open access
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open access
메뉴
ISSN : 1229-0718
The purpose of this study was to examine the effect of the familiarity of the premises on deductive reasoning with children. The subjects were 36 children in each age group, 5-year-old, 7-year-old, and 9-yeat-old. The reasoning task composed of 12 deductive syllogisms that were classified as three categories: real fact, equivocal fact and unreal fact. Twelve deductive syllogisms were presented randomly to each subject. The results of this study showed that the reasoning ability increased with age. That is, there were significant differences between all the comparisons among the premises in 5 and 7-year-old children while significant difference was not found between real fact and equivocal fact in 9-year-old children. It was also found that 5-yeat-old children showed relatively high performance on deductive reasoning with real facts. These results were interpreted as that 5-year-old children could reason deductively when the task was familiar with children, and deductive reasoning with real facts rapidly develops between 5 and 7-year-olds and deductive reasoning with equivocal facts rapidly develops between 7 and 9-year-old.
This study was conducted to examine the relationship among phonological awareness, visual perception and reading of Hangul in 60 preschool children of the ages of 4 to 6. In phoneme detection tasks, children were able to detect relatively large segments (Consonant<sub>1</sub> + Vowel or Vowel + Consonant<sub>2</sub>: C<sub>1</sub>V or VC<sub>2</sub>) pretty well at the age of 4 and gradually progressed to smaller sound segments (e.g., phonemes). In addition, children could detect C<sub>1</sub>V segments better than VC<sub>2</sub> segments and detect initial consonants and middle vowels better than final consonants. The findings showed that phonological skills significantly predicted the children's reading performance even after controlling for the effect of age, whereas visual skills did not. It is implied that preschool children mainly used phonological strategy based on intra-syllable units, C<sub>1</sub>V or VC<sub>2</sub>. in reading Hangul.
This study explored ways to analyze gains in childrens cognitive skills through playing computer games. 87 children aged from 7 10 years participated in a computer game called Find the Flamingo, one of Safari Search series (OBrien, 1985). The game consisted of a set of rules, given with affirmative and negative if-then statements. Development, individual differences and learning were found in children's inferential game play. It was also found that there were already different play patterns from the beginning of the games between the good problem solvers and the random guessers. Discussions were made on the methods for analysis of computer game activity.
The purpose of the present study was to explore the reciprocal interaction that may take place in the parent-child relationship within the family. The study used the data set of the project, Longitudinal Study of Korean Children which Korean Institute for Research in the Behavioral Sciences has been carrying out since 1975 to date. In the present study, it was assumed that the time lag characteristics of the longitudinal data fit well for exploring the relationships between parental variables and child outcomes and vice versa, which will indicate reciprocal interaction between parent and child. In order to ascertain the causal relation between environmental process variables and child's IQ, linear structural relation analyses were performed. The parent→child one-way interaction and parents⇄child bidirectional interaction models were set up to see which model fits the data better. The variables included in the analyses were mother's level of education, press for achievement motivation, and press for language development as the process variables and child's IQ at the age of 3, 5, and 7 years of age as the child variables. The results showed that the reciprocal interaction model fits the data better than the unidirectional influence model. Further, the reciprocal influences in the early years (i.e. 3~5 yrs) were found to be weaker than those in the later years (i.e. 5~7 yrs), which indicated that the reciprocal influences is stronger in the childhood than earlier in the case of IQ. The relationship between environment and IQ explored in the present study suggests a new look into environment-heredity issue. If the correlationship between IQ time<sub>1</sub> and IQ time<sub>2</sub> could be separated into direct and indirect effects, which the present study showed, indirect effects may be considered environmental whereas the remaining variation, i.e. the direct effects, may be genetic. Such an inference will provide a new clue to environment-heredity issue. The notion of reciprocal interaction suggests to the parents to change their perspectives about education of children. Since reciprocal interaction presupposes that child-rearing behavior is in part influenced and changed by the child characteristics and behavior, the parents must constantly monitor themselves and evaluate their behavior in their child-rearing practices.
The present study was conducted to investigate the effects of peer relations on psychosocial adjustments and behavior characteristics in children and young adolescents. Three hundred and eighty one 4th grade elementary school students and 382 2nd grade middle school students in Seoul were administered a sociometric measure, a loneliness and social dissatisfaction questionnaire, a social anxiety and social avoidance questionnaire, self-perceptions questionnaire, and peer behavioral assessment items. The subjects were classified into 5 peer status groups(popular, controversial, average, neglected, rejected) and the rest with the sociometric measure. The rejected group showed the highest levels of loneliness and social avoidance, contrary to the popular group. The rejected and the neglected groups perceived themselves lower than the popular and the controversial groups. The rejected group showed the negative interactional qualities most and the positive interactional qualities least and the opposite was the popular group. The neglected group showed little positive and negative interactional qualities. The rejected group was subdivided into the aggressive-rejected and the withdrawn-rejected groups according to their behavior characteristics. Although both subgroups showed low levels of positive interactional qualities, the withdrawn-rejected group reported higher levels of loneliness, social avoidance and lower self-perceptions than the aggressive-rejected and the average groups. It was suggested that the rejected subgroups may need different intervention programs because their adjustment and behavior problems are different from each ocher.
Development of understanding of moral and social-conventional rules was examined with 4-, 6-, and 8-year-old Korean children. In Experiment 1, children evaluated moral and social-conventional transgressions on six criterion judgements, nonpermissibility, seriousness, degree of punishment, authority contingency, rule contingency, and generalizability. Moral transgressions were judged to be worse in six- and eight-year-olds, but more generalizable and worth of more punishment than social-conventional transgressions in eight-year-olds. In Experiment 2, children evaluated moral and two kinds of social-conventional transgressions-transgressions of general social-conventional rules and rules concerning respect for adults. Transgressions of rules for adults were judged to be worse in all ages, more generalizable in six- and eight-year-olds, and more rule-independent in eight-year-olds than other transgressions. These results suggest that children were more likely to treat social rules for adults as moral rules. In Experiment 3, children evaluated two kinds of social-conventional transgressions-transgressions involving and not involving obvious harms to others. Transgressions involving obvious harms were judged to be worse and worth of more punishment in six- and eight-year-olds than other transgressions. In Experiment 4, 5-year-olds from middle and lower social classes evaluated moral and social-conventional transgressions. Only children from middle class judged moral transgressions to be worse than social-conventional transgressions. However, children from both classes justified moral transgressions on the basis of other's welfare and fairness, but social-conventional transgressions on the basis of the existence of rule or authority.
This study examined college students' attachment styles and attachment to mother and father and their associations with "Big Five" personality traits and ego-regiliency. College students(N=607) completed questionnaires measuring attachments styles and attachments to partnts, NEO-PI and ego-regiliency. Attachment styles were significantly related to Neuroticism, Extraversion and Agreeableness among the "Big Five" personality traits and ego-resiliency of male and female college students. Also attachments to mother and father were differently related to "Big Five" personality and ego-resiliency in college man and woman. This findings suggest that internal working model of attachment is related to personality traits and attachment to mother and father exert positive influence on personality traits.
The purposes of this study were 1) to examine moral emotions between conduct disordered adolescents and normal adolescents, and 2) to assess the attributions about moral emotions. 3) types of socio-moral transgression events were used to 30 conduct disordered, and 30 comparison adolescents. The data were analyzed through chi-squares to examine conduct disordered and normal adolescets' moral emotions and moral attributions. The results showed significant differences between conduct disordered-, and normal adolescents in moral emotions and moral attributions. Conduct disordered adolescents expected victimizers would feel happier and less guilty following acts of victimization(physical harmness, theft, and lying) than comparison adolescents, while normal adolescents showed that victims would feel less upset and less angry than conduct disordered adolescents. Also conduct disordered adolescents showed outcome-dependent attributions such as material gains, but normal adolescents showed moral attributions or causal-dependent attributions such as fairness and justice. Future researches on moral emotions, especially in the field of developmental psychopathology and prevention, were suggested.
This Study examined the reliability and validity of the Extended Objective Measure of Ego Identity Status(EOM-EIS2)(Bennion & Adams, 1986) in college students. The EOM-EIS2 is an continuous scaling instrument designed to measure identity status directly. Ease of group administration is it's distinct advantage compared to interview method. The EOM-EIS2 was found to have acceptable reliability(both internal consistency and test-retest) and validity(factorial, discriminant, and concurrent). It was established that responses to the EOM-EIS2 were not seriously contaminated by social desirability. Status scores from the EOM-EIS2 were correlated with subscale scores of the Ego Identity Scale as was expected. After identity status classification, status group means of the Ego Identity Scale's subscale scores were compared. Results indicated that identity status groups were classified adequately, which suggested that the EOM-EIS2 was valid and useful measure in identity study. Finally, the problem of identity status classification rules and the advantages/disadvantages of the EOM-EIS2 were discussed.
The purpose of this study was to investigate the effect parent group psychotherapy in treatment of disturbance /disorder for Attachment children. In this study, in order to carry out for the treatment for the mother group, two groups were set up, one for the participant group consisted of 5 pairs of mother and children and the other for non-participant group of which consisted 5 children. The children were between 3-5 years of age and diagnosed as disturbance /disorder for Attachment by psychiatrists and clinical psychologist. The results obtained were as follows: First, The score of Working Model of Child representation of the mother participant group were significantly higher than those of non-participant group after the treatment especially. The changes of openness to change, intensity of involvement, coherence, caregiving sensitivity, more developed. Second, after the treatment of mother participant group, the mother-child interaction score was improved significantly than the non-participant group especially. The score of intrusiveness, attention, sensitivity, responsiveness changed positively. Third, comparing to the two groups, in the Depression, Marital Adjustment and the Maternal stress, there were no significant differences at pre-post test Finally, disturbance /disorder for Attachment children of participant group were significantly improved of several parts of development that are Individuality, Sociality, Fine-motor movement and Gross-motor movement from DDST. And The types of attachment in participant group children changed from insecure to secure partially. In conclusion, parent group psychotherapy for disturbance /disorder for Attachment turns out to be useful improving Mothers' internal representation and mother-child interaction much higher than those of non-participant group