간격효과 적용이 지적장애 아동의 인지능력에 미치는 영향

Spacing Effect Applies with Intellectual Disabilities on the Cognitive Abilities of the Children Influence

Objective: The objective of this study was to examine the effects of concentrative and spacing repetitions on language, number, and temporal memory of mentally retarded children. Method: Forty children with mental retardation who received occupational therapy at J hospital and H center located in Seoul from June to September 2012 were equally divided into a concentrative repetition training group and a spacing repetition training group. In order to look at their cognitive function, verbal memory, number memory, and temporal-spatial memory, Lowenstein occupational therapy cognition assessment (LOTCA), Hopkins verbal learning test (HVLT), digit span test (DST), and Rey-Osterrich complex figure test (ROCF), respectively, were conducted prior to and after the experiment. Results: In comparison within each group, there was significant difference between prior to and after LOTCA in both group (p<.05) and there was no significant difference between prior to and after temporal-spatial memory evaluation in both groups. In comparison between the two groups, there was significant improvement in the spacing training group in delayed recall among HVLT and backward memorizing among DST relative to the concentrative training group (p<.05). Conclusion: Spacing training is more effective than concentrative training as an efficient training method for the improvement of memory in mentally retarded children.