ISSN : 1229-0718
The present 4 studies examined Korean children`s understanding of the difference between real and apparent emotion. Exp 1 replicated Hams, Dotmelly, Guz and Pitt-Watson(1986). Five-year-olds performed better than 4-year-olds, though their performance was around the chance level. Exp 2 demonstrated that the poor performance in Exp I might be caused by the children's limited understanding that one can hide/display his/her emotion with facial expression. In Exp 3 and 4, a slightly modified stones were used: The sentence "s/he decided not to display her/his emotion with facial expression" was included in Exp 3, "s/he decided to have an apparent facial expression in order to hide her/his emotion" in Exp 4. Children's performance was increased and 5-year-oldsr' performance was above the chance level. The results demonstrate that 5-year-olds can distinguish between real and apparent emotion.
Development of automatic activation of addition knowledge was examined in two experiments with elementary school children in grade l and 3. In Experiment 1, addition problems (e.g., 4+2) were followed by three kinds of probes: sum(e.g., 6), neutral number(e.g., 7) or one number presented in the problem(e.g., 4). Delays between the problem and the probe were 120msec, 180msec, 240msec, 480msec, and 960msec. In Experiment 2, problems were preseneted without + sign (e.g., 4 2). Subjects decided whether the probe number was presented in the problem or not. Children in grade 1 and 3 rejected sum probes more slowly than neutral probes only at delay 120msec and 180msec in Experiment 1 and only at delay 120msec, 180msec and 240msec in Experiment 2. Children rejected sum probes less accurately than neutral probes only in Experiment 2. These results imply that automatic activation of addition knowledge develops much earlier in Korean children than in children from Western countries.
The purpose of this study was to explore the variation in preschoolers' daily activities and self-direction both within and across the US and Korea. For this purpose, observations were made of the types of activities available for young children and initiators of those activities. Participants, ranging age from 28 to 40 months, were drawn from four cultural groups: middle and waking class communities of the US and Korea. Data were obtained through the observation of preschoolers' daily life in natural settings. A total of 5725 observation from 32 preschool children (20 from the US and 12 from Korea) were used in the analyses. To test the differences between nations and/or classes, phi coefficient and chi square tests were employed. The results indicate that preschoolers` activities varied as a function of class differences as well as societal differences. US and Korean children experienced different types of daily activities that reflected socio-cultural values of their respective communities, i.e., independence in the US and interdependence in Korea. US children were observed to be more self-directed than Korean children. In both societies, however, middle class children were more likely than their worlting class counterparts to be self-directed.
This study was conducted to examine three-year-old children can use intention and intentionality in moral judgement. Ninety-one preschoolers age from three to six were asked to judge the character of each of six stories is good or bad, and how much he/she is good os bad on four point scale. Then, children were asked to assign size or punishment to the character on five point scale. Results showed that children as young as three can use intention information for malting moral judgment: Three-year-old children rated it a little good when the negative outcome was caused by good intention, but they rated it worse when the same negative outcome was caused by bad intention. And three-year-old children rated it much better when the positive outcome was caused by good intention than when the same positive outcome was caused by bad intention. Similar pattern was obtained in children's assigning prize or punishment. In addition, three-year-old children can discriminate between intentional outcome and accidental outcome. Age foot, five, and six group showed the similar pattern to that of age three group in moral judgment.
The purpose of this study was to examine if there are differences in the self dept and social support of children among different types of bullying. In Study I, 1340 students (from 4th to 9th grade) were classified with the 4 bullying types (bully group, victim group, bully-victim group and normal group). The self-perception profile for children (Hatter, 1989) was consisted of 6 subtests, scholastic competence, social acceptance, athletic competence, physical appearance, behavioral conduct, global self-worth The bully group had higher score of social acceptance than normal group. In Study 2, the bullies perceived classmate and close friend support more. These were clarified the characteristics of bullies as compared with aggressive children. The bully-victim group was most vulnerable. The results of this study were discussed and the following study was suggested.
The purposes of this study were 1) to examine the development of children's and adolescents' reasoning about sociomoral dilemmas, and 2) to determine the relation between honesty and kindness of sociomoral judgment to story solution. Two dilemma stones for assessing development of understanding relation between honesty and kindness were administered to 217 junior high school, and 157 senior high school students. The data were analyzed through content analysis, and chi-squares were applied to examine grades- and gender differences. The results showed significant grades- and no gender differences in sociomoral judgment. Adolescents' reasoning tented to be stereotyped, approval and interpersonally oriented Stereotyped judgments (honesty) of self-oriented reasoning or internalized values increased in frequency with age, and also judgments of interpersonally or approval-oriented reasoning (social lie as kindness) increased in use with age. Implications of the results and further research were discussed and suggested.
The present study tried to identify 1) the relationships between school bullying and a number of psychological variables including violence-exposure, 2) if violence-exposure was one of the most important variable affecting school bullying, 3) how violence-exposure affects school bullying, by exploring the interactions between violence exposure and psychological variables studied. A sample of 827 female middle school students completed a questionnaire survey. In results, fast, as schoolwork related stress, passive strategies to stress, aggressiveness, violence-exposure from all four sources, desensitization increased and as self-esteem, family's support, empathy decreased, bullying offending behaviors increased. Whereas, as teachers' support, stress, passive strategies to stress, aggressiveness, violence-exposure from family, teachers, mass-media increased and as self-esteem, support from family and friends decreased, victim behaviors increased. Second, according to the results of regression analyses, all four sources of violence-exposure, aggressiveness, empathy were important predictor for offending behaviors whereas teachers' violence, self-esteem, support from teachers and friends were important predictors for victim behaviors. Third, the analyses on the interaction effects between violence-exposure and all other psychological variables on school bullying, respectively, showed that family's support and violence-exposure had a significant interaction effect on bullying. On the bases of the results of this study, possible interventions to school bullying were discussed.
The purpose of this study is to present a new approach to female ego-identity formation after reviewing previous studies in support of Eriksons claims on ego-identity. Especially those previous studies which emphasized on sex differences were examined to ascertain some characteristics in the female ego-identity formation and to identify major factors for these characteristics. It was found that "relationship" which determines the quality of human relation has Beater influence on women and on men in the ego-identity formation; hence the discussion in this study is focused on "relationship." Based on this "relationship," a new approach to female ego-identity formation process is presented in this study.
This study is to examine three questions as follows. First, Is there any relation between attachment styles and death anxiety? Second, Do religion and thoughts of personal death affect to death anxiety? Third, Is there any relation between attachment styles or death anxiety and symptoms of Sympton Checklist-90. As a result undergraduate students classified as anxious/ ambivalent attachment group had highest death atutiety scotrs among three attachment groups. And the thoughts of death affected death anxiety scores but religion did not. Interestingly according to attachment styles and to death anxiety scores, there was significant differences in symptoms of Symptom Checklist-90. Therefore it seems that death anxiety as well as attachment styles is related with psychological disorders.