ISSN : 1229-0718
The purpose of this study was to explore the social information processing of preschool children. In study 1, the number of subjects were 68 children of 4-5 years old and 63 children of 6-7 years old. Two pictures of the ambiguous situation was used as response stimuli and the responses of the subjects were scored. As results, there was significant effect of age in the recall, cue detection, response generation and evaluation. In study 2, 40 children from the sample in study 1, were selected as their popularity and age. The instrument and procedure was the same as study 1. The result was that in the processing of cue detection and response there was different group effect. The results of this study were discussed and the following study was suggested.
Young children's understanding of indeterminacy was investigated in an extension and partial replication of Fay & ICIahr (1996). They asked preschoolers to respond know or guess to various evidence patterns that included matches between the target and a potential source of that target (+), mis-matches (-), or unknown matches(?). Fay & Klahr found that children were able to correctly respond know to indeterminate problems such as (- + - +) in which it was clear that more than one item matched the target. However, most pre-schoolers incorrectly responded know to problems in which there was a single match plus some remaining unexplored evidence(e.g., - + ? ?). Fay & Klahr called this phenomenon positive capture. One possible source of positive capture is children's mistaken assumption that all items in each problem set were unique. In the present study, we explored this possibility by providing kindergartners with different models of the uniqueness or sameness of items in each problem set, focusing on problems like (- + ? ?), to which positive capture responses are common. Four models were compared. (1) No Explicit Model： Problems were presented as in Fay & Kiahr with no additional information about the relationship among possible items. (2) Explicit Exclusive Model- Children were told that each item was unique. Only one item could match the target. (3) Explicit Target Redundant- Children were told that two of the items in the set were the same. The target item matched the two identical items. This model was expected to counteract the uniqueness assumption by making explicit the indeterminacy of the evidence, leading more children to give the correct answer guess, And, (4) Explicit non-Target Redundant: Same with ETR, but the non-target item matched the two identical items. After each positive capture problem children were also asked whether any of the unrevealed items could match the target (probe question). Performance in the No Explicit Model condition replicates Fay & Klahr; the majority of children committed the positive capture error on (- + ? ?) problems. In response to the probe question, 67,7% of kindergarten children indicated that there were no more matches among the unseen items (uniqueness assumption). Even when it was clearly stated that there were two matches (Explicit Target Redundant), younger children made positive capture errors. In this condition, 90.6% of kindergarten, children showed positive capture, and 31.3% of them claimed there was only one match, in contrast to the given model. Thus, even when children recognized that there were two matches, many were still unable to overcome the positive capture error.
The purposes of this study were to develop a scale for evaluation of preschool childern's emotional intelligence for utilization by teachers, and to find out developmental trends of children's emotional intelligence. Total 55 items in 5 areas were developed based on the review of literature and discussions with teachers iii kindergartens and professionals m early childhood education. The items were rated on a 5-point scale by teacher. The methods for data analysis included item means and standard deviations for content validation, Cronbach α and inter-raters reliability, factor analysis for construct validity, and F-test to age and sex differences. The date were collected from 381 childern(208 boys, and 173 girls) at the age of 3 to 6 attending three kindergartens in Kim Chun and Gu Mi Total 50 items were selected after the content validation and construct validation. Six factors emerged from the data. These were empathy, utilization of emotion, regulation of emotion, appraisal and expression of emotion, relationship between child and teacher, and relationship with peer. Cronbach α was .92 for the total scale and rated from .8S-.85 in subfactors, and inter-raters reliability was .98, and .99 for the total scale, which were considered good. The intercorrelations among the factors were .10-.73, whiche were significant at the .05 level Age difference was significant in all areas, but not significant in 'relationship between child and techer'. Sex difference was significant in three factors, which were 'empathy', 'utilization of emotion', and 'interrelation with peer' with girls higher on average than the boys.
Korean and American mathematics textbooks for grade 1 to 3 were compared. Textbooks for two countries are similar to each other in three aspects. First, frequencies of addition problems decreases progressively with grade in both countries. Second, numerical problems are presented more frequently than other kinds of problems such as story problems and missing addend problems. Third, small facts bias are observed in both countries, i.e., simple problems are presented more frequently than complex ones. On the other hand, following dissimilarities are also observed. Korean textbooks show less addition problems than American textbooks. Second, American textbooks review simple problems whose sums are less than 10 repeatedly over three grades, while Korean textbooks do not provide reviews. Third, complex problems are presented more in Korean textbooks than in American textbooks at each grade level.
This study is to analyze a structure among the ecological variables having efforts on the adjustment of children from divorced families, and to investigate the difference in the level of child's adjustment to divorce in accordance with either the sex of the child or the sex of the custodial parent Study subjects comprised 204 children of divorce and their custodial parents. The result of this study were as follows: First, the most contributive variables to the adjustment of children are the adjustment of the custodial parent, social support, and school-home relationship. And 8 variables affect the adjustment of children from divorced families both directly and indirectly through 17 paths in the ecological structure which tested for the children's adjustment Second, the study showed girls adjust more easily than boys. Also, when the child's sex is the same as the custodial parent, the child is better adjusted.
Previous research(Yoon, 1997) showed that the possibility of the orthographic recognition unit based on the subsyllabic intermediate unit in Korean beginning reader. We attempted to reexamine this argument by employing an artificial orthography experiment, created mainly for literate adults, are designed to simulate child-like learning in American adults. In this study we used the almost same material and same task as Yoon(1997)'s experiment to compare the performance pattern between the American subject and the Korean beginner. Through the data from the grapheme substitution/deletion task we wanted to see which part of the grapheme is first to correspond to a phoneme and which part is most difficult to correspond to a phoneme in C<sub>1</sub>VC<sub>2</sub> syllable form. The result was dramatically different from the Korean beginner's performance pattern. The performance of the initial consonant substitution was significantly greater than those of the middle vowel and final consonant So American adults showed that the early orthographic recognition unit was thought to be onset-rime (C<sub>1</sub>-VC<sub>2</sub>) level but the Korean-speaking beginner showed the early orthographic recognition unit was thought to be syllable body-coda (C<sub>1</sub>V-C<sub>2</sub>) level. The data suggested that the characteristics of syllable structure in a verbal language represented in the process of print-sound correspondence in beginning reading.
The subjects of the study were 2 RAD. They were assessed by three different scales: SMS, CARS and Interactive behavior of peer relation. The mothers of the children were assessed by WMCI, MMPI, MAS, BDI, Social support scale. The interactions between child and parents were assessed by SSP, HOME and the Interactive Scales in intervention settings. The results of the study were as follows: 1) Children's perception in the attachment-patterns with their mothers was not changed after one-year intervention but the duration of emotional recovery was faster after the intervention than it was before and their behaviors of exploration were improved. 2) The mother who developed positive perception about her own child showed positive child-mother interaction. Meanwhile, mother who showed inconsistent changes about their perception of their own child and herself also revealed inconsistent changes about child-mother interaction. 3) However, throughout the full intervention sessions, social behaviors of the subjects were developed positively & their facial expression was also changed. The interactive behaviors in home and intervention settings were also developed in the positive way. These results suggest that there were in the positive interaction, & child, environment(especially in the mother), regulation of parent-child relationship(especially in their emotional attunement). It was found that emotional recovery of RAD was very important for their recovery of symptoms and development in many aspects.
This study attempts to explore two issues regarding the acquisition of word meaning. One concerns the role of ontological category concepts (e.g., solid objects or non-solid substances) in the acquisition of nouns from the cross-linguistic point of view. The other concerns children's sensitivity to grammatical distinction between nouns and adjectives in extracting a novel word's meaning. The results, in general, show that 3-and 5-year-old Korean children reveal a strong shape bias m interpreting the novel nouns, even 'though there exist a slight difference between a solid object and a non-solid substance trial. These findings support the view that syntactic aspects and cognition may interact in the early stage of language learning. Furthermore, this shape bias is specific to nouns but not to adjectives, since it seems to be significantly diminished in children's interpretation of the adjectives
This study examined whether the mothers' internal working model of attachment influences the attachment to their husbands and their children's life satisfaction or not. Mothers internal working model was classified by three categories of the Attachment Style Measure of Hazan and Shaver, and attachment to their husbands was measured by IPPA. In addition, as an attachment history, Parental Caregiving Style of the parents of the mothers and mothers' personal characteristics(self-esteem, hope, depression) were also measured. It was revealed that mothers with secure attachment working model showed more favorable attachment to their husbands than those with insecure one. Also they had more favorable personal characteristics and children with a higher level of life satisfaction than their counterparts.
In this article theories put forward to explain the age differences in face recognition performance are reviewed. Two neuropsychological explanations (development of hemisphere specialization and maturational changes) and four information processing explanations (depth of face processing, pattern of feature salience, development of face schema, and encoding shift) are described and evaluated for their tenability in light of reported findings. Explanations specifically designed to account for the developmental dip are also discussed. These explanations failed to receive sufficient empirical support. Thus an alternative explanation in terms of increasing efficiency of encoding is proposed.
This study was devised to use the Preschool Behaviour Checklist (PBCL), which was developed by McGuire and Richman (1988) in order to screen preschool children's emotional and behavioural problems, in the Korean context. The PBCL has been used in many countries. However, it is important to acknowledge the problem involved in transporting methods and instruments from one culture into another culture without ensuring their applicability. Therefore, in this study, the optimal cut-off score of the PBCL for the Korean preschool children was determined instead of McGuire and Richman's. The cut-off score of the PBCL for the Korean preschool children was 16. This was determined by two methods; kappa statistics and ROC analysis methods. These two methods yielded a consistent result. This cut-off score was different from that of McGuire and Richman's. The optimal cut-off scores can be determined by preferable and alternative criteria, which stresses the idea of the cut-off being 'optimal' in relation to other factors. Therefore they may differ from sample to sample in relation to culture. For Korean subjects, it was desirable to apply the Korean cut-off score. The prevalence rate of emotional and behavioural problems with the cut-off score of 16 was 10.6%, and this falls within the ranges of prevalence rates of previous studies, 5-30%. Emotional and behavioural problems are culturally determined in part and vary in relation to the cultural context where they appear. What is normal in a culture may be problematic in another culture, and vice versa. Thus, Korean children may show different types and prevalence rates of emotional and behavioural problems because of their own culture's customs and values.