발달성협응장애 중학생과 비장애 중학생의 인지적 부하량에 따른 정보처리속도 비교 연구
The Comparative Study on the Information Processing Speed by the Cognitive Load of the Middle School students with and without Developmental Coordination Disorder
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본 연구의 목적은 발달성협응장애 중학생의 정보처리속도와 관련하여 인지적 부하량에 따라 나타나는 반응속도가 비장애 중학생과 비교하였을 때 어떠한 차별적 특징을 나타내는지 알아보고자 하였다. 대상자 선정을 위해 연령, 키, 몸무게, DCDQ-K, BOTMP-2 결과를 고려하여 발달성협응장애(DCD) 중학생 21명, 비장애(TD) 중학생 18명을 연구대상자로 선정하였으며 3가지 과제유형(단순, 선택, 변별)의 반응시간을 측정하였다. 측정된 데이터는 SPSS 23.0 프로그램을 사용하여 이원 반복측정 분산분석, 독립 t검정을 실시하였다. 연구결과는 다음과 같다. 첫째, 단순반응과제에서 시각-단순반응시간(t=5.391, p<.001)과 청각-단순반응시간(t=2.386, p<.05)에서 유의한 차이가 나타났다. 둘째, 선택반응과제에서 발달성협응장애 중학생 집단이 모든 과제에서 비장애 중학생에 비해 반응시간이 더 긴 것(F(1,37)=58.9, p<.001)으로 나타났으며, 자극선택 과제에 따라 반응시간의 차이(F(2,36)=61.8, p<.001)가 있는 것으로 나타났다. 모든 과제에서 자극 선택의 수가 증가할수록 반응시간의 증가폭이 비장애 중학생에 비해 더 큰 것으로 나타났다. 셋째, 변별반응 과제에서 발달성협응장애 중학생 집단이 모든 과제에서 비장애 중학생 집단에 비해 반응시간이 더 긴 것(F(1,37)=35.4, p<.001)으로 나타났으며, 자극변별 과제에 따라 반응시간에 차이(F(2,36)=18.3, p<.001)가 있는 것으로 나타났다. 자극변별 과제 간 차이 검정에서는 시각변별 2개 반응시간이 시각-단순반응시간(p<.001), 시각변별 3개 반응시간(p<.05)과 통계적으로 유의미한 차이로 더 오래 걸리는 것으로 나타났고, 시각-단순반응시간과 시각변별 3개 반응시간은 유의한 차이(p=.65)가 나타나지 않았다. 따라서, 본 연구결과는 발달성협응장애 중학생이 전형적인 발달과정에 있는 비장애 중학생들보다 정보처리에 어려움을 겪고 있음을 시사하며, 특히 인지적 부하량이 늘어날수록 과제에 따른 반응패턴 양상의 차이보다는 반응시간이 늘어나는 양상에 향후 연구에 계속적인 초점을 맞추어야 할 필요가 있다고 사료된다.
Abstract
The purpose of this study was to distinguish characteristics of the reaction time in respect to the information processing speed of a middle school student with developmental coordination disorder(DCD) compared to a typical developing(TD) middle school student. 21 DCD middle school students and 18 TD middle school students were selected as subjects of the study considering their result of DCDQ-K and BOTMP-2 test. They were introduced to three types of reaction time assignment (simple, selective and discriminative). The results was then analyzed with two-way repeated measured analysis and independent t-test by the SPSS 23.0 program. First, there was a significant difference in visual-simple reaction time in simple response tasks (t=5.391, p<.001) and auditory-simple reaction time (t=2.386, p<.05). Second, DCD students showed longer reaction time than TD students in all selective response task (F(1,37)=58.9, p<.001). Moreover, there were difference in reaction time (F(2,36) = 61.8, p<.001) depending on the stimuli selection task given. The reaction time increased greatly in DCD than that of TD students as the number of stimulation options increased in each tasks. Third, in the specific response task, the group of DCD students had a longer response time than the group of TD students in all tasks (F(1,37)=35.4, p<.001); difference in response time (F(2,36)=18.3, p<.001) were found depending on the stimuli-discrimination tasks. Two response times for each visual-discrimination task were visual-simple reaction times (p<.001), 3 response times per visual variation (p<.05), and statistically significant differences, while 3 response times per visual variation (p=).65) did not appear. Therefore, the findings suggest that DCD students are having difficulty processing information during the typical development process than TD students, and it is suggested for the future research to focus on patterns of response times than the differences in response patterns due to tasks as cognitive load increases.
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