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open access
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ISSN : 1229-0718
This study examined differences in aging anxiety and in relationships between aging and, trait anxiety and 5-factor personality traits according to age and sex and relative effects of 5-factor personality traits on aging anxiety with college students and older adults. Results revealed college students had higher fear of old people than older adults, female had higher fear of physical appearance than male,and female older adults had highest fear of loss followed male older ones, female and male college students. College students and older adults indicated different patterns in relationships between aging and traits anxiety. Also 4 dimensions of aging anxiety were differentially related to personality traits in all participants. On the whole college students' aging anxiety tended to increase as having lower openness to experience and higher neuroticism, while older adults' aging anxiety to increase as having higher neuroticism, lower openness to experience and higher trait anxiety.
The purpose of this study was to identify the effect of family relations as a source of meaning of life and self-transcendence value on successful aging in the elders of Korea. The result was as follows:First, Korean elders considered that family relations as the most important domain from the 11domains suggested. Physical and mental health were also regarded as critical domains including psychological well-being. Second, the different results were reported between the group with high intimacy family relations and the group with relatively lower family relations in terms of successful aging. Lastly, this study analyzed the influential elements and factors in successful aging based on multiple regressions. This study concluded that family relations and self-transcendence value have a significant impact on successful aging.
The present study examined the ability to encode information about absolute size and its relation to executive functioning (EF). In particular, we explored whether the ability to inhibit relational information is critical in encoding size information. For this purpose, 4-, 6-,and 8-year-olds were given an absolute size task (Duffy, Huttenlocher, & Levine, 2005a)and a Flanker task. Our results showed that the ability to encode absolute size improves significantly between 4 and 8 years of age. The most prevalent type of error was relative error, which was significantly reduced when they reached age 8. There was also a significant correlation in all age groups between performance on the two tasks. Furthermore,we found a significant relationship between the amount of relative error and performance in the third block of the Flanker task in 4-year-olds. These findings indicate that executive function is critical in encoding absolute size in early childhood.
The present study examined whether Korean 7-month-old infants can understand the goal-directedness of others’ pointing gestures when linguistic information is provided. Korean 7-month-old infants were familiarized with an event in which an actor pointed to one of the two novel objects with her index finger after saying a novel label, “mido”(Experimental condition) or a Korean exclamatory expression “woowa” (Control condition). After the positions of the two objects were switched, the infants watched the actor pointing to the new-goal object (new-goal event) or the old-goal object (old-goal event) in the test trials. The infants in the experimental condition looked significantly longer at the new-goal event than the old-goal event. The infants in the control condition looked at the new-goal and the old-goal events about equally, indicating that other linguistic cues such as an exclamation of surprise do not facilitate infants’ understanding of goal-directedness of others’ pointing gestures. The results suggest that seven-month-old infants understand the goal-directedness of the actor’s pointing gesture when some linguistic cue is provided even though they cannot produce their own goal-directed pointing gestures yet.
This study compared the effectiveness of two reading comprehension programs, which consist of word strategies and comprehension strategies. The direct instruction program is developed based on behavioral principles, teacher's explicit explanations and demonstration,and students‘ practice. The reading game instruction program is developed transferring strategies into appropriate games. The subjects were twelve grade 3-4 students who have decoding skills and IQ 70 or above but are behind the class in reading comprehension by teachers' reports. The subjects were assigned into the direct instruction group and the reading group matching IQ, BASA scores, and BAAT scores. Both programs consist of 15sessions. The results of this study showed the reading game group outperformed the direct instruction group on vocabulary selection(BAAT) and true or false test(reading span), but the direct instruction group outperformed the game group on sentence arrangement(BAAT) and reading tasks developed by the authors. But both programs enhanced subjects' sentence comprehension but not passage comprehension. These results are discussed in terms of teaching materials which include a lot sentences but a few passages.
Three studies were conducted to examine the use of onomatopoeic and mimetic words and its functions in Korean children. In Study 1, conversations between a Korean child and her care-givers in CHILDES were analyzed. More onomatopoeic and mimetic words were found in their utterances than other languages such as English or Chinese. Onomatopoeic and mimetic words appear to belong to the basic layer of Korean motherese. In Study 2, an experimental situation was set in which children were asked to explain pictures depicting an object or motion for a puppet and a strange adult. The results showed that only mothers used more onomatopoeic and mimetic words to their children than to the adult. Both mothers and children used more onomatopoeic and mimetic words when the pictures depicted a motion rather than an object. Study 3 showed that immigrant mothers used less onomatopoeic and mimetic words than Korean mothers which in turn resulted in lower use of them in children. These results indicate that the frequent use of onomatopoeic language is a characteristic of Korean native CDS. The role of onomatopoeia in the acquisition and development of language was also discussed.
This study examined children's understanding, moral judgment, and emotional reactions about three different types of lies(i.e. antisocial lies, white lies, and trick lies) in Korean children. Participants were eighty five-year-old, six-year-old and seven-year-old Korean children and adults(20 for each group). The results showed that children understood antisocial lies better than white lies and trick lies. But understanding of the inherent intention in lying stories, like the white lies or trick lies, required the understanding of cognitive epistemic state. There were differences of children's moral judgment for lies according to age and lie types. Younger children(five- and six-year-old) treated all types of lies as being bad. On the other hand, seven-year-old treated antisocial lies and trick lies as being bad, but white lies as being good, while adults treated antisocial lies as being bad, but white lies and trick lies as being good. The results also showed that children made a mistake in inferring negative emotions from white lies and trick lies and in inferring positive emotions from antisocial lies.
The present study examined relationships between preschoolers’ abilities to judge trustworthiness in others’ testimony and information certainty, and also whether their understanding of evidential markers is related to the development of judging information certainty. Three to six-year-old Korean-learning children's ability to ignore an adult’s false testimony and to instead rely on their own experience was measured. Also, these children’s comprehension of evidential markers and abilities to determine more certain information when the two contrasting information was provided, marked by evidential markers or lexical items were obtained. Children’s abilities to trust other’s testimony appeared to uniquely contribute to the development of information certainty judgment around the age of 3-4 years. In addition, children’s ability to comprehend evidential markers positively predicted 3-6-year-olds’ abilities to judge information certainty. These results suggest that both abilities to trust in testimony and acquisition of evidential markers play important roles in children’s development of judging information certainty.
This study examined the developmental change in reading the emotional states from the voice tone of speech. Seven- and 9-year-old children and adults judged whether the speaker was happy or fearful from cues conveyed by the content and affective vocal tone of speech. When the emotionally neutral contents were uttered with happy or fearful voice tone, all three groups relied on voice tone. In contrast, when the contents of utterances were about happy or fearful situations, the judgments differed according to the two factors; the content of speech, and the congruity of information conveyed by the content and affective vocal tone of speech. In case of happy utterances, all three groups relied on voice tone regardless of the congruity of information conveyed by the two cues. In contrast, group differences had been found in case of fearful utterances: Seven-year-olds relied on the voice tone less in the incongruent condition than in the congruent condition, but adults relied on the voice tone more in the incongruent condition. The present results demonstrate that as children get older, they rely more on the voice tone when the two cues convey incongruent information about the emotional states of speaker.