마음 이해능력의 발달과 표상능력의 발달Ⅱ: 자폐, 정신지체 및 정상 아동 비교 연구 = Theory of Mind and Representational Ability: Normal, Autistic, and Mentally Retarded Korean Children’s Understanding of False Beliefs and False Photos

다국어 초록 (Multilingual Abstract)

The present study examined the Perner(1991)'s claims that the theory of mind development depends on the acquisition of a more general cognitive ability to metarepresent, that is the ability to represent the representational relationship between a primary representation and what it represents. In order to examine the Perner's claim, five groups of autistic, mentally retarded, and normal 3-, 4-, 5-year-olds'performance on the mental representation tasks (false belief tasks and deception tasks) and physical representation tasks (out-of-date photo tasks and false photo tasks) were compared. The metarepresentation capacity is required to pass the false belief, deception, and false photo tasks in common. In contrast, the secondary representation capacity is required to pass the out-of-date photo tasks. Three-year-olds passed the out-of-date photo task, 4-year-olds passed the physical representation task, 5-year-olds passed all. In contrast autistic children passed only the physical representation task. In addition, MR children passed all even though their performance was lower than that of normal 5-year-olds. When autistic, MR, and normal 5-year-old groups were closely matched for VMA, autistic and normal groups performed significantly better on the physical representation tasks on the mental representation tasks. This finding demonstrates that the understanding of false representations precedes in the physical domain than in mental domain. suggesting the domain specific development of theory of mind.

국문 초록 (Abstract)

자폐, 정신지체 및 정상 3, 4, 5세 아동을 대상으로 틀린 믿음 이해능력의 발달이 마음뿐만 아니라 다른 물리적 표상에도 적용될 수 있는 영역 일반적인 표상능력의 발달에 의한 것이라는 Perner의 주장을 검증하였다. 마음영역의 마음-표상과제(틀린믿음 과제와 속임수 과제)와 물리영역의 사진-표상과제(과거사진 과제와 틀린사진 과제)를 사용하였다. 틀린믿음 과제, 속임수 과제 및 틀린사진 과제는 상위표상 과제이며, 과거사진 과제는 2차표상 과제였다. 3세 아동은 틀린사진 과제만, 4세는 사진-표상과제, 5세는 사진-표상과제와 마음-표상과제를 해결하였으나 자폐아동은 사진-표상과제만을 해결하였고, 정신지체아동은 5세 아동에 비해 수행이 낮았으나 사진-표상과제와 마음-표상과제를 모두 해결하였다. 평균언어정신연령이 일치된 자폐, 정신지체 및 정상집단의 수행을 비교한 결과, 마음-표상과제에 더 낮은 수행을 보인 정도는 정상집단에 비해 자폐집단에서 더 컸다. 이에 반해 정신지체집단에서는 과제들 간 수행 차가 나타나지 않았다. 이 결과는 상위표상 능력이 마음영역과 물리영역에서 각기 분리되어 발달함을 보여준다. 이는 Perner의 주장을 부정하는 것이다.

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