특수체육 : 인지양식과 연습방법이 경도정신지체 학생의 운동학습에 미치는 영향 = The Effects of Cognitive Style and Practice Method on Motor Learning in The Youth with Mild-Mental Retardation

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify effects of cognitive style and practice method on motor learning in mild mental retardation(MMR). The major data-collection instrument was the visual discrimination task that Doane, Alderton, Pellegrino, & Sohn (1993) developed, and which the researcher adapted and augmented for students with MMR in the South Korean setting. The subjects of the study were 20 high school students with MMR from K and C high schools in Seoul, South Korea. There were four phases in the experiment: (a) screening, (b) acquisition, and (c) retention (d) transfer. Reaction time (RT), motion time (MT) and total time (TT) were collected from the experiments, and then classified into the acquisition, retention, and transfer test and analyzed. Results obtained from this research were as follow: The practice method depends on cognitive styles that statistically and significantly affect the motor learning of high school students with mild mental retardation. Analytic cognition style and blocked practice performance are effective for motor learning by these students, and the contextual inference effect depends on the practice method in the transfer test. In conclusion, the results of this study showed that appropriate practice method should be established for motor learning by students with MMR. Furthermore, the unique characteristics of cognition acquisition styles of students should be taken into consideration. Based on this study, the researcher found that students with mild mental retardation and insufficient cognition abilities will benefit from development of effective instructional methods for motor skills would be developed, because such methods will contribute to improved motor learning for students with disabilities.

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