한국 아동의 물리, 심리, 생물지식의 발달(I): 인지발달은 영역특정적인가?
Development of knowledge about physical, psychological and biological phenomena in Korean children(Ⅰ): Is cognitive development domain specific?
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초록
본 연구는 인지발달의 영역특정성 가설을 검증하기 위해 수행되었다. 이를 위하여 3세에서 11세 아동들을 대상으로 이들이 물리, 생물, 심리 영역에서 어떤 지식을 가지고 있는지를 조사하여 이러한 지식이 영역 별로 구분된 지식인지, 영역특정적인 발달을 보이는지를 분석하였다. 물리, 심리, 생물지식이 구분되어 있는지를 알아보기 위해 존재론적 구분, 영역 간 교차 설명을 분석하였다. 그 결과, 아동들의 물리, 심리지식은 3세부터 구분되어 있는 독립적인 영역인 것으로 밝혀졌다. 그러나 생물지식은 7세가 되어야 독립적인 영역으로 확립되는 것으로 나타났다. 영역특정적 발달여부를 알아보기 위하여 영역 간 과제와 영역 내 하위과제의 수행 간 상관관계를 분석하였다. 그 결과, 모든 연령에서 영역 간 과제수행의 상관관계가 낮게 나와 영역특정적 발달을 시사하는 것으로 나타났다. 그러나 영역 내 하위과제간의 상관관계도 영역 간 상관관계와 마찬가지로 낮아서 영역특정성 가설에 반하는 결과를 보여 주었다. 그리고 영역 간 상관관계의 연령에 따른 변화는 체계적이지 않았다. 따라서 영역특정성이 아동의 연령이 증가함에 따라 일정한 방향으로 변화하는지의 여부는 확인하지 못했다. 본 연구의 이러한 결과를 인지발달의 영역특정성 가설을 실증적으로 검증하는데 있어서의 방법론적 문제점과 관련하여 논의하였다.
Abstract
The present study examined the issue of domain specificity in cognitive development. We investigated 3- to 11-year-old children's physical, psychological and biological knowledge to examine whether they were distinctive knowledge systems and have developed domain specifically with increasing age. To assess children's distinctive knowledge systems, we analyzed ontological distinctions and cross domain explanations. Results indicated that the physical and psychological domains were independent from at 3 years of age, but the biological domain was not until at 7 years of age. To assess domain specific developmental changes, we analyzed rank order correlations of between domain tasks and within domain tasks. Results indicated that the correlations of between domain tasks were not very high. This suggested that the levels of performances in each domain were not the same or homogeneous and supported the domain specificity hypothesis. However, the correlations of within domain tasks were also not very high. These were unexpected results and inconsistent with the domain specificity hypothesis. There were no systematic changes in the correlations of each age group. So we couldn't find any systematic developmental changes in the domain specificity. The findings of this study were discussed for further empirical testing of domain specificity hypothesis in cognitive development.
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