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ISSN : 1229-0718
Two experiments were conducted to investigate the effects of three different structures of stories (goal embedded, sequential, and discontinuous stories) on recall and inference types during reading. Experiment 1 showed that children's recall rates were lower than adults, and children and adults recalled more for goal-embedded and sequential stories than for discontinuous story, and that adults tended to recall discontinuous story by rearranging it into the embedded form, while children tended to recall in rote forom. In experiment 2, child and adult subjects were given and on-line question-answering(Q-A) task, with two different questios: "WHY" and "what will happen next(WHN)". Answering latencies showed that children's were longer than adults'. And for children, the answering latencies for why questions were influenced by the distance between sentences, and there were a lot of "I don't know" responses. For adults, the answering latencies were influenced by the types of story structure, categories of story grammar, and types of question: Q-A latencies for WHY and WHN questions with goal embedded story and attempt category in sequential story were fast, while WHY question with goal category and WHN question with outcome category in sequential story were slow, and all of the Q-A latencies with discontinuous story were slow. The results were discussed that, within the story structure and category, the forward inference could occur during reading as well as backward inference, and children couldn't apply their knowledge to comprehension process actively.
The present study was intended to overview researches on the relationship between natural categories and inductions in young children which are investigated recently by Gelman or Gelman and Markman. Furthermore the present study intended to discuss the implication of results of their studies in contrast to implication of results from class-inclusion task and classification task. Based on the results of Gelman or Gelman and her colleagues researches, there were very interesting interpretations on the young children's categorical knowledge, which are as follows. Preschool children(3-and 4-year old) drew more inferences based on category membership than on superficial and perceptual appearances. But preschool children do not expect richer internal structure on the natural kinds than artifacts. In older children (2-graded), there was shown that more powerful effect of naturalness on the patterens of induction only within basic-level categories. Generally young children based their inferences predominantly on common category membership thereby overgerneralizing the importance of the category label. The results of these studies suggest that young children certainly realize that categories share more deeper, internal attributes than superficial similarities. This implication is incongruent with the implication of the results from class-inclusion task and classification task that young children based on perceptual attributes than conceptual attributes in categorizing objects. This incongruency of the interpretation of young children's categorical knowledge is discussed in relation to category hierarchy and the direction of inference.
The purpose of this study was to look into how the children's self-regulation was changed as their age increased and whether the overt-speech was effective in self-regulation, and to know how task-difficulty influence the self-regulation. In this study, the subject were 24,4 years old, 24, 6 years old, and 24, 8 years old children. In this task, each subject hits the motor plate with a toy hammer while seeing the light of the visual stimulation plate, all subjects are supposed to hit 10 times in each task, whick makes total 30 times hittings, and the times of error in hitting were measured. Task difficulty was varied in terms of colors and number of light. That is, when the light was yellow, the subject should hit 3 times, red light was on twice, white was one, and blue was not hitting. And the easiest task was that a bulb lighted, the easier task was that two bulbs lighted simultaniously. and the most difficult task was that three bulbs lighted simultaniously. In verbal condition, subject had to verbalize the number of hitting when he hitted the mother plate. The result showed that children's age grew, their ability of self-regulation was also increased. It was also known that the overt-speech for self-regulation was efficient only for the children who could possibly communicate to the age of 7-8 years. When the task was difficult for children, self-regulation became also difficult, however the overt-speech played an important role in self-regulation, when a task was difficult.
In order to describe development in children's conception of number, judgement of similarities between numbers were solicited from 180 children in grade 2, 4, and 6 and three number conditions(arabic, formal, informal) were considered for analyzing which condition makes the represention of number easier. These three conditions were considered in this research because Korea has one another counting system that America or China does not has. Analysis of resulting data by SINDSCAL(one of the multidimensional scaling methods) suggested that children represent numbers not by the randomness, but by the some criteria. While 2nd graders and 4th graders represent numbers in terms of "distance"dimension，6th graders represent in terms of "distance" and "odd/even" dimension. Analyzing by number condition showed that subjects used "distance" and "odd/even" dimension in formal condition, while used " distance " dimension in arabic and informal condition. Discussions about these results are presented.
The present study was designed to examine whether extensive training would alter the processes underlying young children s addition performance from reconstructive processes to automatic retrieval of facts. Children in the second grade were trained until their mean response times and errors on an addition verification task were equal to those of children in the sixth grade. Before and after training, automatic retrieval was assessed with number naming and number matching tasks. The effect of training on retrieval processes was evaluated by comparing changes in retrieval processes for children who were trained and who were not. The effect of training was very systematic on overall response times. On the verification task, mean response times decreased significantly over training sessions. Similarly,on the number matching and number naming tasks, mean response times decreased significantly after training. However, training on the addition verification task did not significantly affect the retrieval of addition knowledge. On the number matching task, addition knowledge was retrieved automatically in the experimental group as indicated by a significant probe effect. However, the effect of probe did not vary either with test or stimuli. In contrast, the control group did not show a significant effect of probe. These results imply that automatic retrieval observed in the experimental group is not due to training per se, but due to other factors associated with the experimental group. A similar result was obtained from the number naming task. A fairly constant magnitude of facilitation was observed at most SOAs. However, this effect of probe was not modified by group, test and stimuli as in the matching task, implying that addition training did not affect the effect of probe.
This research is to study the perceptions of supportive relationships of their own friendships. Subjects of this reserch are those of 3rd and 6th graders of elementary school and 3rd graders of middle school total of 259 boys and girls. The questionnaire used in this study was made following the method of Berndt & Perry(1986)s research. The purpose of this qustionnaire is supportive relationships, which consists of 6 subvariables such as play/association, prosocial behavior, intimacy, loyalty, attachment/self-esteem enhancement, and information. The data are analyzed by 3 × 2 × 2(grade × sex × friendship) ANOVA and t-test as supplementary method. The results are : (a)Ratings of friend and acquaintance showed a significant difference in all three grades. This result suggests that children perceive their actual friendship as supportive one just as their conceptual friendship expectations ; (b)Each 6 subvariables shows a strong main effect of grade and an interaction effect between friendship and grade. This interaction effect came from 6th graders, differentiations between friend and acquaintance is more apparent than others. This result has not been shown in previous researches, so more studies have to be done; (c)Variables such as play/association, prosocial behavior, intimacy, and information showed main effect of sex. Girls' rating is higher than boys' is the reason of this effect. And interaction effect between friendship and sex showed significant difference in loyalty and attachment. Girls' differentiation between friend and acquaintance is more apparent than boys' is the reason of this result.
It is the goal of this research to enrich the understanding of the relationship between the environmental factors and human factors, and ultimately to create appropriate environment for youths development. As a preliminary attempt to achieve this goal. 600 girls and boys (13ㆍ45 years) were asked to write the places which they consider meaning ful and the environmental needs which those pieces fulfil, Specifically, it is required to free-recall the repertoire of life spaces and space-relate subjective meaning, which have been experienced and would prefer to experience. Additienally it is required to check the usage frequency, cost and problems of youth leisure facilities. Consequentially, based on those data, the guidelines for amending the "Act for capacity of Youth Development" and fostering the useful youth leisure facilities are proposed.
A measure was developed for measuring attitude toward the old people. 577 male, 572 female total of 1,149 respondents, ages 9 through 84 were tested on this questionnaire. Attituds were found to be the most positive in the children group, to slope gently in the adolescence, adulthood middle age, and to go abrubtly down in the elderly group. A finding was made that the positive attittude toward the old age changed into the negative attitude in the middle age, at one's late forties. The psychological aspects affecting most significantly are old peoples' adjustment and relationships with others, their welfare, and physical characteristics. Individual characteristics influenced the most to the attitude toward old people appeared to be wether or not grandparents are presently living and to be financial ability of old people.
Loneliness is a complex phenomenon, but its definition confined to a loneliness produced in the relationship between parents and their offsprings in this paper. An attitude scale towards lonliness for the Korean elderly was developed, using the Likert scale. The scale consists of 13 items selected on the basis of t-tests and item total correlations. Analysis of the scale indicated a high reliability. The scale was comprised of the three major factors, accounting for 57.7% of the total variance. It is suggested that further research on loneliness measures should be emphasized upon validation by demonstrating relationships with the person's current feelings of loneliness, depression, anxiety and so on.
The essay attempts a critical review of the current studies of the mother-child interaction. A particular focus is placed on their lack of concern with the socio-cultural implications and significances of the subject. A guiding assumption is that the mother-child interaction is not only an educational ground for the child's learning of language or behavioral coordination, but also a socio-cultural event that is necessarily subject to specific contextual correlates. Psychoanalysis is picked up to represent the tradition concerned with the relational but not the interactional aspect of the mother-child interaction. Bowl by s idea is dealt with to discuss the conventional understanding of the interactive nature. Pygotskian thesis is discussed to examine the social interactionist perspective. Finally, recent studies on the communicative aspects of the mother-child interaction are examined. An appeal for a socio-cultural approach to the mother-child interaction is made.
Numerous studies were conducted in order to test possible negative effects of TV on children but data have revealed only that television's effects are not direct but mediated by many other variables. However, empirical studies looked only at short-term and partial effects of TV on children and it is safe to say that cummulative effects of TV are significant, especially for young childen. As a first step to find possible contributions from developmental psychology this report reviews studies on TV and children in Korea. 94 papers from main jounrals. reports and theses were reviewed and summarized in a table in terms of subject, method(statistics), and result. Subjects were mainly school age children (41 papers) but preschoolers(22), adolescents(26) and old age groups(4) were also included. Most frequently used methods were questionnaire but experimental methods and interviews were also used. It was found that there was no single nationwide survey for preschool-age viewers. Nation-wide survey for other age groups also should be performed using more reliable methods such as a diary. Most studies looked at TV's influence among different groups and studies on cognitive aspects of TV viewing and viewing education have just begun. It was suggested that formative and summative research should be established for children's program in order to improve educational function of it and developmental psychologists must participate in these research.