주의력결핍 과잉행동장애(ADHD) 아동의 간접화행 이해 특성

The Comprehension of Indirect Speech Acts in Children with Attention Deficit/Hyperactivity Disorders

의사소통 맥락과 추론을 통해 타인의 의사소통 의도를 파악해야 하는 간접화행 이해 기술은 학령기에 특히 중요시되는 화용 능력 중 하나이다. 본 연구에서는 화용 능력에 어려움을 보이는 학령기 ADHD아동의 간접화행 이해 특성을 알아보고자 하였다. 이를 위해 초등학교 1-3학년에 재학 중인 ADHD아동 15명과 일반아동 15명에게 간접화행 이해 과제를 실시하고, 단서 유형(문장, 그림, 그림과 문장)과 문장 유형(평서문, 의문문)에 따른 수행 점수 및 보기 유형에 따른 오류를 분석하였다. 연구 결과에 의하면 첫째, ADHD아동은 일반아동에 비해 간접화행 이해 점수가 유의하게 낮은 것으로 나타났다. 둘째, ADHD아동과 일반아동의 간접화행 이해 과제에 대한 수행 패턴은 유사하였다. 즉, 두 집단 모두 단서 유형에서는 그림과 문장 조건에서 수행점수가 높고 그림 조건에서 가장 낮았으며, 문장 유형에서는 의문문에 비해 평서문에서 수행점수가 낮았고, 단서 유형에 관계없이 글자 그대로 해석한 보기에서 오류가 많았다. 본 연구 결과를 중심으로 ADHD아동을 위한 자극 제시의 중요성을 논의하였다.

The skill of comprehending indirect speech acts, which requires understanding the communicative intentions of others through the context and reasoning, is one of the abilities that are particularly important in school-age children. The purpose of this study was to investigate the comprehension characteristics of indirect speech acts of school-age ADHD children who had difficulty in pragmatic skills. To this end, 15 children with ADHD and 15 children with typical development in grades 1-3 were selected. Participants in both groups had a similar chronological age, nonverbal IQ, and receptive and expressive vocabulary scores. They conducted the tasks of comprehending indirect speech acts in three conditions. The authors analyzed the participants’ scores according to the cue types (sentences, pictures, and sentences and pictures), sentence types(statements and questions) and the errors. All data used in the study was analyzed using the IBM SPSS 21.0 program. In order to perform a comparative analysis of the results, two-way mixed ANOVA and three-way mixed ANOVA were done. The results of the study were as follows. First, children with ADHD showed significantly lower scores for indirect speech act tasks than children with typical development. Second, both ADHD and typical developing children had similar performance patterns for the task of understanding indirect speech acts. In other words, children in both groups showed the highest scores in the “sentences and pictures” condition and lowest in the “pictures” condition. In the sentence type, the score in the statements was lower than in the questions. Third, regardless of the type of cue, both groups had higher errors in the examples of literal interpretation than the examples of weak relevance. Based on the results of this study, the importance of cue presentation for ADHD children was discussed.