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ISSN : 1229-0718
The purpose of this study is to develop Kirk's Illinois Test of Psycholinguistic Abilities(ITPA) into Korean version. And the purpose of this Instrument is to classify normal children and special children as "mental retardation", "developmental language disorder", "learning disabilities" and to assess lan-uage ability, cognitive ability, perception memory ability according to linguistic functions in children, and to present individual appropriate therapeutic education methods. This instrument is also on educational, psychological, therapeutic, diagnostic test that furnishes information about inter and intra-ndividual differences in individual children for establishment of individual childrens' therapy and education. In 1961, an experimental edition of the ITPA was published. The present revision of the ITPA was initiated in 1965 and was published in 1968. ITPA was one of the most useful instrument as classified mental retardation, language disorder, and as assessed psycholinguistic abilities in children. In recent the revision project is being proceeded by Kirk. The clinical model of the Illinois Test of Psycholinguistic Abilities was an adaptation of the communications model of Osgood that was three-dimensional and contained (1) the channels of communication, including auditory and visual input and verbal (vocal) and motor response: (2) psy-holinguistic processes, including reception, assoiation and expression and (3) levels of organization, including the automatic and representational levels. Each subtests were Auditory Reception, Visual Recepton, Auditory Association, Visual Association, verbal expression, manual expression, grammatic closure, auditory closure, sound blending, visual closure, anditory sequential memory, visual sequential memory. Test construction procedures were firstly translated original ITPA items into Korean and modificated and a cupple of items were newly constructed and refined. Among the subtests, whole items of grammatic closure, auditory closure, sound blending were newly constructed by conference of expert advisor because of the differences of grammatic, language system, phonetics between English and Korean. Finally, 543 items among initial pool of 687 items were selected for preliminary testing. The target population for prestandadization sampling included 420 average preschool, kindergarten, elimentary school children ages 3 years 7 months to 10 years 1 months. All children was accepted on appropriate preliminary screening criteria. Prestandardization testing was initiated in May 20, 1990 and completed in June 10, 1990. Sampling area was 6 kindergarten and elementary school as urbantype community in Seoul and 4 kindergaten and elementary school as rural type community in Kyang-Gui. Test examiners were consisted of 27 undergraduate and graduate students in Educational Psychology, Special Education, Education and Clinical Psychology. Item analyses(SPSS program) were conducted after each field testing. For item reliability, itemtotal Correlation coefficients by each age level were calculated. For item validity, factor analyses were calculated and item discriminability coefficients and item difficulty coefficients were calculated. Cronbach a was used to test correlation for each the 12 subtests and also intercorrelation coefficients were used to best between 12 subtest by each age level. Items were examined primarily on the basis of item discrimination index and item reliability and item factor loading index for the arrangement or ordering of items, the degree of difficulty of each items was also considered. After item analyses, 258 items of 11 subtests were selected finally, among the items, original ITPA items were 141 and refined, newly constructed items were 117;33 items in auditory reception, 30 items in visual reception, 25 items in visual sequential memory, 37 items in auditory association, 22 items in auditory sequential memory, 30 items in visual association, 4 items in visual closure, 4 items in verbal expression, 29 items in grammatic closure, 14 items in manual expression, 35 items in auditory closure. In sound blending, no items were selected because of the differences between English and Korean. Overally, average item reliability coefficients for each 11 subtests ranged from .20 to .90. Average item difficulty coefficients ranged from .10 to .90. item discriminability coefficients ranged from .20 to .80. But some items showed low correlations contained as high factor loading. Cronbach α for each 11 subtests ranged highly from .85 to .97. Inter correlation between each subtest resulted in the revelation that visual sequential memory, visual association, manual expression, auditory closure appeared to considerable independence.
The purpose of this study is that how the children's ability of sustained attention changes with age and how the interval of letter-presentation and period of trial influence the sustained attention. In the study, a spilt-plot design was used, theat is, 3 (grade: 2, 4, 6) X 2 (interval of letter-presentation: 1, 3 sec) X 2 (period of trial: the first half, the second half) was done. And for the period of trial, repeated design was used. The Continuous Performance Task(CPT) viewed through a computer was presented to them. In a result of the study, the ability of sustained attention was decresed with age being lower, with the interval of letter-presentation being longer, and with trial being longer. The children of the lowest year, i.e. 2nd grade showed a significant decrease of performance with the interval of letter-presentation and the period of trial, while the children of 4, 6 grade had no change in their performance, it is conceivable that the more 2nd grade of children was required with sustained attention and passed with time, the more the ability of sustained attention is decreased. The decrease of performance appeared in condition of the interval of letter-presentation being 3 seconds, while the decrease of performance did not appear in the condition of 1 second. Therefore sustained attention ability is considered to be decreased in the tasks which require more sustained attention.
The purpose of this study is to ascertain how conceptions of the internal body changes with increasing age. The subjets consisted of 410 children from two kindergartens and one elementary school. Kindergarten and three grade levels were tested: Kindergarten(78 children), second(102 children), forth (112 children), sixth(118 children). All but kindergarten children were asked to draw and label their internal body parts. Kindergarten children were interviewed individually. The group differences were tested by X T test, one-way ANOVA, and two-way ANOVA. The results were following: First, children knowledge of internal body parts were increased according to age. Specially it increased sharply around the age of 9. Second, most frequently reporting items were bones at kindergarten, bones, heart, veins, brain, and liver at second grade, heart, brain, bones, liver, lung, stomach, small intestine, vein, and large intestine at forth grade and at sixth grade all above items plus bladder and kidney were reported. Third, organs of the musculostkeletal systems were decreased and organs of the gastrointestinal, urinary, and reproductive systems were increased as the child's age was increasing. Forth, at every age level boys reported more body parts than girls. The difference was especially noticiable with sixth grade. Fifth, verbal report was more effective than projective technique for child to represent their knowledge about the internal body parts. It was evident espicially at school children. With these results, couple of points could be suggested. First, the children's concept changes of the content of the internal body parts can be explained by Piaget' s cognitive theory. But further attempt should be made to ascertain above explain with individual test and more diverse questions. Scond, the health education and education of human body parts should be done according to each grade children's conceptions of contents and functions of body parts. It could be started earlier than sixth grade.
The study is concerned with the communicative function of Korean mothers' Clarification Requestes(CR) utterances. The current understanding of CR utterances in that mothers clarify the children's obscure or misunderstood utterdn by producing CR utterances. According to this "repairing" view, the main purpose for mothers to produce CR utterances is to smooth the communication with their children by correcting troubled communicative exchanges. The contention of this essay is that this "repair thesis" of CR utterances does not suitably account for their communicative function in the Korean mother-child interaction. The essay rather emphasizes the psychosocial underpinnings of korean mothers' CR communication. Four middle class mother and child dyads were drawn: two from Seoul, Korea and two from Edmonton, Canada. The participating children were all 4 year old boys. 15 sessions of 30 minute video -tapings were made in their home environment. The data were analyzed to determine the psychosocial dynamics of CR utterances. The Korean mothers tended to produce more CR types of utterances than their Canadian counterparts. This observation could not be interpreted according to the repair thesis. First of all, in both groups of mothers, the majority of CR utterances occurred in contexts wherein the childern's utterances were clear in their meaning and intention, therefore there was no need to issue a clarification process. Secondly, most CR utterances tended to result in thematically redundant turns between the mothers and the children, and no function to correct or smooth troubled communication was observed. An alternative perspective argued that the Korean mothers' "hesitating" view of the children's communicative "reciprocity potential" is responsible for their frequent us of CR utterances. And this culture-specific psychosocial assumption of the mothers and the corresponding communicative patterns function to socialize the children into a specific view of social relationship, showing how to organize this social relationship in a communicative context. An emphasis was placed upon an intergrated view of mother-child communication and socialization process.
This study aims to explore the relationships among intelligence, learning/transfer ability and learning potentiality. The subjects of this study were 265 children selected from 3 kindergardens and 3 nursery schools. Instruments for the study were KEDI-WISC( Verbal scale, Performance scale) and test of learning potentiality by Bryant et al.(1985) which was modified by these authors. The major statistical methods for the analysis were correlation, multiple regression and t-test. The major findings of this study were as follows; First, assistance needed in learning was negatively related the Performance IQ(p<.001). The children who gained high scores in Performance Scale needed less assistence than those of low score children to achieve the same mastery level. And the Performance IQ accounted for 17% of the variance of training and the Verbal IQ a further 1%. Second, assistance needed in transfer was negatively related both the Performance IQ and the Verbal IQ(p<. 001). The children who gained high scores in both scales required less assistence than those of low score children to achieve the same mastery level. And the Performance IQ accounted for 14% of the variance of transfer and the verbal IQ a further 2%. Third, assistance needed in both training and transfer were negatively related in IQ(Performance and Verbal). Higher IQ children required less assistance than low-IQ children to achieve the same mastery level. Finally, IQ accounted for 6% of the variance in learning potentiality and both the transfer and the training a further 15%.
There have been two different viewpoints, -the Change theory and the Stability theory-in the personality development in the adulthood. The reason was that those two theories have been measuring two different aspects of the adult personality development processes respectively. This article aimed review the related literature of Change theory comprehensively, and to explore the developmental trends, variables related with changing processes and its paths. The results show that personality development in the adulthood is "a changing process of self" rather than a changing of predisposition or traits, and there is a identity crisis in the core of the change. The changing process is a sequential developmental process which is repeating transition and stability periodically. And especially the Transition period is an important one and is divided into three major subperiods, -the Early Adulthood Transition, the Transition in the 30's, and the Transition in the middle Age-. And this period also has specific developmental tasks and emotional characteristics. Even though the Transition in the middle Age is the most significant period in the changing of adult personality development processes, the specific studies have not been performed yet. In the changing processes, chronological age is more improtant than social age, and the identity status of the adolescent is an influential variable to it. In addition to it, there are gender-related differences in the changing process.
The purpose of this study was to find the theoretical backgrounds on aging and to analyze the characteristics on personality developments or late adulthood. The results of this study were summerized as follows: 1. The study of the aged and the aging process was known as gerontology. Gerontololgy was the multidisciplinary field, the study of the biological, psychological, and social aspects of aging. Gerontology, although a recent discipline, was nonetheless one of the most active subfields of developmental psychology. And gerontology has its roots in biological studies of the aging processes and in the psychology of human development. 2. Personality theories concerning the late adulthood were developed by C.G. Jung, Erik Erikson, Robert Butler, Robert Peck and Daniel Levinson. Jung emphasized the growth of personality across the life span. Jung's model focused on the individuals confrontation with death in late adulthood. Also, he described a decrease in sex-typed behavior with aging. Erikson believed the key to harmonious personality growth was the successful resolution of the psychosocial crisis known as integrity versus despair. Peck provided a detailed account of three adjustments required by individuals in their late adulthood, referred to as ago differentiation versus work-role preoccupation, body transcendence versus body preoccupation, and ego transcendence versus ego preoccupation. Butler's concept of the life review proposed that the elderly reminisce about the past as death draws near. Levinson maintained that old age was initiated by a transitional period. The aged person had to define the self in terms of retirement, decreasing physical capacities, and impending death.
Transpersonal psychology has an short history, but is a rapidly developing field of study. It first gained prominence in the late 1960's, as an outgrowth of humanistic psychology, and quickly moved, towards distinguishing term in the title of the Journal of Transpersonal Psychology was made in 1968 by its founding editors, Anthony Sutich, Abraham Maslow and others in order to reflect their vision of a new and proper area of psychological inquiry/ Prior to the 1960's, American psychology in the twentieth century has been dominated by two major theoretical perspectives : behaviorism and psychoanalysis. But during the 1960's, two other important perspectives emerged: humanistic psychology and transpersonal psychology. Humanistic and transpersonal psychology developed largely as a reaction against certain aspects of behavorism and psychoanalysis. As the pioneers of humanistic psychology, Abraham Maslow in particular, began to examine the human potential for psychological healty and 'the farther reaches of human nature', they came across such phenomena as peak experiences, meditative and yogic states, and various other altered state of consciousness, all of which seemed to involve a transcendence of the individual ego - self and direct, subjective participation in a larger reality. Maslow called attention to the possibility of development beyond self-actualization, development in which the individual transcended the limits of identity and experience that had been considered ultimate by humanistic psychologists. Transpersonal psychology is associated with a direct, subjective experience of our oneness with the more fundamental reality. 'Transpersonal' literally means across or beyond the individual person or psyche. It is characterized by the feeling of the individual that his consciousness expands beyond the usual ego boundaries and limitations of time and space. Transpersonal psychologists are interested in those ultimate human capacities and potentialties that have no systematic place in the so-called legitimate psychology. While the definition of transpersonal psychology is still in the process of development, it is apparent that transpersonal psychology had reawakened interest in an number of long-forgotten topics: mystical religious experience, the relationship between psychological and spiritual development, meditation, and others.