ISSN : 1229-0718
In a group of 696 middle school students in Seoul and Kyung-gi areas. the present study examined the relationships between adolescents' emotional characteristics (anger, withdrawal, empathy), cognitive characteristics (hostile attribution bias, internal attribution), and parenting behaviors (mothers’ and fathers’ warmth-acceptance, rejection-restriction, permissiveness-neglect) as predictors of bullying behaviors and victimization by peers in each gender. Results indicated different sets of cognitive, emotional, and parenting variables explained bullying behaviors and experiences of being bullied in each gender. Some of the variables contributed to both bullying behaviors and experiences of being bullied. Next, this study identified variables that distinguished bullies or victims from bully/victims in each gender. The role of empathy that distinguished bullies from bully/victims in a group of females needs to be replicated with follow-up studies. The findings of this study would contribute to more gender-specific, integrated approaches for bullying prevention or intervention.
In a group of 696 middle school students in Seoul and Kyung-gi areas. the present study examined the relationships between adolescents' emotional characteristics (anger, withdrawal, empathy), cognitive characteristics (hostile attribution bias, internal attribution), and parenting behaviors (mothers' and fathers' warmth-acceptance, rejection-restriction, permissiveness-neglect) as predictors of bullying behaviors and victimization by peers in each gender. Results indicated different sets of cognitive, emotional, and parenting variables explained bullying behaviors and experiences of being bullied in each gender. Some of the variables contributed to both bullying behaviors and experiences of being bullied. Next, this study identified variables that distinguished bullies or victims from bully/victims in each gender. The role of empathy that distinguished bullies from bully/victims in a group of females needs to be replicated with follow-up studies. The findings of this study would contribute to more gender-specific, integrated approaches for bullying prevention or intervention.
This study examined the relationships of subjective health, personality traits, happiness and death attitude with the Korean elderly(60-89years). ANOVA and trend analysis revealed elderly men, compared with elderly women, the sixties, compared with the eighties had better subjective health. And subjective health changes negatively with age. Also subjective health for the elderly women was more greatly influenced by background variables than for the elderly men. In relation to the personality traits and happiness, older adults with better subjective health tended to be more extraverted, optimistic, and happier than their counterparts. In addition, extraverted or optimistic older adults and older adults with good subjective health had more neutral acceptance of death. Path analysis suggested extraversion or optimism had influences indirectly through subjective health on happiness or death attitude as well as personality traits or subjective health directly on that.
This study investigated differences in daily life experiences and affect states depending on levels of self-esteem among elementary school 6th grade students. To indicate daily life experiences, the amount of time spent across 4 daily activity contexts(schoolwork, active leisure, passive leisure, maintenance) and 3 interpersonal contexts(alone, family, friends) was measured and to indicate daily life affect states, levels of happiness and worry across those daily activity and interpersonal contexts were measured using Experience Sampling Method(ESM). A sample of 107 students(54 boys and 53 girls) reported their daily life experiences six times a day for 4 days. They provided 1490 self-reports. Findings are as follows: first, high level of self-esteem group boys spent more time alone than with their family members or friends compared to low level of self-esteem group boys. And, high level of self-esteem group girls spent more time with their family members or friends than alone compared to low level of group girls. Second, high level of self-esteem group boys and girls experienced higher happiness and lower worry across daily activity and interpersonal contexts compared to low level group counterparts. Finally, high level of self-esteem group boys' affect states varied across daily activity and interpersonal contexts less than low level group counterparts. The findings were discussed in the stability of affect states across daily life contexts to indicate self-esteem.
The purpose of this study was to produce a preliminary Korean version of the Expressive Communication Scale of the Bayley-Ⅲ verifying its significant reliability and validity and to analyze the items to obtain a base for the standardization of Korean Bayley-Ⅲ. The Expressive Communication Scale of Bayley-Ⅲ was translated English into Korean by graduated students of development psychology and a primary research was completed with a consequence of elimination of 4 items, revision of 12 items, and supplement of 12 items. The Results of the study are as follows: First, As a result of analyzing the degree of item difficulty, it was shown that the item arrangement was a little different to the original scale's, as expected. Second, As a result of the analysis of reliability, Cronbach's α coefficient(.984), test-retest reliability(.977) and inter-scorer reliability(.986) was showed a strong correlation(p< .01). Third, a content validity was checked and the expressive language subtest of Preschool Receptive-Expressive Language Scale(PRES) and preliminary Korean expressive communication scale of Bayley-Ⅲ had a correlation of .511 and Language subtest of Korean-Wechsler Preschool and Primary Scale of Intelligence(K-WPPSI) and preliminary Korean expressive communication scale of Bayley-Ⅲ had a significant correlation of .636(p< .05).
This study investigated the effects of emotional and cognitive support on the accuracy of child source monitoring. It designed two experiments to examine the effects of interviewer-provided support (IPS) on child Source Monitoring. Specifically, IPS was examined to determine if it could efficiently increase the accuracy of source monitoring, and if so, whether it is more efficient when used with younger children (Experiment 1). Furthermore, this study examined whether the presence of IPS affects the efficiency of cognitive training (Experiment 2). The results of Experiment 1 revealed that children in two age groups (N=30, ages 3-5 years N=31, ages 7-8 years) had more accurate recall when they were in an IPS group than in a control group. More importantly, children in younger age groups were more influenced by IPS than older children. The results of Experiment 2 revealed that children in two age groups (N=66, ages 3-5 years N=62, ages 7-8 years) benefited from cognitive training, but younger children only benefited when IPS was provided with the cognitive training. These results imply that IPS can improve the accuracy of children's Source Monitoring memory recall; However, source monitoring training only enhances young children's source monitoring accuracy when IPS is provided.
This study examined the relations between children's emotion and mothers' reactions to these emotions, and the mediating effect of mothers' reactions to these relations. Sixty two children at age 6 and their mothers who lives in Seoul, participated in this study. Children's and mothers's interactive behaviors during a dictation task performance were videotaped and analyzed in terms of children's emotion(smile, sadness, anger, neutral) and self-regulation, and mothers' directive control, intrusiveness, encouragement, helping behavior, ignoring, and positive emotion expression to children. The effect of children's time to complete the task were controlled through the hierarchical multiple regression technique. Results showed that children's emotions were significantly associated with certain types of mothers' reactions. For example, mothers showed positive emotions more frequently in response to the children's smiling. In addition, children's self-regulation were significantly predicted by children's smiling and neutral reactions, and especially by mothers' encouragement. But, the mediating effect of the mothers' encouragement was not significant. Discussion was made on the basis of children's socialization by mothers, and the effects of mothers' scaffolding on the children's problem solving.
The purpose of this study is to verify a hypothesis that abused children show more hostility in facial recognition, facial interpretation, and intent attribution than the children who were not abused. For this purpose, the experiment was conducted to examine the bias of facial recognition, facial interpretation, and intent attribution. Twenty-six abused children were compared with 24 not abused children matched for age, sex, and SES. From the results, firstly, there were significant differences in the bias of facial recognition, and abused children recognize facial expression more aggressive than the children who were not abused. Secondly, significant differences were observed in facial recognition, and the abused children recognize angry, ignoring, and sad facial expressions more aggressive than the children who were not abused. Thirdly, there were significant differences in intent attribution, and the abused children interpreted others' intentions more aggressive and intentional than the children who were not abused. This study verified that abused children showed the biased hostile characteristics in facial recognition, facial interpretation and intent attribution.
This study examined the relationship between language and false belief in Korean children with autism (n=14). Specifically, it aimed to explore whether understanding of sentential complement structures could predict performance on false belief tasks in Korean children with autism. The children were tested with two kinds of false belief tasks (i.e., location change and content change tasks) and three kinds of language tasks (i.e., complement structure with a mental verb (think), complement structures with a communication verb (say), and relative clause structures). The tasks were presented as short stories with picture descriptions on a laptop computer. Questions were asked after each short story presentation. The data showed that the Korean children with autism performed lower than the typically developing Korean children did. Furthermore, multiple regression analyses indicated that the understanding of complement structures with a mental verb (think) predicted false belief task performance. But understanding of complement structures with a communication verb (say) and the relative clause comprehension were not predictive. The results support the view of de Villiers that false belief task performance is preceded by understanding of sentential complement structure. The lower performance of the Korean autistic children can also be interpreted as evidence that supports Baron-Cohen's theory of mind deficit hypothesis of autism.
The present study examined reading variables which influence English word reading of Korean second graders who are learning English words. Forty four of children divided into two groups(High and Low of Hangul reading skill). In experiment 1, Hangul word naming speed predicted reading skill of High group, and Hangul phonemic segmentation and alphabet letter-sound fluency predicted reading skill of Low group. In experiment 2, Hangul word naming speed and alphabet letter-name fluency predicted High group. Hangul phoneme segmentation and alphabet letter-sound fluency predicted Low group. These results suggest that Korean second grader's Hangul reading skill related with acquisition of English word reading skill, and variables that predict children's English reading skill are different according to the level of Hangul reading skill.