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open access
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ISSN : 1229-0718
A concern of the system theory and chaos theory has recently increased in the field of psychology. The present work is arcing at applying these theories to the development of a psychological system under the assumption that a psychological system is an open system. At first the phenomena of the development of an open system - various social and natural systems that interact with the environment - are summurized and discussed to have five characteristics. These five developmental phenomena of an open system are theoretically compared to the characteristics of the change of the Piaget's cognitive system. They are also applied to explain the empirical data on the change of the social networks (social emotional support systems) of 14 years old Korean and German adolescents.
Since James' pioneering study of self-concept, the effect of general self-worth has been constantly argued among professionals. The present study, as a research series using Harter's Self-Perception Profile, focused primarily on the effects of the general self-worth on depression and delinquency. 1078 high school students, adolescent delinquents, and college students were administered with Harter's Self-Perception Profile, Self -Image Questionnaire, and depression and delinquency scale. results indicated that the general self-worth had strong relationships with depression in case of normal high school students. However, the effect of general self-worth was not significant both in depression of delinquent subjects and in delinquency of all subjects. Moreover, the effect of the components of Self-Perception Profile on depression was generally weaker than that of Self-Image Questionnaire.
The purpose of this study was to develop a scale to measure perceived behavior on mother-infant interaction and to test the reliability & validity of the scale. The procedures of development of the scale may be summarized as follows: Interactive behavior repertories were generated through broad empirical research and literature reviews related to mother-infant interaction, then 23 behavior items were selected by a preliminary study & 4 experts, the scale was consisted of 17 maternal behaviors & 6 infant behaviors which were easily perceived by mother, & frequently behaved in mother- infant play interaction. 80 mother- infant dyads at 4-6 weeks after delivery were used for study to test the reliability & validity of the scale. The data were collected by self reporting questionaire and filming in unstructured free play situation in home and analyzed by two trained observers through taped film. The result findings were as follows: 1. Cronbach`s alpha coefficient for internal consistency was .8530 over all the items within the perceived mother- infant interaction behavior scale. 2. In the content validity test, there were high agreement rates among 4 experts. 3. In the empirical validity test, there was a significant correlation between the tool developed in this study & Walker & Thompson`s Mother- Infant Play Interaction Scale(1982). 4. In the other construct validity test, there was a significant correlation between the perceived mother- infant interaction behavior & anxiety. The results of study suggest that the perceived mother- infant interaction behavior scale may be a meaningful tool, and recommend replication studies to test reliability & validity for use.
The purpose of this study was to explore fundamental characteristics of the emotion in terms of its causes and expressions. Subjects were 498 school children(222 girls, 276 boys). The instrument for this study was developed by the author as an open-ended questionnaire of emotion. The data were analyzed through content analysis, and to chi-squares were applied to examine grade differences. The results of the present study were as follow: Significant grade differences were found not only in the causes but also in the expressions of 12 emotions with exception in the expression of surprise. Since this study is exploratory in nature, implications of the results and further research are discussed and suggested.
Infants' free playing in day-care center was videotapexl and analyzed statistically to examine whether there is any difference in infants' verbal and nonverbal interactions according to their partner(teacher/peer). The subjects were 20 two-year old(M=32.7 months) infants(10 boys and 10 girls) enrolled in a day-care center. Major findings are as followings: 1) Infants' verbal interactions were different according to their partner(teacher/peer). Whereas teachers mostly spoke to infants, infants more frequently spoke to their peers rather than to teachers. 2) The mode of Infants' verbal interactions and the words they use were partially different in respect to their parfier. 3) Also infants' nonverbal interactions were partially different according to partner. Infants used sympathetic words and imperative ones with the peers. While infants used coordinative words to their peers and showed playing behavior more frequently, they did afformative words and approaching behavior to their teacher.
The present five studies examined the Korean children's understanding of false belief using the change-of location false belief tasks. Exp 1 tested 3- and 4-year-old children using the standard change-of-location task. Three-year-olds' performance was below the chance level and the four-year-olds' was around the chance level. However, their performance was increased when some important cues were provided. when the object was disappeared rather than transferred to new location (Exp 2), when the protagonist showed the surprizing reaction when s/he came back (Exp 3), when it was emphasized that the protagonist did not see the other person transferred the object (Exp 4), and when the object was transferred to new location by other person in order to make the protagonist fool (Exp 5). In all these new conditions, four-year-olds' performance was improved to above chance level but 3-year-olds' performance was till the chance level. The results suggest that children do not understand false belief until four years old.
Three experiments were conducted with 3-, 4- and 5-year-olds to examine the development of Korean children`s understanding of correspondence between two number systems--Hangul system(hana,dul,set..) and Hanza system(il,yee,sam...). In Experiment 1, number words in both systems were presented. Children were asked to provide another name (i.e., corresponding number names in other system) for each word. Only 4-and 5-year-olds could provide number names in other number system correctly. In Experiment 2, children performed three tasks--circle task, digit task, and token task. In the circle task, one to ten circles were presented. Children were asked to count them twice in different ways. In the digit task, numerals from 1 to 10 were presented. Children were asked to read them twice in different ways. In the last task, an experimenter asked children to give her a certain number of tokens as instructed. Instruction was given either in Hangul system or in Hanza system. Most children used Hangul system to count circles and Hanza system to read numerals on the first trials. However, on the second trials, only 4- and 5-year-olds could use Hanza system to count circles and Hangul system to read numerals. Similarly, all children gave correct number of tokens better when the instruction was given in Hangul system than when instruction was given in Hanza system. In Experiment 3, children watched a dolt counting circles and reading numerals using Hangul system and another doll using Hanza system. They were asked to determine (1) whether each doll was right (2) which doll did better. Regardless of age, all children answered that the dolt who counted circles and read numerals in either system was right. However, when two dolls were compared, only 4-and 5-years-olds answered that both dolls did right. The results from these three experiments suggest that 4-and 5-year-olds, not 3-year-olds, understand correspondence between two number systems. The data of questionnaire from children`s mothers showed that this tendency was in part due to mother`s practice of teaching two number systems in quite different situations: Hangul system in counting things and Hanza system in reading numerals.
Developmental psychopathology is a separate discipline emerging during the last two decades. The discipline has several features that distinguish it from other disciplines. First, developmental psychopathology is concerned with the interplay between normal and abnormal development. Neither normal development nor pathology can be understood in isolation, without appreciation of the other. Second, the approach suggested by developmental psychopathology requires a comprehensive assessment of functioning of an individual, including interdisciplinary, longitudinal, and multivariate measurement strategies. Third, developmental psychopathology is interested in individuals who are at high risk for the development of pathology but do not show it as well as disordered individuals, in order to discover the origins and course of individual patterns of behavioral maladaptation. The knowledge of early developmental deviations and their links with subsequent pathology could be used to prevent the emergence of disorders.
The purpose of this study was to examine the effects of cognitive-behavioral intervention for self-control on the improvements of self-control and task performance in children. Subjects in this study were 48 children selected randomly. That is, 16 were .kindergarten children in the age of 6 years 2 months, 16 were 2nd grade elementary school children in the age of 8 years 4 months and 16 were 4th grade elementary school children in the age of 10 years 3 months. These subjects were reffered for self-control intervention due to their poor self-control rated by their teacher's. At each age, subjects were randomly assigned to cognitive-behavioral self-control intervention group and control group. The intervention group received 12 sessions of cognitive behavioral self-control intervention. Controlled group participated in regular play activities. Experimental design of the study was factorial design of groups(experimental vs control), ages(kindergarten vs 2nd-grade vs 4th-grade) and testing interval(pretest vs posttest vs 2 months follow-up). The criteria variables were self-control, MFF latency and MFF error. The following conclusion were drawn from results obtained and the review of the related literature. 1. The cognitive-behavioral intervention for self-control in children improves significantly self-control of 2nd and 4th-grade children and the improvement maintained 2 months later. However, there is no significant improvement on self--control of kindergarten children. There is no statistical significant difference in improvement on self-control between 2nd and 4th-grade in intervention group. 2. The cognitive-behavioral intervention for self-control improves significantly from pretreatment to posttreatment MFF latency for 2nd and 4th-grade children and the improvement maintained to 2 months later only for 2nd-grade children. However, there is no improvement of MFF latency in kindergarten children. And there is no statistical significant difference in improvement on MFF latency between 2nd and 4th-grade in intervention group. 3. The cognitive- behavioral intervention for self-control improves significantly MFF errors only for 2nd-grade children and the improvement maintained to 2 months follow up. However, there is no significant improvement of MFF errors in kindergarten and 4th-grade children.
The purpose of this study was to develop a scale measuring Korean high school students' university entrance examination stress. A total of 24 items included daily hassles faced by high school seniors preparing for the university entrance examination. A sample of 200 high school seniors in Pusan responded to the University Entrance Examination Scale, the Children's Depression Inventory, and the Self-Esteem Scale. The procedure included item analysis, criterion-related validation, construct validation. Construct and concurrent validity were acceptable. Four factors including 'parental pressure', 'test and grade anxiety', 'lack of leisure', and 'uncertainty of the future' were extracted. The Cronbach's a were from .70 to .86. The distribution of the total score of the scale was normal. Recommendations for future research were discussed.
The purpose of this study was to investigate the relationship between "possible selves" of adolescents and juvenile delinquencies. Possible self, which is directly related to inducements of (or incentives for) future behavior, means positive or negative aspirations (or expectations) for the future. It was hypothesized that in the conventional domains, more involvement with delinquencies would lead to decrement of positive possible selves and increment of negative possible selves, whereas in the non-conventional domains, the situations are totally reversed. This hypothesis was based on the previous studies on possible selves and delinquency (Oyserman & Markus, 1990). Control groups consisted of 51 second grade students in junior high school, 49 first grade students in high school and 49 freshmen in college, and delinquent groups were sampled from Family Court (n=39), Probation Office (n=53), Juvenile Detention Center (n=99). They were asked to complete a questionnaire which assessed positive and negative possible selves both in the conventional domains (vocational achievement, evaluation of others, life style) and the non-conventional domains (physical attractiveness, personality, general ability). The result showed that, as opposed to the hypotheses, negative possible selves increased in both domains as the involvement with delinquencies increases. Positive possible selves also increased in both conventional and non-conventional domains except for the vocational domain. In the balance between positive and negative possible selves scores, as the involvement with delinquencies increases adolescents and the youth have more pessimistic viewpoint to the future. The necessity and possibility of the further studies are intentively discussed.
This experiment was designed to examine the exact pattern of development for face recognition, and to investigate the relationship between age of subjects and age of stimulus faces. Children aged 7, 9, 10, 11 and 12 years, and adults, were tested for the recognition of adults' and children's faces. The results demonstrated enhanced recognition of faces with age, but contrary to some early studies, reveals no developmental "dip" in face recognition. The results also showed that adults recognized adults' faces more accurately than children's faces, whereas children recognized children's faces as accurately as adults' faces. The implications and possible explanations for the pattern of results obtained are discussed.
The purpose of this study was to investigate the influence of age and task on children's verbal analogical reasoning The subjects were 8-year old(N -40), 10-year old(N -40), 12-year old(N -40) children. In each group, there were equal number of boys and girls. The task of this study was the words which consisted of four sets of four type analogies: synonym, antonym, function word and category membership. The experimental design in this study was a factorial design of 3(age;8. 10, 12) by 4(task: synonym, antonym, function word, category membership). The dependent measures were five response types : analogical reasoning performance score, encoding process score, inference process score, mapping process score, application process score. In the procedure, after a verbal analogy item was presented to a subject individually, the subject was asked to answer to each analogical reasoning question. The collected data were analyzed in terms of AIVOVA, Tukey test, and contrast test. The results were shown as follows: First, the analogical reasoning performance and each component process performances increased with age. Second, there were significant differences between the high score group and the low score group in each component processes. The high score group performed higher than the low score group in each age group. Third, the performance scores of antonym and function word were significantly higher than the other task types. Especially, the performance of synonym was the lowest. Fourth. there was difference in the justification between right performance and wrong performance. That is, inference process and application process were appeared in the right performance, unrelated answers and association were more often appeared in the wrong performance.