학령전기 아동들의 이야기 이해 및 이야기 문법 산출 능력과 실행기능의 관계
Relationship between Executive Function and Narrative Skills in Preschool Children
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초록
본 연구는 학령전기 아동들의 이야기 이해 능력 및 이야기 문법 산출 능력을 검토하고, 이를 유의하게 설명하는 실행기능 요인이 무엇인지 알아보고자 하였다. 본 연구는 4-6세 아동 33명(남아 19명, 여아 14명)을 대상으로 하였다. 연구 대상 아동들의 억제 능력 측정 과제로는 과일 스트룹, 작업기억 측정 과제로는 비단어 따라말하기, 단어 목록 회상하기, 매트릭스 과제를 사용하였다. 또한 이야기 이해 능력은 그림과 함께 제시되는 이야기를 듣고 질문에 대답하기, 이야기 문법 산출 능력은 제시되는 그림을 보고 아동들이 산출한 이야기를 이야기 문법 요소에 따라 분석하여 측정하였다. 단계적 중다회귀분석을 통해 분석한 결과, 연구 대상 아동들의 이야기 이해 능력을 설명하는 요인은 단어 목록 회상하기 과제 수행력이었으며, 이야기 문법 산출 능력을 설명하는 요인은 과일 스트룹 과제 수행력으로 나타났다. 본 연구의 결과를 통해 학령전기 아동들의 이야기 이해 능력과 이야기 산출 능력을 설명하는 기저의 인지적 요인이 서로 다름을 확인하였으며, 따라서 내러티브 발달을 위한 교육 및 중재 시 이러한 점을 고려해야 할 것이다.
Abstract
The purpose of this study was to investigate the relationship between executive function and narrative skills in preschool children. A total of 33 children aged four to six participated in this study. This study used the fruit Stroop, nonword repetition, word list recall, and matrix tests to examine executive function, while story comprehension and story grammar production task were used to investigate narrative skills. Stepwise multiple regression was applied to examine the executive function tasks that predict story comprehension and story grammar production respectively. The results revealed that the word list recall task and the fruit Stroop task were significant predictors of story comprehension and story grammar production, respectively, suggesting the contribution of executive function to preschool children’s narrative skills.
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