 사회성 개입 방향 탐색 = Borderline Intellectual Function(BIF) Understanding the Cognitive Characteristics of Children and Adolescents: Exploring the Direction of Social Intervention Based on Performance of Language Understanding

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze cognitive defects in language understanding performance in children and adolescents with borderline intellectual function(BIF) and to investigate the effect of these characteristics on sociality. To this end, through the cooperation of the D city office of education, 22 middle school students with an intelligence index(IQ) ranging from 70 to 84 in the K-WISC-V in-depth evaluation were selected as the target group, and 20 general middle school students with an IQ of 90 or higher were selected as the control group. As research tools, the Korean version of Wechsler Child Intelligence Test(K-WISC-V) sub-test of language understanding indicators, "Similarities" and "vocabulary," were used, and differences in the process of verbal reasoning and conceptualization were derived through quantitative analysis and qualitative analysis of linguistic response characteristics comparing response scores between the two groups.

As a result of the analysis, BIF children and adolescents showed significantly lower performance in both tests, and showed consistent difficulties in deriving higher concepts and interpreting context. These characteristics of language performance could lead to limitations in the ability to interpret or respond appropriately to the intentions of others in social situations, and they had the potential to expand to a lack of sociality such as misunderstanding and disconnection in interpersonal relationships, and restrictions on emotional expression. This study is significant in that it explained the process by which language-based cognitive defects in language understanding performance lead to difficulties in social communication, and based on this, a social intervention direction based on the performance of language understanding of BIF children and adolescents was proposed.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 5
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 8
• 1. BIF 개념과 인지 이해 8
• 가. BIF 개념 8
• 나. 유사 개념과의 구분 10
• 다. BIF 아동청소년의 인지적 특성 14
• 2. 언어이해 17
• 가. BIF 아동청소년의 언어적 특성 17
• 나. K-WISC-V 언어이해지표 이해 21
• 3. 사회성 27
• 가. BIF 아동청소년의 사회적 특성 27
• 나. 언어이해가 사회성에 미치는 영향 31
• Ⅲ. 연구 방법 33
• 1. 연구 대상 33
• 2. 연구 도구 34
• 3. 연구 방법 35
• Ⅳ. 연구 결과 및 해석 37
• 1. 연구대상자의 특성 37
• 2. 표적군과 대조군의 K-WISC-V 수행 차이 38
• 가. K-WISC-Ⅴ 전체지능지수와 기본지표점수 비교 38
• 나. K-WISC-Ⅴ 주요 소검사 환산점수 비교 40
• 3. K-WISC-V 언어이해 '공통성'과 '어휘' 수행 비교 42
• 가. '공통성' 소검사 반응점수별 빈도 비교 42
• 나. '공통성' 소검사 반응점수별 언어적 반응 특성 44
• 다. '어휘' 소검사 반응점수별 빈도 비교 46
• 라. '어휘' 소검사 반응점수별 언어적 반응 특성 48
• Ⅴ. 논의 52
• Ⅵ. 결론 및 제언 58
• 1. 결론 58
• 2. 제언 60
• 참고문헌 64
• 영문초록 72
• 부록 74
• <부록1> D시교육청 경계선지능 선별 체크리스트 74
• <부록2> 연구 설명서 76
• <부록3> 연구 참여 동의서 77