인지양식과 과제 난이도가 경도정신지체 학생의 시각변별과제 수행에 미치는 영향 = Effects of Cognitive Style and Task Difficulty on the Performance of Visual Discrimination Task in Mild Mental Retardation

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify effects of cognitive style and task difficulty on the performance of visual discrimination task in mild mental retardation(MMR). The major data-collection instrument was the visual discrimination task that Doane, Alderton, Pellegrino, & Sohn (1993) developed, and which the researcher adapted and augmented for students with MMR in the South Korean setting. The subjects of the study were 20 high school students with MMR from K and C high schools in Seoul, South Korea. There were four phases in the experiment: (a) screening, (b) acquisition, and (c) retention (d) transfer. Reaction time (RI), motion time (MT) and total time (fl) were collected from the experiments, and then classified into the acquisition, retention, and transfer test and analyzed. Results obtained from this research were as follow: Task difference and cognitive styles statistically and significantly affected the motor learning of high school students with MMR. Analytic cognition style and low level of task were effective for motor learning by these students, and the contextual inference effect depended on task difficulty in the transfer test. In conclusion, the results of this study showed that appropriate task difficulty should be established for motor learning by students with MMR. Furthermore, the unique characteristics of cognition acquisition styles of students should be taken into consideration.