주의력 결핍 및 과잉행동 문제를 가진 아동의 주의집중력 증진을 위한 음악인지프로그램의 효과 연구
The effect of Music Cognitive Program on Attention Span of Children with Attention Deficit and Hyperactive Behavior
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초록
본 연구에서는 주의력결핍 과잉행동 문제가 있는 아동의 집중력 및 인지기술 강화를 위한 음악 활동을 제공하여 주의집중력과 음악인지기술에 향상을 보이는지를 보고자 하였다. 총 23명의 아동들이 참여하였으며 비교집단과 실험집단에 각각 11명과 12명씩으로 나뉘었다. 비교집단은 방과후 제공되는 음악특기적성 프로그램에 참여하였으며, 실험집단은 음악인지기술 강화를 위해 개발된 프로그램에 참여하였다. 두 집단에 제공된 프로그램 모두 4 단계로 구성되어 주 2회씩 총 16주 동안 제공되었다. 음악인지 프로그램의 효과성을 보기 위해 FAIR 주의집중력 검사척도와 음악인기기술검사(Music Cognitive Skills Test)를 실시하였다. 수집된 사전 사후 검사자료는 사전검사 점수를 공변인으로 하여 공변량 분석(ANCOVA)을 실시하였다. 연구 결과, FAIR 검사에서서는 프로그램 실행 이후 선택적 집중력을 의미하는 선택능력지수(P)에 유의미한 차이를 보였고 음악인지기술검사에서는 리듬과제에만 유의미한 변화를 보였다(p<.05). 이러한 결과는 소리의 공간적 및 시간적 속성 지각과 인지, 음악적 정보처리와 같은 인지기술 강화를 위해 구조화된 음악활동이 주의집중력 증진에 영향을 미친다는 기존의 선행연구 결과들과 일치한다.
Abstract
The purpose of this study was to examine the effect of cognitive music program on increase of attention span and task engagement of children with attention deficit and hyperactive behavior. A total of 23 children participated: 11 children in control group and 12 children in experimental group. The cognitive music program was formulated for 16 sessions in four stages, and the program was provided for 16 weeks. The control group participated in the regular after-school music program, and experimental group participated in the developed music cognitive program with emphasis on enhancing cognitive skills in music tasks. In order to analyze the effect of the program on attention span, FAIR test was administered before and after the program to both control and experimental groups. In order to examine the changes in the task engagement, Music Cognitive Skill Test was administered and number of measures in rhythm and melody tasks were recorded. The collected data were analyzed using Analysis of Covariance (ANCOVA). The results indicated that there was a significance difference in selective attention(P) score in FAIR test. For quality control(Q) scores and continuation(C) score, there were some increase in the post-test scores for experimental group, but did not show any significance difference between the groups. For Music Cognitive Skill Test, there was a significant difference between the groups only in the rhythm task. Such results support that of the existing studies that structured music activities and tasks facilitate increase in attention span due to the characteristics of cognitive skills required in order to process musical information.
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