open access
메뉴
open access
메뉴
ISSN : 1229-0718
This study aimed to investigate the differences in the touch patterns to the mother's internal states. 960 mothers of babies aged from 3 to 36 months old were involved. The differences of touch patterns to mother's depression, maternal attitude scale, and parenting stress index, were analysed. According to the results, there are no differences in the touch dimensions to mother's depression. Regardless of the depression, mothers used more nurturing touch than harsh touch. However, more severely depressive mothers used the kissing and the stroking of the nurturing touch than mild depressive mothers. Regarding to the mother's attitude and the parenting stress of their infants, more nurturing touch was used than harsh touch. Moreover, mothers with low parenting stress index used many harsh touch patterns than those with high parenting stress index(especially, they used lifting). In general, although Korean mothers are internally uncomfortable, they affectionately touched their infants. This could be explained with korean culture in which mothers do not usually express their internal uncomfortableness.
The goal of the present study is to examine the effect of Modeling Cognitive Interview to improve the accuracy of children's event memory recall. Cognitive interview is a memory retrieval procedure based on laboratory principles of cognitive psychology. To improve younger children's recall, a modeling procedure added before cognitive interview, and ‘change perspective’(a retrieval technique in the cognitive interview) is excluded. After 215 of 4- and 6-year-old children had a “stranger’s visit”, modeling cognitive interview or standard interview were conducted with regard to the stranger's visit. In general, 6-year-old children generated significantly better correct information than 4-year-old group. With modeling cognitive interview, both age group produced greater accuracy with regard to correct informations (up to 85% in accuracy), and generated less incorrect information. The results imply that modeling cognitive interview improves the accuracy of younger children's recall and reduces incorrect responses. In short, the accuracy of children of 4- and 6-year-old children's event memory recall is about 76∼85%, and modeling cognitive interview enhances younger children's event memory recall. The usefulness of the modeling cognitive interview with young children, especially in forensic setting, is discussed in the end.
The purpose of this study was to investigate narrative abilities of korean children with SLI(Specific Language Impairment) and children with normal language developing. Thirty children participated in the study, fifteen 5 to 6 year-old children with SLI and fifteen normally developing children. Three story tasks, story generation, story retelling, and story comprehension, were given to each participant in order. The amount of story generation and recall, the frequency of story grammar components, the amount of inferential propositions and story comprehension were analyzed. The results of the present study were as follows. Firstly, the children with SLI produced fewer proposition of the stories during story generation and retelling than the children with normal language. Secondly, the children with normal language produced significantly more proposition in their retelling of stories than they did in the generation of stories. In contrast, there were no differences in the performance between the two tasks for children with SLI. Thirdly, lower frequency of use of story grammar components by the SLI group compared to the normal language group is a pattern to be consistent in both story generation and retelling. However, the two group's relative pattern of use of the story grammar components were identical. Overall, setting was produced foremost, then consequence and initiating event were moderately produced. Attempt and internal response were poorly produced across groups and tasks. The results were discussed relative to the SLI group's poor memory, syntactic comprehension, and ability to use story grammar knowledge.
This study examined training effects and utilization deficiency in the development of elaboration strategy. Ninety 1st-, 3rd-, and 5th- grade children were sampled. And they were randomly assigned to training group or control group. All children performed four trials using different list with unrelated word pairs. At first trial, the baseline of recall was measured before training. One day after the first trial, training group were trained to use a verbal elaboration. And then all children received recall tests on second and third trials consecutively. Three days after the third trial, the fourth trial was carried to assess the maintenance of elaboration. Results showed that recall significantly increased after training. Third grade children used the strategy but did not gain benefit in recall relative to an earlier baseline at fourth trial. This result was discussed in terms of utilization deficiency.
The present study aimed to explore the moral judgment of 82 adolescents and adults based on Kohlberg's theory of moral judgment. In particular, their moral stages and use of orientations were analysed through interviewing the individuals with Kohlberg's hypothetical dilemmas, Form A. As Results, the moral stages increased with their ages and academic levels. Also, they showed a developmental tendency to use the moral orientations. That is, the use of the egoistic consequences orientation decreased across the ages and academic levels while the use of the ideal consequences and fairness orientations increased. We discussed the results in connection with the previous studies on Korean children's moral development and the individuals' moral judgment in other cultures. Based on these, we suggest Koreans' developmental tendency in moral judgment and the limitations of the present study.
The purpose of present study was to investigate the developmental change of the conceptualization of form, color, and other attributes(size, length, and weight) and to compare the acquisition of conceptualization of color versus form in Korean infants. The subjects in this study were 980 infants aged 24 to 36 months. Three kinds of tasks (matching, classification, and recognition) were used to measure the conceptualization of various attributes and these tasks were basically designed according to 「Multidimensional- Demand Paradigm」 which taps infant's cognitive ability but not cognitive preference. Discrimination task was used to measure their conceptualization of size, length, and weight The results were as follows. The acquisition of the conceptualization of color and form was improved according to age, and the acquisition of the conceptualization of form (circle, triangle, square) was earlier than color(red, blue, yellow) from the tasks of matching, classification, and recognition. Also, the acquisition of the conceptualization of size, length, and weight was improved significantly according to age. Infants' sex also showed a significant difference concerning form matching and recognition(color, form) tasks respectively. There were significant differences among 3 types of form(circle > square = triangle) and 3 types of color(red > yellow = blue) by matching and recognition tasks.
The purpose of this study was to find the various factors which affect child language development and the effects of bilingual experiences on children's cognitive development. 143 Korean-Chinese children in China were selected to test Korean-Chinese language development, cognitive development, and the bilingual environments. The best predicting model of the Korean and Chinese development was suggested. The age, parents' language attitude, and cognitive development directly affected the children's Korean development while memory indirectly affected the children's Korean development. Similarly, the age, parent's Chinese use and cognitive development directly affected the children's Chinese development, while memory and fathers' education indirectly affected the children's Chinese development.
The purpose of this study is to examine the relationship between infant's vocabulary development and mother's verbal interactional style. A total of forty mothers and their infants(13~36 month olds) participated in this study. The maternal verbal inputs during a wordless picture book reading were categorized into 5 verbal interaction styles: attention -getting, explaining, directing, questioning, and feedback-giving. The measures of infant's vocabulary ability were total number of utterances produced, numbers of words, and word types during picture book reading. Results are as follows: First, mother's feedback were benefit to infant's vocabulary development, especially to infant's word type(R²=.748, p< .001). Second, mother's interaction style gave different impact on different ages. For 13-24 months olds, feedback and attention-getting were significant predictors (R²=.743, R²=.812, respectively, p<.001), whereas for 25-36 months olds, feedback and explaining were significant predictors (R²=.684, R²=.751, respectively, p<.001). These results demonstrate that it is important for mothers to give verbal responses to infant's words, and that it is needed to interact differently depending on infant's age.
The purpose of this study was to develop a self-report form of the adolescent problem behavior rating scale and to test its reliability and validity. Items were selected from literature review, free-response surveys with adolescents, parents and teachers, consultation with experts in adolescent development and problems, and a pilot study. Study 1 was conducted to administer a preliminary scale to 3,186 male and female adolescents attending junior and senior high schools in Korea. Exploratory factor analyses yielded 11 factors of adolescent problem behaviors(i.e., internet addiction, eating problems, delinquency, aggression, learning/attention problems, school maladjustment, career problems, family relations, peer relations, relations with teachers, impulsivity/hyperactivity). The 11 factors accounted for 89% of the total variance of adolescent problem behaviors. Internal consistency coefficients of the 11 subscales ranged from .71 to .91. The 2-week test-retest reliability of the scale was r=.75. Inter-correlations between the subscales were all significant. In study 2, the validity of the scale was examined. Mean differences in each subscale between the normative group and the validation group(consisting of 948 adolescents with problems) were all significant. The levels of the problem behaviors of the validation group were higher than those of the normative one in all subscales. In addition, correlations between this scale and the K-YSR were significant in all of the 11 subscales. Thus, both discriminant and concurrent validities of this scale were found to be good. The results imply that it be necessary to develop an adolescent behavior problem rating scale consisting of items representative of recent adolescent problem behaviors. The importance of developing the self-report form of the adolescent problem behavior rating scale and suggestions for further research were discussed.
The purpose of this study was to investigate the effects of Think Aloud training on self-control, social competency and aggression of hyperactive preschool children. The subjects were 20 hyperactive five- to six-year-old preschool children. Subjects were selected on the basis of Abbreviated Conners Rating Scale(Acrs) scores. Children who had higher scores of upper 25% Acrs socres were selected as subjects. The experimental group children were trained through the Think Aloud program, 60 minutes a day, two times a week(16 times in total), and the control group children were trained through the art activities. To evaluate the effects of training program, three scales were administered before and after the training program; Aggression Rating Scale, Self Control Rating Scale(SCRS) and Iowa Social Competency Scale(ISCS). The results are summarized as follows. First, in comparison with control group, the experimental group showed greater reduction in the SCRS and Aggression Rating scale scores after the training. Second, the experimental group showed greater increase in ISCS scores after the training. The present results suggests that the Think Aloud training is effective to reduce aggression and improve self-control and social competency of hyperactive preschool children.
As the standardization study for the development of the norm for Korean Bayley Scales of Infant Development-II, 1,700 infants from Seoul and its vicinities, middle-, and south-regions of Korea were tested with the standardization version of the K-BSID-II. The test included two items developed through the pilot study and two newly developed items as well as extra two-six items from adjacent age group sets in addition to the original BSID-II. Korean infants showed a very similar Mental Developmental Index (M=99.71(SD=11.21)) to US counterparts but the Psychornotor Developmental Index (M=104.53 (SD=12.88)) was significantly higher than that of the US norm sample. The correlation between the MDI and PDI was very high (.99). There were high inter-scorer reliabilities for MDI(.91), PDI(.98), and BRS(.99). Gender difference was evidenced in both MDI and PDI at several age groups revealing the faster development among girls. There was also a significant regional difference revealing the highest performance among infants from the middle section. There were high reliabilities of BSID-II Behavior Rating Scale(BRS) in all age groups(.92-.96). There were some factors of BRS showing gender as well as regional differences. Validity as well reliability analyses will be followed.