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청각장애 아동의 읽기능력에 따른 시각적, 인지적, 정서적 조망수용능력 간의 관계

The relationship between visual, cognitive, and affective perspective-taking by reading ability in deaf children

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주제분류심리과학

초록

청각장애 아동의 읽기능력에 따른 시각적, 인지적, 정서적 조망수용능력 간의 관계 차이를 초등학생(일본 청각장애 아동) 1학년에서 6학년의 100명을 대상으로 조망수용능력 과제의 수행 결과로서 검토하였다. 그 결과, 각 조망수용능력은 정적 상관관계가 인정되었으며, 읽기능력에 따라 각 조망수행능력 간의 상관관계 형태가 다르게 나타났다. 각 조망수용능력 간의 관련성을 경로 분석을 통해서 검토한 결과, 인지적 조망수용능력에서 정서적 조망수용능력으로 향하는 경로가 나타났으며, 읽기능력에 따라 구분되었다. 읽기능력이 낮은 청각장애 아동은 1차 틀린 믿음 과제에서 맥락적 감정 이해 과제로 향하는 경로가 나타났고, 읽기능력이 높은 청각장애 아동은 2차 틀린 믿음 과제에서 맥락적 감정 이해 과제로 향하는 경로가 나타났다. 이를 통해 읽기능력이 높은 청각장애 아동은 맥락적 감정 이해 과제 해결에 이차적 추측 능력을 사용한다는 점이 시사되었다.

Abstract

The present study aimed to examine the relationship between visual, cognitive, and affective perspective-taking in deaf children. Participants were 100 deaf children (Japanese) from the first to sixth grades of an elementary school for the deaf. Each perspective-taking ability showed an apparent positive correlation, and the patterns of correlation between visual, cognitive, and affective perspective-taking were different depending on reading ability. The results of path analysis showed a first path through first-belief tasks to contextual emotion tasks, and a second path through two-level tasks to second-belief tasks and to contextual emotion tasks. The low reading ability group showed the first path. On the other hand, the high reading ability group showed the second path of more difficult tasks in perspective-taking. This indicates that the high reading ability group uses high level of recursive thinking for contextual emotion task.

참고문헌 (41)

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