유아 뇌발달 훈련에 따른 뇌기능, 사고력 및 다중지능간의 관련성 연구 = A Study on the Relations between Brain Function, Thinking Power and Multiple Intelligence by Brain Development Training in Children

다국어 초록 (Multilingual Abstract)

This study was designed to examine correlations between brain function, multiple intelligence and thinking power by brain development training (brain education and neuro-feedback) with 90 five-year old children. Groups selected consisted of 30 brain education group, 30 neuro-feedback group and 30 control group. Experiment by each group was conducted for 20 min per session, twice a week, for 12 weeks and correlations among variables before and after training were compared and analyzed. Brain function test to measure relevance among variables was measured by neuro-feedback brain wave measurement system, thinking power test was measured by coloured progressive matrices (K-Raven CPM), and multiple intelligence test by teacher-observational questionnaire. As a result of analyzing correlations among brain function, multiple intelligence and thinking power, multiple intelligence and thinking power showed significant positive correlations in pretest and posttest. Multiple intelligence and brain function showed significant negative correlations with BQ2 and BQ3 in sub-factors of brain function such as BQ1 (Basic Rhythm Quotient, EQ), BQ2 (Active Quotient, ATQ right brain, Self-Regulation Quotient), BQ3 (ATQ left brain, Anti-Stress Quotient, Left and Riht Brain Balance Quotient) in pretest, but there was no correlation among them in posttest. As a result of partial correlation analysis by groups excluding maturity effect of pre- and post-measurement period to examine concrete correlations among these variables, neuro-feedback training had no great difference from control group in the side of multiple intelligence, thinking power, BQ1, BQ2, and BQ3, brain education training strengthened correlations with MQ (Multiple Intelligence Quotient) and TQ(Thinking Quotient) more and relations between BQ1 and BQ3. These results suggested that rich brain plasticity in childhood can influence the brain development depending on the training characteristics of brain education and neuro-feedback program.