시각 단서에 따른 정서장애아동의 선택적 주의집중

Selective Attention of Emotionally Disturbed Children

This study aimed of examining into the characteristics of the process in selective attention of emotionally disturbed children, especially trying to reveal what effects the contents and the presentation condition of the stimuli such as the number of the stimulus cues, the presentation methods and the features of the cues, made upon the process of the selective attention of silence children and hyperactive children. In order to achieve such a purpose, the writer surveyed the studies connected with the attention theory and some preceding studies related to the central-incidental attention task. All told, total 24 subjects - silence children were 8, hyperactive children were 8 and normal children were 8 - were selected and cental · incidental attention task was experimented. The results from this study are as follow : 1. In the presentation method of the stimulus cues, like normal children, silence children and hyperactive children showed higher level of performance of the attention in the simultaneous of presentation rather than in the sequential method. 2. In the numbers of the stimulus cues, when the stimulus cues were presented less in number, silence children, hyperactive children and normal children showed more higher level of performance of the attention. 3. In the features of the stimulus cues, silence children, hyperactive children and normal children showed the highest level of performance of the attention when the central cues and the incidental cues were shapes, while they showed lowest level of performance of the attention when the central cue to which colors are added the incidental cues were shapes. On the whole, In the presentation method of the stimulus cues, the numbers of the stimulus cues and the features of the stimulus cues, silence children showed lowest level of performance of the attention, while normal children showed highest level of performance of the attention.