정신연령을 통제한 자폐장애 아동과 비장애 아동의 생각의 원리와 실행기능의 과제수행 능력 비교
Comparison of the task performances in theory of mind and executive function between children with autism and MA-matched nondisabled children
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본 연구의 목적은 정신연령을 통제한 자폐장애 아동과 비장애 아동의 생각의 원리와 실행기능의 과제수행 능력을 비교하는 것이었으며 연구문제는 다음과 같다: (1) 정신연령을 통제한 자폐장애 아동과 비장애 아동의 생각의 원리의 과제수행 능력에 있어서 차이가 있는가?: (2) 정신연령을 통제한 자폐장애 아동과 비장애 아동의 실행기능의 과제수행 능력에 있어서 차이가 있는가? 실험집단 15명은 전북의 특수학교 1개교와 충남의 특수학교 1개교에서 편의 목적표집하였고, 통제집단 15명은 전북의 어린이집 1개원과 충남의 병설 유치원 1개원에서 편의 목적표집하였다. 생각의 원리의 과제수행 능력은 틀린 믿음 과제, 봄으로써 알게 된다는 원리를 측정하는 과제, 눈동자가 암시하는 의미를 측정하는 과제, 특정 과자를 주시하고 있는 눈동자가 암시하는 의미를 측정하는 과제, 의도적 행동과 비의도적 행동을 측정하는 과제, 외양과 실제 과제, 내용 교체 과제, 단순한 시각적 조망수용 과제, 복잡한 시각적 조망수용 과제, 속임 과제의 10가지 과제로 측정하였다. 실행기능의 과제수행 능력은 벌과 꽃, 카드 분류, 깃발 들기, 상자 과제의 4가지 과제로 측정하였다. 실험집단과 통제집단의 수행 능력 차이를 검증하기 위해 두 독립표본 t검증을 사용하여 자료를 분석하였다. 연구결과는 다음과 같다: (1) 자폐장애 아동의 생각의 원리의 과제수행 능력이 정신연령을 통제한 비장애 아동보다 통계적으로 유의미하게 낮았으며, ‘봄으로써 안다’를 제외한 모든 하위 과제에서 두 집단 간 유의미하게 낮았다: (2) 자폐장애 아동의 실행기능의 과제 수행 능력이 정신연령을 통제한 비장애 아동보다 통계적으로 유의미하게 낮았다. 하위 과제별로 살펴보면 인지 억제(꽃과 벌 과제)와 행동 억제 (깃발 과제)에서는 통계적으로 유의미한 차이를 보였으나, 인지적 융통성(카드 분류 과제)과 작동기억(상자 과제)에서는 유의미한 차이를 보이지 않았다.
Abstract
The purpose of this study was to investigate the differences of the task performances in theory of mind and executive function between children with autism and MA-matched nondisabled children. The research questions were as follows: (a) Is there a difference of the task performance in theory of mind between children with autism and MA-matched nondisabled children?; and (b) Is there a difference of the task performance in executive function between children with autism and MA-matched nondisabled children? Participants were 15 children with autism and 15 MA-matched nondisabled children. The task performances in theory of mind were measured by 10 tasks such as the false belief test and the “seeing leads to knowing” test. The task performances in executive function were measured by 4 tasks such as the flower and bee test and the card sorting task. The study results were as follows: (a) The task performances of children with autism in theory of mind was statistically significantly lower than that of MA-matched nondisabled children; The task performances of children with autism in executive function was statistically significantly lower than that of MA-matched nondisabled children. The results of this study provides strong evidence for the deficits of theory of mind and executive function in children with autism. The limitations and suggestions for future study were discussed.
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