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open access
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ISSN : 1229-0718
This study examined the relationships of pubertal timing, body image, egocentrism, social adaptation, depression and antisocial behavior in preadolescence. The subjects were 169 boys and 148 girls (mean age: 10.6) in the forth and fifth grade students of elementary school. They were administered with the following six questionnaires to measure the pubertal timing, body image, imaginary audiences, social adaptation (mastery and copying, impulse control, superior adjustment), depression and antisocial behavior. Results indicated that impulse control, sex and pubertal timing affected antisocial behavior while 'mastery and copying', impulse control and pubertal timing affected depression. The most intriguing finding was that pubertal timing affected antisocial behavior in boys but depression in girls. This results were discussed comparing with the previous research findings focused on early adolescence. And its implication and suggested following study were also discussed.
As a preliminary study establishing suitable VMI-3R developmental test norm to Korean children, the purpose of this study was to investigate sex and age variable to the Korean children's visual-motor integration ability development and compare with the Beery's revised VMI(3rd edition) norm which was established in the United States. The subjects of this study were 320 normal children with 3-9 years-old age(male 171, female 149) and living in Seoul and Kyung-Gi Do. This study used the Beery's VMI-3R as a test instrument. As a result, at each age group except five and nine years-old age group, female subjects gained higher score than male subject, but statistically it ,did not show significant difference. In the difference between each age group, it showed difference between four and five group and five and six groups. In addition, in order to compare the visual-motor integration ability's developmental difference Korean and American children, this result showed that all Korean children ale between three to nine were superior to American children. This study was discussed about the effects of Korean children's educational environment on visual-motor integration ability and the necessity of the VMI-3R developmental norm for Korean children.
The purpose of this study was to identify differences in cautiousness between two age groups according to the type of tasks. The effect of curiosity motivation on cautiousness was also investigated in order to find out the mechanism of age differences in cautiousness. Subjects were 30 elderly men (average 63.3 years old) and 30 young men (average 21.1 years old). Curiosity motivation was divided into two subdimensions - information seeking and stimulation seeking. Cautiousness was measured through Choice Dilemmas Questionnaire and Face Recognition Task. Results were as follows : First, the elderly men were more cautious than the young in the Choice Dilemmas, while there was no age difference in the Face Recognition Task. Second, the elderly men were lower in both levels of curiosity motivation - information and stimulation seeking - than the young. Finally, the result of path analysis showed that cautiousness measured by face recognition task was affected by age only indirectly via information seeking. On the other hand in the Choice Dilemmas age variable had direct effect on cautiousness. Them results suggest that researchers consider the motivational and situational variables to understand the age-related differences in cautiousness.
The purpose of this study was two fold. One was to investigate the preschoolers's ability to discriminate the animate-inanimate things, and the level of children's logical explanation for their judgement. And the other was to developed the instructional program to facilitate the ability to discriminate the animate-inanimate things in preschoolers. Twenty-eight 4-year-olds(M age=4.6 years),twenty-eight 5-year-olds(M age=5.5 years) and twenty-eight 6-year-olds(M age=6.4 years) participated in this study. And three teachers in Kindergarten was participated in the experimental instruction. Materials for this study consisted of a set of 2Q color pictures mooned on 18 X 12(Cm) pieces of board. The ability of children was judged by them. The set was chosen to allow wxamination of distictions between (1)animates and never living inanimates, (2)mobile and immobile objects, (3) man-made and naturally occurring objects, and (4)animates and animate-appearing inanimates. The findings of the study reavealed that : (1)33% of 4-year-olds, 56% of 5-year-olds and 84% of 6-year-olds could achieved the animate-nonanimated distinction ability. They not only answered correctly but also justified their answers reasonably. (2)4-year-olds were less likely to respond animistically than 5-year-olds. Overall children showed some biological knowledge,implicitly grouping plants and animals together and differentiation them from artifacts. (3)The ability to discriminate the inmates-nonanimates things, and childrens justification on their judgement could be increased by the instructional programs.
The purpose of this study was to examine the development of the judgments of area of rectangles and acquisition of area conservation in terms of the use of integration roles. The subjects were 5-year-old(N=44), 7-year-old(N=44), 9-year-old (N=44), and 11-year-old(N=44) children. In each group, there were equal number of boys and girls. All of the subjects were individually administered the Piagetian standard conservation task before presenting the area of rectangle judgment task. This experiment consisted of 4(age) by 4(height of rectangles; 2,4,6,8 cm) by 4(width of rectangles; 2,4,6,8cm) within subject design. The dependent measures were 16 number response values on the rating scale contained a series of 24 circles. The data were analyzed in terms of repeated measures ANOVA, ANGOVA and graphical analysis. The results were shown as follows: First, the age - related differences in the judgments of area of rectangles were significant, that is, children`s information integration rules developed from the additive rule into the multiplying rule with age. Second, the acquisition of arms conservation - related differences in the judgments of area of rectangles were significant. That is, the nonconserving children generally had a tendency to use an additive rule. The conserving children in contrast appeared to use a multiplying rule. Also the age-related differences in the information integration rules by the conservers of arms in the judgments of area of rectangles used were nonsignificant. Thus the conserving children regardless of age seems to judge of the area of rectangles referring to the width and the height.
Three-and 4-year-old children's knowledge of counting and cardinality was tested in three experiments. Experiment 1 investigated children's knowledge of counting. Without asking to count experimenter asked the children "How many candies are there?". Three-year-old children responded correctly only at the smaller set size(1-3), but 4-year-old children responded correctly both the smaller and larger set sizes. The results of Experiment 1 indicate that 3-year-old children do not understand the counting principle, but. 4-year-old children do. Experiment 2 examined whether children understand that the last word used in a count represents the numerosity(cardinality principle). The results revealed that 3-year-old children do not understand the cardinality principle but 4-year-old children do. Experiment 3 explored the cardinality principle using three different tasks. Three different cardinality questions - "How many candies are here?" "Are there X candies here?" " Please give me X candies" - were used. For 4-year-old children's performance across the three tasks indicates that 4-year-old children understand the cardinality principle, but the 3-year-olds do not. These results do not support the principle before theory that young children initially understand the principle of cardinality(Gelman & Baillargeon, 1983; Gelman & Gallistel, 1978; Gelman & Meck, 1983). Rather the results supports the principle after theory(Fuson & Hall, 1983; Fuson et al., 1985).
In the present paper cognitive developmental studies on phonological dyslexia frequently occurring during the acquisition of an alphabetic orthography are reviewed and cases of persons who use the visuospatial orthography(idiographs) and language(sign language) are discussed. Alphabetic scripts are acquired through the logographic, alphabetic, and orthographic phases. Children who have problems in phoneme segmentation have difficulty proceeding into the alphabetic phase and show ceding difficulty. Some of them compensate their phonological problems by matching sounds and forms of the words using semantic contexts. Those who cannot compensate proceed slowly into the alphabetic phase with training. Idiographs in which every character has its own meaning are easy to learn in the beginning, but become gradually more difficult since people need to learn so many characters. Deaf children, when they learn scripts, depend on the visual forms of the letters and words, and are sometimes affected by their own language(sign language). Dyslexia during the acquisition of the scripts varies depending upon the cognitive abilities of the children, and the types of the orthography and the language.
Density is defined as mass over volume and determined by mass or number of molecules per unit volume. However, density is also easily understood as "weight of substance." This study examined college students understanding of density, especially the density changes from ice to water. Students were asked to predict weight, volume, and density changes when ice melts into water. The results showed that a majority of the students did riot understand that the density of water is higher than that of the ice. Also, their explanations reviled that students understood density at the intuitive level as "solidness", "crowdedness", or "weight of substance." The developmental origin of the intuitive understanding of density was discussed and implications for science education was also mentioned.
Density is defined as mass over volume and determined by mass or number of molecules per unit volume. However, density is also easily understood as "weight of substance." This study examined college students' understanding of density, especially the density changes from ice to water. Students were asked to predict weight, volume, and density changes when ice melts into water. The results showed that a majority of the students did riot understand that the density of water is higher than that of the ice. Also, their explanations reviled that students understood density at the intuitive level as "solidness", "crowdedness", or "weight of substance." The developmental origin of the intuitive understanding of density was discussed and implications for science education was also mentioned.
This study was intended to revel whether the general self-efficacy can work as a personality trait or a global construct. In study 1, with 227 college students, general self-efficacy and task-specific self-efficacy in driving, English conversation and golf were measured. After experimental operation, how does general self-efficacy influence to the expectation of credit in near future and the amount of endeavor for credit were tested. In study 2, with 167 elementary school children, general self-efficacy and task specific self-efficacy in verbal and spatial task, which solved by children afterwards, were measured in order to confirm whether the same results with college students will be acquired. At the same time, children's self-esteem, achievement motivation, locus of control and other personality factors were measured. Because the task for task-specific self-efficacy is different between college students and elementary ones, same results being acquired means that the relationship of general and task-specific self-efficacy will be examined more accurately. Analysis revealed positive relationships between general self-efficacy and task-specific self-efficacy in both college students and children. Accordingly the general self-efficacy can exist as a personality traits because the general self-efficacy is correlated with the task-specific self-efficacy, which is given full play on the basis of general self-efficacy. Also it was confirmed that the person with high general self-efficacy has expected higher level of credit and more endeavor for achieving the credit as well as higher level of the family strength than the one with low general self-efficacy. Then the person with high task-specific self-efficacy has high general self-efficacy and favorable personality traits regardless of performance.
This study was carried out to examine the effect of young children's delay of gratification for their own benefit versus that of for their mother's benefit under Mischel & Baker(1975)'s delay of gratification paradigm. Half of 48 kindergarten children chose between immediate small reward and delayed large one for themselves and the others chose between immediate small reward and delayed large one for their mother. Children who had chosen delayed large reward for themselves or their mother were seperately devided into two groups by the type of ideation for reward: consummatory thinking(e.g., reward is delicious) versus nonconsummatory thinking(e.g., reward's color is violet). The results were as follows: First, in the case that reward-recipient was himself/herself, children who were asked to have consummatory ideation of reward delayed shorter than those who were asked to nonconsummatory ideation of it. Second, when reward-recipient was his/her mother, the children delayed so long independent of ideation conditions. These findings showed that young children's delay of gratification for their mother's benefit were better or at least as the same as that of for their own benefit. It was suggested that giving benefit to mother be an alternative powerful motivator enhancing self-control even in younger children.
The purpose of this study was to find out adolescents' stressors. The subjects of the study were 355 middle school and 398 high school students. Adolescent-Family Inventory of Life Events and Change(McCubbin, Patterson, & Wilson, 1981) was modified to measure adolescents' stressful life events for the last few months. This scale includes six life events in the areas of family(19 items), parent-adolescent relationships(15 items), relationship with friend(12 items), school and teachers(9 items), physical aspect(6 items), and academic aspect (8 items). The reliability of each area was .73, .79, .70, .60, .59 and .60, respectively. Data analyses were done by using descriptive statistics, ANOVA, paired t-test, common factor analysis. For construct validity and dimensionality of all Scales, factor analysis of both principal factoring with prior communality and varimax rotation were performed. A two-way ANOVA was conducted to compare groups to find out any sex and age differences in the mean of each subscales of stressors. Similarities and differences were found in the types of stressors in terms of adolescents' age and sex. Specifically, the most dominant stressors in adolescents were strains from parent-adolescent relationships and from academic area. Second, girls had more strains from both parent-adolescent relationships and academic area than boys. Third, effects of stressors varied according to adolescents' age.