open access
메뉴
open access
메뉴
ISSN : 1229-0718
The purpose of the present study was to propose a series of guidelines for developing video /computer game softwares by examining the usage pattern and the effects of the video /computer games which have been settled down as an important leisure activity in Korean adolescents and by exploring the applications of Korean traditional culture games to the video /computer game software design. Subjects were 1295 students from middle-schools, high-schools, and colleges in Seoul, Chun-Ahn, and Chun-Ju. The results provided the reference data on the importance of video /computer game in the adolescent leisure activity, the average hours of playing video /computer game softwares, the preference list of video /computer game softwares, the motivation of playing video /computer game, the positive function as well as negative functions of video /computer game, and so on. It was also found that most adolescents had positive attitudes toward Korean traditional culture games although they recognized only a few culture games. Based on those data, the future directions for developing computer game software are proposed not only to help adolescents enjoy video /computer game as a sound and useful leisure activity, but also to activate Korean traditional culture games and inherit them to adolescents. Finally, the roles that parents, industries, government and psychologists should play in this process are discussed.
The present study had three major purposes as follows ; 1) to explore the relations of individuation separation with adolescence egocentrism ; 2) to identify the relationship between the ability of adjustment and the egocentrism, in order to confirm the negative influence of the egocentrism on adolescent development ; 3) to establish the content validation of imaginary audience and personal fable, which are the subconstructs of adolescence egocentrism. Eight hundred and thirty-two Korean adolescents, who are composed of 293 in early ( average age ; 12.8, man ; 138 / woman ; 155 ), 291 in middle (average age 15.7, man ; 141 / woman ; 150), and 248 in late adolescents (average age 19.8, man ; 108 / woman ; 140), answered the adolescence egocentrism scales(NIAS / NPFS), the secondary individuation separation scales(SITA), and the self-image scales(SIQYA). Data analysis revealed that individuation separation was positively and linearly related with egocentrism, which agreed with Lapsley's hypothesis(1987). Especially, even though both imaginary audience and personal fable are the subconstructs of adolescence egocentrism, they were correlated with different domains of individuation separation ; imaginary audience is related with separation anxiety, while personal fable is related with self-involvement and need denial. It also showed that imaginary audience had negative correlation with all domains of self-image, while personal fable was positively related with them. From these results altogether it can be concluded that imaginary audience and personal fable are different concepts and also have different effects on adjustment. Consequently, it is suggested that both imaginary audience and personal fable may not be the subconstructs of adolescence egocentrism, but rather indicate two distinctive adolescent phenomena.
This study was designed to identify the patterns of behavior, conflict resolution strategy, loneliness, and delinquency associated with peer acceptance in early adolescence. Second grade middle school male students (N = 454) were administered with the following six measurements: positive and negative sociometric nominations, peer behavioral assessment items, conflict resolution strategies, a loneliness and social dissatisfaction questionnaire, and a newly developed problem behavior questionnaire. Results were as follows. First, peer perceptions of the behavioral correlates of five sociometric status groups were found to reveal distinct profiles. Second, in terms of conflict resolution strategies, the rejected and the controversial students were viewed as using the anger retaliation strategy more than did the popular, the neglected, and the average students. And the popular subjects were viewed as using a calm approach to conflict resolution more than other subjects. Third, the neglected students were found to report higher levels of loneliness. However, the rejected students did not differ on this dimension from the average status students. Finally, with regard to delinquency, the controversial and the rejected students were found to report higher rates of antisocial acts. Results are interpreted in terms of peer acceptance and friendship adjustment. Replication of the present findings with other samples is clearly needed.
The purpose of the present study was to grasp correlation in the status formula between identity and intimacy, based on sexual differences through the method of canonical correlation analysis. For this research, we surveyed at random one hundred and fifty male and female collegians whose ages range in early adulthood. In comparative discussion of the earned results with the precedent research results, we can conclude as follows: 1. The more the factor of the diffusion of identity status in the value area is high, the more the autonomy of intimacy status is low. 2. The more the factor of the foreclose in the value area is high, the more the autonomy of intimacy status is low. 3. The more the factor of the achievement of identity in the value area is high, the more the openness of intimacy status is high. 4. The more the factor of the diffusion of identity status in the value area is low, the more autonomy of intimacy status is high. 5. The more the factor of the moratorium of identity in value area is high, the more the cooperation of intimacy status is high. 6. The more the factor of achievement of identity in value area is high, the more the openness of intimacy status is high. 5. The more the factor of the moratorium of identity in value area is high, the more the cooperation of intimacy status is high. 6. The more the factor of achievement of identity in value area is high, the more the openness of intimacy status is high.
This study is intended to examine the development of retrieval of arithmetic facts in Korean children and adults. In Experiment 1, addition and multiplication problems were presented with three kinds of answers: correct answers, related incarrect answers (products for addition problems and sums for multiplication problems) or unrelated incorrect answers. Children in grade 3 and college students determined if the stated answer was correct. Children's and adults' responses to multiplication problems were slower and less accurate when the problems were presented with related incorrect answers than when the problems were presented with unrelated incorrect answers. In Experiment 2, the answers followed presentation of the small problems by 150, 540 or 930 msec. Children in grade 3 and college students determined if the stated answer was correct. Adults's responses to addition and multiplication problems were slower and less accurate when the problems were presented with related incorrect answers than when presented with unrelated incorrect answers. Children's responses showed a same trend only in multiplication. More importantly, interference effect was greatest at a SOA of 540 msec. The results of Experiment 1 and 2 suggest that arithmetic knowledge is represented in the associative network of related nodes and accessed by means of the spreading of activation through this network as was suggested in many current models.
Even though the performance in the visual recognition memory tested with FTII proved to be a valid predictor for the later intelligence, the low internal reliability as well as low test-retest reliability have been problematic for the utility of FTII. This study examined the possible explanation for the fluctuation of the performance in FTII. 52 infants between 67 and 92 weeks of conceptional age were tested with the newly developed computerized version of FTII and their temperaments were measured using Infant Characteristic Questionnaire (ICQ) which was originally developed by Bates (1979). In the separate analyses of 16 infants' performance both in this computerized version of the FTII and the original FTII revealed the concurrent validity of it. These 16 infants between 67 and 92 weeks of age were tested twice within a week with the computerized version (tested first) as well as the original FTII. Subjects were from both the full-term (N=40) and premature group (N=12). But there was no age or group differences in both the performance of FTII and the ratings of the ICQ. Regression analyses revealed that among 4 dimensions of temperament such as difficulty, adaptability, dullness and unpredictability the dimension of dullness significantly predicted the novelty preference (r=-.39, p<.01). It explained 15. 3% of the variance of visual recognition memory tested with FTII. The dimension of difficulty which has been proved to be the most important temperamental aspect was correlated only marginally with the performance of FTII, r=-.23, p<.10. These results suggested that the performance of FTII can be influenced by the temperament of infants and the complex interaction of the temperament and the situational variability may contribute the variability of performance in the infant intelligence tests such as FTII.
The purpose of this study was to investigate the effects of positive feedback on honesty behavior and its maintenance in children. The number of subjects was 81 second grade pupils(37 males, 44 females) and 83 sixth grade pupils(44 males, 30 females). The subjects were randomly assigned to experimental condition. The experiments were made twice. In the first experiment, we tested the moral judgement of subjects. After 3 days, the subjects got positive feedback without having relation to the tested results. And the lst honesty behavior experiment was made. After 2 weeks, for the purpose of investigating the maintenance of feedback, the 2nd honesty behavior experiment wad made. As a result of it, in lst honesty behavior experiment, positive effects wasn`t taken. But in 2nd experiment, the effect appeared. That is, children in feedback condition behaved more honestly than children in no feedback condition. It means that the positive feedback takes positive effect on children.
Families with parental alcohol problem are frequently described as showing not only poverty, violence, and family conflict but also parental psychopathological problems. Children of alcoholic families may be at great risk for the development of psychiatric disorder if they are exposed to such environment with dense risk factors. It is not sufficient to explain the developmental outcome of child by finding out only multiple problems of his risk environment. Without considering interelations among variables describing the functioning of alcoholic families it is impossible to infer how and why certain characteristics of either the child or the environment are casually related to developmental outcome. Especially a process model of the functioning of young alcoholic families will display how parents are involved in developmental process of their young children. Adaptation as well as maladaptation of child at risk will be explained by multivariate process model showing dynamic functioning of risk family environment.
This paper investigates children's learning process of age and gender, two of the most apparent social roles. The subjects of the study were 72 Korean preschool children aged between three to five. They were examined to test a developmental sequence and horizontal decalage in understanding of the roles. Two five-step knowledge sequences of age growth and sex constancy were provided utilizing skill theory (Fischer,1980). Each step in a sequence had different stories of age or sex role with increasing cognitive complexity, but the two sequences were equivalent in complexity. The children were tested under two different assessment conditions : high support condition of elicited imitation and low support condition of free play and the best story. The findings are as follow : First, the understanding of age and sex roles develops through the predicted five-step sequences. Second, the understanding of age role seems to develop earlier than that of sex role although the developmental patterns of the two roles are similar. Third, variations in the children's performances, under different conditions, are dramatic, especially for the older children.
This paper was purported to examine the effect of phonological codability of Korean letter on letter's visual grouping in 1st grader of beginning readers, and 5th grader, skillful readers. To see the visual grouping, letter superiority effect was measured in speeded card sorting task and oddity task. In experiment 1, we manipulated two variables, consonant location and consonant type, and compared the card sorting time in three conditions, initial consonant condition, final consonant condition, and consonant alone condition. The result was that 1st graders show the superiority effect in initial consonant condition but show inferiority effect in the final consonant condition. On the contrary, 5th grade did not show any difference among conditions. Another result was that inferiority effect was greater for 악 / 안 condition which are phonologically different each other than 앋/앚 and 앟/앜 condition which are phonologically indifferent each other. In experiment 2, using oddity test, we manipulated phonological codability by the combination of consonant type ( ㄱ / ㄴ, ㄷ / ㅈ ) and vowel type ( ㅏ , ㅑ ). The result was that in 1st grade the superiority effect was seen only in ㅏ addition condition where letters are phonologically more codable than in ㅑ addition condition but not in 5th graders. The results of experiment 1 and 2 converged that 1st grader's visual grouping is influenced by the phonological codability but not in 5th graders. In experiment 3, we obtained the same results as experiment 2 in spite of paying no attention to a specific target consonant as in experiment 2. These results are discussed with the importance of phonological coding on the perception of Korean letters in beginning reader and phonological processing in early stage of reading skill acquisition.
In this study, we examined how the Contrast Principle was applied in a two-year olds longitudinal data which was tape recorded once a week for a year. The word substitution game, in which a word in a sentence was substituted for another word, the two or more words were contrasted keeping semantic relations with the predicate. The contrasted words kept the predictability with the predicate as subject, object or location. We noticed that the contrasted words which was in objective or locative relations were in a same semantic category. As to Keil's predictability tree, we analyzed the subject-contrasted words. Then we can suggest that in such early stage, children represent the similar ontological category as Keil's, and the M constraint are applied. We also could find the differentiation process as the first 4 months data were analyzed separately.
This study attempts to re-examine whether explicit or implicit negative evidence plays a role in Korean language acquisition. Two data sets are used for analysis. One set consists of longitudinally collected production data from one Korean girl whose age ranges from 2;0 to 3;3. The other set is composed of transcribed conversations from 30 children whose age ranges from 2;0 to 4;11. Four types of syntactic errors that Lee (1992) has used are tabulated with slight modification; 1) the wrongly inserted the complimetizer 'ke'. 2) morphological errors in case-marking patterns. 3) morphological errors in inflectional elements of the verbs. 4) errors of word order in negative constructions. Maternal responses that have followed the children's sentences are asigned to one of the following 8 categories; 1) Exact Repetition 2) Contracted Repetition 3) Expanded Repetition 4) Corrective Recast 5) Confirmation Question 6) Topic Continuation 7) No Response 8) Explicit Response. Corrective Recast and Explicit Response are preceded only by the grammatical sentences, while 6 categories except these two are preceded either by the grammatical sentences or the ungrammatical sentences. The overall results are as follows; 1) The response rates for Explicit Response and Corrective Recast are extremely low, 2) Adults do not respond differentially to children's well-and ill-formed speech in their use of repetitions and confirmation questions. In conclusion, neither explicit negative evidence nor implicit negative evidence play any role in Korean language acquisition. Our data straightforwardly replicate the results from Lee (1992).
This study was intended to review the role and importance of the mediator and moderator in the field of developmental psychology and to confirm the self-efficacy as a mediator in an empirical research. The levels of the individual achievement motivation, locus of control and self-efficacy of the 288 middle school students were measured and verbal task was performed to them. By the statistical method of regression and path analysis, the mutual relations of the achievement motivation and locus of control with the self-efficacy and task performance were examined respectively. The results indicated that the self-efficacy of the individual works as a mediator in the relation of the achievement motivation and task performance as well as in the relation of the locus of control and task performance. The most of the studies in the field of the developmental psychology have concerned only the relations of the independent variables and dependent variables. But future studies in this field have to seek for the varied mediators and confirm the processes of their change over the life span. As a result we will be able to explain the more phenomena about a man than now.
In order for children to acquire language as rapidly as they do, they must have biases that enable them to rule out many alternative hypotheses for the meanings of a word and that lead them instead to focus on hypotheses that are reasonably likely to be correct. One way children initially constrain word meanings is to assume that words are mutually exclusive - that each object has only one label. Although a mutual exclusivity assumption can be useful in word learning, it interferes the children's understandings of class inclusion relations. Because class inclusion relations violate a mutual exclusivity assumption. The study 1 examined whether subjects assume that each object has only one category label. The studies 2, 3, 4 focus on whether subjects accept two label for the same object if they believe that the label denote categories from different levels of a hierarchy. Together, these studies examined whether subjects accept two labels for the same object when one object-one label strategy is no longer possible. The result of study 1 showed that both 3- and 5-year-old children and adults assume words are mutually exclusive-that each object has only one label. This is surprising because adults undoubtedly know many word that name overlapping categories(e. g., dog, animal, pet). This finding suggests that a mutual exclusivity assumption would be invariant cognitive constraints. The result of study 2, 3, 4 revealed that 3-and 5-year-old children made quite a few errors in learning the hierarchical relations among categories, and the majority of the errors were treating the labels as mutually exclusive subsets. But they have accepted two labels for the same object if experimenter repeatedly explains about the relations. Together, the result of studies showed that subjects accepted two labels for the same object when one object- one label strategy is no longer possible. These results indicate that children may have trouble to deal with the hierarchically organized category terms which violate a mutual exclusivity assumption. Together, these results indicate that 3-year-old children have the capacity to override a mutual exclusivity assumption as long as there is enough evidence that two names denote the same object.