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청각장애 아동의 읽기능력 차이에 따른 정서적 조망수용능력의 발달적 특징에 관한 연구

Developmental Characteristics of Affective Perspective-Taking in Deaf Children: Differences in Reading Ability

김은하
한국특수아동학회 (Kacsn: Korean Association Of The Children With Special Need)|2017.12|특수아동교육연구 (The Journal of Special Children Education)|제19권 제4호|pp. 167-185|DOI 10.21075/kacsn.2017.19.4.167

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참고문헌

키워드

reading ability읽기능력deaf childrenaffective perspective-taking청각장애 아동정서적 조망수용능력
주제분류교육학

초록

연구목적: 정서적 조망수용능력이란 타인이 감정을 추측하는 능력을 일컫는다. 본 연구는 청각장애 아동의 읽기능력의 차이에 따른 정서적 조망수용능력의 특징을 밝히는 것을 목적으로 한다. 연구방법: 과제는 동일 내용의 비언어과제와 언어과제, 그리고 각 과제별 두 단계 난이도(기본적 감정/맥락적 감정 과제)로 나누어 구성하였다. 대상은 청각장애학교 초등부 1∼6학년생 100명을 대상으로 하였다. 대상아동들은 읽기능력과 학년별로 6개 그룹으로 나누어 분석하였다. 연구결과: 그 결과 읽기 능력이 높은 아동은 정서적 조망수용능력이 건청 아동과 비슷한 수준을 나타내며 발달한다는 것이 밝혀졌다. 읽기능력이 낮은 아동은 기본적 감정이해는 저학년부터 충분히 가능하지만 맥락적 감정이해는 저학년부터 고학년까지의 과제성적의 향상이 나타났지만 고학년에서도 낮은 성적을 나타냈다. 결론: 본 연구의 결과 기본적 감정이해는 읽기능력의 차이가 드러나지 않지만 맥락적 감정이해과제는 읽기능력에 따른 성적 차이가 현저하게 나타나며, 읽기능력 뿐만 아니라 이차적 추측과 같은 인지능력이 관련된다는 점이 시사되었다.

Abstract

Purpose: Affective perspective-taking (APT) refers to the ability to understand how others feel, which is known to be difficult for deaf children. This study investigated the characteristics of APT in deaf children with different levels of reading ability. Method: The measures consisted of non-verbal and verbal tasks that were differed in linguistic load, and each task had two levels of difficulty (basic emotions and contextual emotions). The participants—100 deaf children in the 1st to 6th grades of an elementary school for the deaf—were divided into 6 groups by grade and reading ability. Results: Both reading ability groups showed high scores from lower to upper grades on basic emotion tasks. However, the lower reading ability group showed lower scores than the higher reading ability groups in contextual emotion tasks, even though the higher reading ability groups showed good scores in these tasks. Conclusion: The results suggest that understanding the flow of a story and the accompanying emotions elicited in characters with only pictures or texts would be difficult for lower reading ability deaf students, and higher reading skills and cognitive ability would be required to understand to contextual situation and the emotions of others.

참고문헌 (28)

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