일반아동과 학습장애, 지적장애아동의 인지과정 특성 연구 = A Comparative Study of cognitive process between non-disabled, learning disabilities and Intellectual Disabilities students

다국어 초록 (Multilingual Abstract)

The purse of this study was to comparative the cognitive process among non-disabled, learning disabilities and intellectual disabilities students. The participants were consisted of 54 elementary school(non-disabled : 20, learning disabilities: 17, intellectual disabilities: 17). This study used CAS(Cognitive Assessment System) to analysis of their cognitive process.
The study results were as follows:
First, there were statistically differences in total cognitive process and 4 PASS factors(planing, attention, simultaneous process, successive process) among groups.
Second, planning function and attention factors were statistically differences among groups. Simultaneous process and Successive process factors were statistically differences between non-disabled and intellectual disabilities, learning disabilities and intellectual disabilities.

국문 초록 (Abstract)

본 연구는 일반아동, 학습장애, 지적장애아동의 인지과정을 살펴보는 것을 목적으로 한다. 이를 위하여 일반아동 20명, 학습장애아동 17명과 지적장애아동 17명을 대상으로 CAS(인지사정체제)를 이용하여 이들 집단의 인지과정 특성을 파악하고 집단 간 차이를 살펴보았다. 연구 결과, 전체 인지기능과 PASS 척도(계획기능, 동시처리, 주의집중, 순차처리)에서 통계적으로 유의한 차이를 보였다. 사후 분석 결과, 계획기능과 주의집중 척도에서는 모든 집단에서 차이를 보였으며, 동시처리와 순처처리척도에서는 일반아동과 지적장애아동, 학습장애아동과 지적장애아동 간에 통계적으로 유의한 차이를 보였다. 이러한 결과는 각 집단의 인지과정상의 강점을 활용하고 약점을 보완할 수 있는 중재프로그램을 제공하는 데 중요한 정보를 제공할 수 있을 것이다.

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