open access
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open access
메뉴
ISSN : 1229-0718
The cyberspace becomes a part of adolescents everyday life in which they take a bold view on their identity development that has been regarded as one of key developmental tasks. The identity in real world is not same as that of in cyberspace, which the former is to be uniform and stable, and the latter is diverse and collective. The development of identity is not identical either. The spread of Internet culture which has changed the form of communication, human relationship, and play in new generation life affected their thoughts and behavior patterns. New generational adolescents tend to seek their own life patterns in which they try hard co assimilate themselves to collective fad. However, they maintain their own mode of expression in the limit of peer acceptance. Up to now, we have tried to understand the developmental process in real world with a rational and logical view. However, understanding on the phenomena of human development in cyberspace need ㄴ a new paradigm which is based on chaos philosophy. The new paradigm in developmental research will make us focus on finding an order embedded in complex human development processes, and the new types of human development in cyber world.
Prosocial responding (intentional, voluntary behavior that benefits another) involves a variety of personal qualities including concern for other, perspective taking, empathy and emotional regulation. We examined characteristics of net generation(N-generation) who got familiar with cyber-space through computers from early. Based on these characteristics such as anonymousness, discrete multiple identities in cyber-interactions, disinhibition of expression, we explored possible relations of the characteristics to prosocial moral development: 1) Relations of thinking style in cyber-space to prosocial cognition, 2) Relations of emotional expressions in cyber-space to empathy as a prosocial emotion, 3) Relations of interaction patterns in cyber-space to personal concern for another in real life, 4) Relations of impulsivity in cyber-space to regulation of negative emotion as a promoter in prosocial responding. Then, some feasible strategies that can enhance prosocial responding in socialization processes were suggested: 1) Parental emphasis on prosocial value in real life, 2) Giving a desirable prosocial model to children and adolescents, 3) Use of inductive messages to promote empathic responding, 4) Intrinsic reinforcement for prosocial behavior, 5) Practices in regulating expressions of negative emotion, and 6) Developing school-based programs designed to enhance prosocial responding.
The purpose of this study was to examine the nature of children's and adolescents' social lie as a criterion of sociomorality. At this study, the Kohlberg's and Hoffmans's theories of morality, the neo- Kohlbergian or revisionist view and an integration of these theories were reviewed and discussed. In particular, theories and researches on social lie were discussed in a view of cognitive- and socio-cognitive aspects. Further research was also suggested.
This study investigated the children's affective reaction on the socialmoral transgression events. Eighty kindergartners and second graders assessed the probable affective reactions of 3 types of socialmoral transgression events(moral rule system, social-conventional rule system, personal rule system) on several characters roles(victimizer, victim, observer) on the 3 types of socialmoral transgression events. The Results indicated that children's affective reactions were differentiated in the both types of socialmoral events and the role of participants in these events. That is, 1) children's had highly differentiated conceptions of the affettive consequences of social moral events. 2) Children's affective conceptions also differed for each character and for particular rule system and character role combinations
Peer relationship is important social relationships through childhood and adolescence. The purpose of this study was to explain the positive and the negative role of peer relationship. Peer relation helps a child to promote social development and cognitive development. In this study, especially the negative aspect was emphasized. In the view of developmental psychopathology, the experience of peer rejection was reviewed, the characteristics of the rejected child and "Wang Ta" was explained. I reviewed the features of members of Wang Ta, bully, victim, bully-victim, and bystanders. Finally the implication of positive peer relation was suggested.
The purpose of this study was to examine the developmental sequence of children's understanding of mixed emotions and to investigate children's understanding of ambivalence. Srudy I replicated Hatter & Buddin(1987)'s study and examined a five-stage developmental sequence of children s understanding of mixed emotion. The developmental levels were defined by combinations of the valence of the two emotions(same valence or different valence) and the number of targets coward which the two emotions were directed(one or two). The following sequence, documented across ages 4 through 12(n=126), emerged: Level 1, no acknowledgement of simultaneous emotions; Level 2, simultaneity of emotions of same valence directed toward one target; Level 3, emotions of same valence, each directed toward a different target; Level 4, emotions of different valence, each directed coward a different target; and Level 5, emotions of different valence diretted coward the same target. The ages of children systematically increased across levels. Additional findings revealed developmental differences in the types of errors, selection of emotion valence, and emotion terms. Study II investigated children's understanding of ambivalence. The purpose of study II was to test the hypothesis that offers a detailed definition of the development of the ability to understand ambivalence. Understanding ambivalence was defined as a complex capacity that includes three components; (a) the recognition that two contradictory feelings can coexist at the same time toward the same person, (b) the awareness that conflicting feelings interact with and modify one another, (c) the ability to coordinate the feelings provoked by the immediate situation and other feelings related to one's internal state, and enduring characteristics of the target. In result, these three components were identified and there was a difference in the second component. Regarding the second component, three groups were found; Group 1 reported that emotions cannot be mixed, but just coexist separately. Group 2 reported that emotions can be mixed, but cannot interact. Group 3 reported that there is dynamic interaction between the conflicting emotions.
Predictors of friendship satisfaction were examined in early- , mid- , and late-adolescence, along with developmental changes and sex differences in friendship characteristics. The McGill Friendship Questionnaires were completed by 142 middle-school, 124 high-school, and 148 university students. Friendship satisfaction was measured by positive and negative feelings toward the best same-sex friend. In ail age groups, 'trust' was the most significant predictor for friendship satisfaction, and egalitarian conflict resolution increased across three age groups. Significant predictors of friendship satisfaction were different among three age groups; for middle school students socio-emotional support and 'dominating' conflict resolution, for high school students emotional support and 'giving in' at conflict, and for university students instrumental support and egalitarian conflict resolution predicted friendship satisfaction. In terms of sex differences, female students reported higher friendship supports than did male students, while male students tended to use 'dominating' way of conflict resolution than did females.
The purpose of this study was to examine the developmental theory and the difference theory which explain the intellectual ability of the mentally retarded children. The developmental sequence and the developmental level of the conceptual organization(thematic organization and taxonomic organization) between 4-year-old normal children and mentally retarded children were compared. The results of this study were as follows. The correct response of thematic organization was higher than that of taxonomic organization in both of normal children and mentally retarded children. The correct response of thematic organization and taxonomic organization was not different significantly between the normal children and the mentally retarded children. The correct response of no-relation condition of the normal children was significantly higher than that of the mental retarded children. The findings of this study support not only the developmental theory, but also the difference theory of the intellectual ability of mentally retarded children.
The purpose of this study is to examine the role of the coping ways in the relationship between attachment and ego identity through covariance structure analysis. 443 college students were tested by modificated Ways of Coping Checklist in this study. The results of the attachment measures and three ego identity tests collected Jang's(2000)study were used. As a result, attachment style and attachment to mother, father and peer were related to the ways of coping and the ways of coping were related to the ego identity in college students. LISREL revealed that the ways of coping is mediating between attachment and ego identity.