초등학교 저학년 고기능 자폐 아동의 질문유형 및 자극유형에 따른 아이러니 이해 능력과 마음이론과의 관계 = Irony Comprehension in High-Functioning ASD Children according to Question Types and Task Types and Relationships between ToM and Irony Ability

국문 초록 (Abstract)

배경 및 목적: 본 연구는 고기능 자폐 아동과 일반 아동의 질문유형 및 자극유형에 따른 아이러니 이해 능력을 살펴보고, 마음이론과 아이러니 이해 능력의 상관관계를 확인하고자 하였다. 방법: 연구대상은 초등학교 저학년에 해당하는 만 7-9세 사이의 고기능 자폐 아동 12명과 연령 및 수용어휘력, 구문이해력 등을 일치시킨 일반 아동 12명이었다. 아이러니 과제는 총 28문항으로, 개방형 14문항과 선택형 14문항으로 이루어졌으며, 이 두 가지 질문유형에는 각각 내레이션 자극 7문항과 만화 자극 7문항으로 구성되었다. 마음이론 과제는 총 5개의 이야기로 구성하였다. 결과: 고기능 자폐 아동 집단은 일반 아동 집단에 비해 유의하게 낮은 아이러니 이해 능력을 보였으며, 특히 선택형에 비해 개방형에서 더 낮은 수행을 나타냈다. 두 그룹 모두 자극 간 차이는 유의하지 않았다. 마음이론과 아이러니 능력 간의 상관관계는 고기능 자폐 아동 집단에서만 유의하였다. 논의 및 결론: 고기능 자폐 아동은 아이러니를 이해하는 능력이 일반 아동에 비해 부족함을 나타내었고, 특히 구어 능력을 요구하는 개방형에서 어려움을 보인다는 것을 알 수 있었다. 또한 고기능 자폐 아동의 타인에 대한 감정과 의도를 파악하는 능력, 즉 마음이론 능력이 아이러니 이해 능력과 연관성이 있다는 것을 알 수 있다.

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