아동들의 틀린 믿음 이해에서 실행기능의 역할
The role of executive function in children's understanding of false belief
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연구1에서는 3세에서 5세 아동을 대상으로 틀린 믿음, 틀린 표시, 틀린 사진 과제에서의 수행을 비교하여 틀린 믿음 이해가 마음에 국한된 영역-특정적 능력인지 또는 실행기능과 관련되는 영역-일반적 능력인지를 밝히고자 하였다. 3세와 4세에서는 실행기능에 대한 요구가 유사하게 높은 틀린 믿음과 틀린 표시 과제의 수행이 실행기능이 덜 요구되는 틀린 사진 과제의 수행보다 떨어졌고, 마음에 대한 표상이 요구되는 틀린 믿음 과제와 물리적 표상이 요구되는 틀린 표시 과제의 수행은 비슷하였는데 이는 틀린 믿음에 대한 이해가 실행기능과 관련된 영역-일반적 능력임을 시사한다. 연구2에서는 틀린 믿음 이해와 실행기능의 관련성을 더 직접적으로 검토하기 위해 틀린 믿음 이해가 떨어지는 3세에서 5세 아동들을 대상으로 차원 전환 카드 분류 과제를 사용하여 실행기능을 훈련시킨 다음 틀린 믿음 이해의 변화를 살펴보았다. 그 결과, 실행기능 훈련이 5세 아동들의 틀린 믿음 이해를 향상시키는 것으로 나타났다.
Abstract
The aim of this study is to examine domain-general perspective on theory of mind which indicates that children's understanding of false-belief is due to executive function and therefore young children with limited executive function fail in false-belief task. In Experiment 1, 3- to 5-year-old children's understandings of false beliefs were compared with the understandings of false signs and false photographs. 3- and 4-year-old children showed similar levels of performances on false belief and false sign tasks, which put equivalent demands on executive function. In Experiment 2, 3- to 5-year-old children who failed in false belief task in Experiment 1 were participated. Those children's executive functions were trained with the Dimensional Change Card Sorting Task. The training improved only 5-year-old children's understanding of false belief. These results support the domain-general perspective on theory of mind, which suggest that understanding of false belief requires executive function.
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