기능적 언어중재 프로그램이 언어장애 아동의 언어능력에 미치는 영향

황보명 대불대학교 2003 論文集 Vol.9 No.1

This study was aimed atclarifying the effects of a Functional Language Intervention in children with language disoders. Five subjects were selected and two speech-language pathologists engaged in the functional language intervention. In the functional language intervention, activities consisted of group time, palying riddles time, following directions time, drawing time, cooking time, word-chain game time, role-playing time, searching for objects based on directions, and recreation game time. To compare pre-treatment with post-treatment in the children with language disorders, repeated-measures ANOVA was used. The results were as follows; First, the Functional Language Intervention was effective in improving the number of communicative intentions of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions. Second, the Functional Language Intervention was effective in improving the number of semantic relations of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations. Third, the Functional Language Intervention was effective in improving the overall language abilities of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the overall language abilities.

"요구하기" 사회적 언어중재가 언어장애 유아의 사회적 언어 자발 표현에 미치는 효과

황보명,강수균 한국언어치료학회 1997 言語治療硏究 Vol.6 No.1

The purpose of this study is to investigate how Social Language Intervention affect the spontaneous social language of language disordered children in the language tharapy room. For this purpose, three preschool children with language disorder were selected in the integrated preschool and nonintegrated preschool settings. Social Language Intervention of this study was limited to 'Request' among the categories of the pragmatic funtion of the social language. Using multiple baseline design accross subjects, the frequency of the spontaneou s 'Reguest' in response to the examiner's mand was measured. The frequency of the spontaneous 'Request' during free-play in the integrated and nonintegrated preschool settings was analyzed to see generalization of newly acquired social language. The results obtained from the present study are as follows: Firstly, the frequency of the spontaneous social language was increased through Social Language Intervention for children both in integrated and nonintegrated set tings. However, the generalization effect occurred significantly more often in children treated in the integrated setting. Secondly, Social Language Intervention increased the frequency of the spontaneous speech in 'Suggestion' and 'Action Request' among the subcategories of ' Request.' The other subcategories(i.e., 'Question' and 'Approval Request') stayed almost the same. In addition, children treated in the integrated setting showed better improvement in terms of frequency of spontaneous 'Suggestion' and 'Action Request.' Thirdly, Social Language Intervention increased the frequency of the spontaneou s 'Assertion' social language in children treated in the integrated setting than nonintegrated setting. Finally, Social Language Intervention increased the frequency of the spontaneou s 'Response' in children treated in the integrated setting than nonintegrated setting.

형제 참여 언어중재가 언어장애 아동의 언어능력에 미치는 효과

황보명 한국음성과학회 2003 음성과학 Vol.10 No.3

This study was aimed at clarifying the effects of sibling-involved language intervention in children with language disorders. Ten subjects were selected an assigned into two groups (language intervention group with sibling-involvement, a language intervention without sibling-involvement). Group 1 consisted of 5 children with language disorders. Group 2 consisted of 5 children with language disorders without sibling-involvement. To investigate the language and communication ability, Picture Vocabulary est. and the subjects's spontaneous speech sample were analyzed. To compare pre-treatment with post-treatment between two the groups, repeated-measures ANOVA and t-test were used. The results were as follows; First, the language intervention with sibling-involvement was not effective compared to without sibling-involvement in improving the picture vocabulary ability of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the picture vocabulary ability of the two groups. However, there was no significant difference in the post-trearment between the two groups. Second, the language intervention with sibling involvement was more effective compared to without sibling-involvement in improving the semantic aspects of language of children with language disorders. There was a significant difference between per-treatment and post-treatment in the number of semantic elations between the two groups in that group 1 showed a higher improvement than group 2. Third, the language intervention with sibling involvement was more effective in improving pragmatic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions of the two groups. And there was a significant difference in the post-treatment between the groups in that group 1 showed a higher improvement than group 2.

요구하기 사회적 언어중재가 언어장애 유아의 사회적 언어 자발 표현에 미치는 효과

황보명(Bo-Myung Hwang),강수균(Soo-Kyoon Kang) 한국언어치료학회 1997 언어치료연구 Vol.6 No.-

표현어휘능력, 음운기억능력, 언어입력의 양사이의 관계

황보명(Bo Myung Hwang) 한국언어치료학회 2012 언어치료연구 Vol.21 No.3

The balance of English and Korean exposure, phonological memory skills, and expressive vocabulary size were assessed for 14 Korean-English bilingual first language learners at 22 months of age. The children’s phonological memory was assessed by a nonword repetition task in both languages. The children’s productive vocabulary in English and Korean was assessed by M-B CDI and K M-B CDI. The central findings were that English and Korean phonological memory skills were positively correlated but unrelated to the balance of language exposure. Also, the amount of English input was positively correlated with English vocabulary size. Finally, phonological memory skills in each language were positively correlated with the total vocabulary size of both English and Korean. These findings suggest that children exposed to Korean and English from birth have, at 22 months, a common phonological memory capacity that is not specially turned to either language and that supports the development of vocabulary.

다운증후군 학생의 음운인식 능력

황보명(Bo Myung Hwang) 한국음성학회 2008 음성과학 Vol.15 No.3

The purpose of this study was to compare phonological awareness ability of students with Down Syndrome(DS) and typically developing children(TD). TD and DS were equal the reading abilities(reading recognition). The subject were 10 DS and 10 TD, and were examined by test of phonological awareness. The test of phonological awareness was composed according to phonological units(word, syllable, phoneme) and task types(deletion, discrimination, blending). The results obtained in this study were as follows: The total score of phonological awareness ability of DS were significantly lower than TD. And the score of phonological awareness ability according to phonological units and task types were significantly lower than TD. But both DS and TD performed better on phonological deletion and blending task than discrimination. TD and DS represented different correlation between task types and phonological units. This means that TD performed better on all types of tasks and phonological units than DS.

다운증후군 아동과 일반 아동의 이야기 말하기 능력 비교 연구

황보명(Bo-Myung Hwang) 한국언어치료학회 2008 언어치료연구 Vol.17 No.4

The purpose of this study was to compare the story generation abilities of children with Down syndrome(DS) and typically developing children(TD). The total participants were 10 DS and 10 TD with same language level. The story generation abilities were examined by telling about the 『Three little pigs』 story book. The story generation abilities were analysed by structure concepts and grammatical abilities(the number of total utterance, the number of total words, the frequency of the nine parts of speech, and the frequency of simple sentence and complex sentence). The result obtained in this study were as follow:First, the story structure concepts of DS were significantly lower than TD.Second, the grammatical abilities of DS were significantly lower than TD in aspects of the number of total words, the frequency of numerals, adverb and postposition, and complex sentence.Third, TD and DS represented different correlation between the story structure concepts and grammatical abilities.

목소리로 연상되는 이미지에 관한 연구

황보명(Bo Myung Hwang),한의진(Eui Jin Han) 한국언어치료학회 2015 언어치료연구 Vol.24 No.4

Purpose: The purpose of this study is to determine the relationship between paralinguistic vocal elements and images that are reminiscent of a voice and how these different according to the listener's gender. Methods: Eight speakers (4 males and 4 females) and 365 listeners (123 males and 242 females) who are undergraduate students participated in this study.The eight speakers read three sentences from the ‘Sanchek’ passage in a soundproof chamber. Their voices were recorded and analyzed by MDVP. The 365 listeners checked a questionnaire about 10 images that were reminiscent of the speaker's voice. The 10 images were activeness, decisiveness, intelligence, confidence, scrupulosity, mildness, neatness, attraction, cuteness, and physical attractiveness. Results: mFo, Fo range, Fo STD, duration, and pause were associated with the images that were reminiscent of the voice. The male speakers' voices were evaluated more positively by the listeners when the pitch was low and the speed of utterance was slow. The female speakers' voices were evaluated more positively by the listeners when the pitch was high, the Fo range was large, and the speed of the utterance was adequate. The male listeners evaluated the female speakers' voices more positively when the female speakers' pitch was high. But the female listeners evaluated the female speakers' voices more positively when the female speakers' pitch was low. Conclusions: The images that were reminiscent of the voices were associated with paralinguistic elements and they differed according to the listener’s gender.

눈동자 운동이 가능한 컬러 스테레오 머리-눈 시스템의 개발

황보명(Myung Hwang-Bo),유범재(Bum-Jae You),오상록(Sang-Rok Oh),이종원(Jong-Won Lee) 대한전기학회 1998 대한전기학회 학술대회 논문집 Vol.1998 No.7

이중언어 환경에 있는 유아의 음운단기기억 발달

황보명(Bo Myung Hwang) 한국언어치료학회 2014 언어치료연구 Vol.23 No.4

Purpose: The present study investigated the phonological short-term memory in young normal toddlers. Methods: 17 bilingually developing toddlers aged 22 months and 17 bilingual developing children aged 26 months participated in this study. Short-term memory was measured with the accuracy of nonwords repetition. The nonwords repetition task consisted of 12 nonwords including a total of 31 consonants (four monosyllabic nonwords, four bisyllabic nonwords, and four trisyllablic nonwords). A t-test was used to compare phonological short-term memory between age groups and a two-way ANOVA was used to analyze the difference of short-term memory by age groups and syllable levels. Results: The accuracy of nonwords repetition in the group of 22 month-old toddlers was 39.47% and this was significantly lower than the group of 26 month-old toddlers (73.71%). The accuracy of nonword repetition in both groups was higher in monosyllablic nonwords than bisyllabic and trisyllabic nonwords. Conclusions: Phonological short-term memory for toddlers in a bilingual environment is developing rapidly and it is considered that these toddlers are in a vocabulary spurt period.