연령 및 실행기능에 따른 틀린믿음 및 갈등소망 과제수행능력
The false belief and conflicting desire task performing abilityaccording age and executive function
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초록
이 연구의 목적은 실행수준이 고려된 갈등소망 과제를 구성하여 연령에 따른 변화를 틀린믿음 과제수행능력과 비교하는 데 있다. 또한 실행기능이 영향을 미치는지도 살펴보고자 하였다. 이를 위해 만 2.5～4세까지 124명을 대상으로 실시하였으며, 평균, 교차분석, 단계적 다중회귀분석을 통해 분석되었다. 주된 결과는 다음과 같다. 첫째, 틀린믿음 및 갈등소망 과제수행능력의 전반적 경향을 살펴본 결과, 연령에 따른 변화가 다르게 나타났다. 만 2.5～4세까지 틀린믿음에 비해 갈등소망 과제수행능력이 더 높았는데, 이는 실행수준이 고려될지라도 소망과 믿음 간의 발달적 순서가 존재함을 보여준다. 둘째, 연령 및 실행기능이 틀린믿음 및 갈등소망 과제수행능력에 미치는 상대적 영향력을 살펴본 결과, 틀린믿음 과제수행능력에 있어서는 연령의 영향력이 더 높았다. 반면 갈등소망 과제수행능력에 있어서는 실행기능이 더 큰 역할을 수행하는 것으로 나타났다. 이상의 연구결과는 취학전기 유아의 마음이해능력 발달에 대한 이론적 기초를 확립하는 데 기여하며, 또한 사회인지능력 향상을 위한 유아교육 프로그램을 개발에 활용될 수 있으리라 기대한다.
Abstract
This study recreated conflicting desire tasks considered to be at executive level in order to examine the role of the executive function. Subjects, who were presented with the tasks, were one hundred and twenty four preschoolers ranging from 2.5 to 4 years of age. Data were statistically analyzed using mean, chi square and multiple regression analysis with the SPSS Win 13.0 program. Findings of this study reveal first, that the overall performing ability tendencies for false belief and conflicting desire tasks performing ability showed different change of the average according to age. In general, the children exhibited higher conflicting desire task performing ability than false belief task performing ability, suggesting that desire precedes belief. Second, when the relative influences of age and executive function were compared, the effect of age was greater than that of executive function in false belief task performing ability. This ment that the age did more important role in false belief task performing. On the other hand, in conflicting desire task performing ability, the effect of executive function was relatively greater than that of age. It was considered that difference of the personal executive function played a greater role in conflicting desire task performing. These findings contribute to establishing a theoretical foundation of preschooler theory of mind and can be used in preschool-education programs aimed at improving social cognition.
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