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open access
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ISSN : 1229-0718
Developmental psychology has emerged on basis of evolution theory and biology, focusing on issue of "the origin of mind and its change", though the early experimental psychology has favored the physics' view for study on human mind. This difference has made the developmental psychology further away from the main stream of psychological activities. While reviewing diverse historical progress of psychology and related events, it becomes evident that the developmental psychology could form its identity not from the research interest on the origin of mind and its change, but from the social necessity, such as education and child welfare. This history explains why the developmental psychology has changed its research agenda, and came to focus on comparing different age groups, discarding a developmental view for exploring psychological issues. This trend has made it to be treated as a second class psychology. A discussion on paradigm shift in science has resurrected the forgotten issue of the development psychology, and redefined the identity of psychology. The change of psychology in new science paradigm and its research issues has meant the incorporation of developmental view which was totally ignored at the early forming period of psychology. The progress has been a new momentum to appreciate a development view in research of psychology. If the psychology has to be reorganized based on a new science paradigm, the developmental psychology would take a leading role model for the new psychological research. This change also means that the main concern of developmental psychology in Korean society is not limited on child studies, but extends the issue of mind change for the sake of their adaptation in the changing society. Both of the developmental progress of developmental psychology and the discussion on its identity will provide a new view and agenda of psychology to contribute for development of Korean society.
The first purpose of the present studies was to compare the ability of autistic children to understand false belief with that of normal and mentally retarded children. Sally-Anne false belief tasks were used in Exp. 1. Autistic children performed less than normal and mentally retarded children, but the difference between the autistic and mentally retarded children were not significant. Similar results emerged when Smarties tasks were used in Exp. 2. The second purpose was to investigate whether the children understand their own false beliefs better than other's. Responses to "own false belief" were compared with those to "other's false belief" questions in Exp. 2. There were no evidence that children understand their own false belief better than other's. The last purpose was to investigate whether autistic children could learn to understand false belief In Exp. 3, children were taught about the principles underlay false belief concept. All three groups were able to pass transfer tasks of false belief following teaching. Overall improvement was less in the mentally retarded group than in the autistic and normal groups. The results suggest that teaching the principles undelay false belief concept is effective for autistic children.
For analogical transfer, we select and retrieve sources from our memory. Selecting a source involves competitive situation because great deal of information exists in our memory. Similarity between target and source problem determines which sources we will select. This study aims to know the effect of similarity on retrieval and transfer using analogy. Total 223 children, preschool, 1st grade, and 3rd grade of elementary school, participated in two related experiments. They took part in following procedures. First, Children learned various similar types of source stories in acquisition stage. Second, they listened to a target story and asked to remind analogically one from various sources. Later, they were directed to solve the problem in target story and to suggest reasons of own response. In experiment 1, 149 children heard 3types of source stories: structural, surface, and nonrelated similarity. After than they reminded one of the source stories cued by the target story and solved the problem. The result was that reminding structural source stories and success of analogical transfer increased with age. That is, retrieval of structural similarity facilitated analogical transfer and this trend improved with age. However, reminding of surface similarities could also increase analogical transfer if the children could supplement structural relation to their surface reminding.. Experimental 2 compared 74 children's performances in two conditions: in the one condition, structural, surface, and nonrelated similarity types were provided as source stories; in the other condition, overall, surface, and nonrelated similarity types were provided. Children performed better in retrieving of structural related source story and analogical transfer in condition that included overall similarity than in condition included structural similarity. Specially, preschoolers achieved nearly equal level of success of analogical retrieval and transfer to 1st-graders. These results through experiments indicated that structural retrieval made analogical transfer successful, and development of analogical transfer could facilitated by easy condition for retrieval of structural relation between the source and the target. These findings suggested the implication for memory retrieval model of analogy and educational practice using analogy.
The purpose of this study was to investigate age and sex differences in children's representations of mothers in their play narratives and to examine the relationship among positive, negative, and disciplinary representations of mothers. 20 four-year olds and 20 five-year olds were interviewed using the MacArthur Story-Stem Battery. Children's narratives were coded from videotapes based on the coding system of Oppenheim, Emde, & Warren's(1997) study. Positive representations of mothers were most frequently observed, followed by disciplinary and negative representations. Five-year old boys had more positive and disciplinary representations of mothers than four-year old boys. On the other hand, five-year old girls had less positive representations of mothers than four-year old girls. Children with more positive and disciplinary representations of mothers tended to have less negative representations of mothers.
The purpose of this study was to find factors that would make an effect on adolescents' identity and to offer directions for the adolescents' identity development. Subjects were 414 male and female highschool students in Kangnung and Sokcho. Male students communicated more with their fathers than female students did, while male and female students were not different in perceiving their communication with mother. The more educated the father was, the better the open communication was made with their child. As for the mother, the less educated the mother was, the more the problematic communication was made between mother and child. Male students had higher identity scores comparing to female students. And father's education was positively related with the sub-scale scores of personal relation, self-acceptance, self-expression, self-existence. and the total scores of identity, while mother's education was positively related with the sub-scale scores of goal-orientation, personal social role, self-acceptance, self-existence, and the total scores of identity. Father's open communication showed a significant correlation with goal-orientation and personal social role. Strangely enough, self-acceptance and personal relation were related to the open communication of father, and uniqueness was of mother. And the problematic communication of both parents had negative correlation with self-existence. Based on a multiple regression analysis, it was found that the variables which had significant effect on the identity of adolescents were Render and father's communication patterns.
This study examined the relationships among Perceived Adolescents' Social Supports, Internet Addiction Tendency, and Internet-related Delinquency. Subjects in this study consisted of 476 students who are attending the sixth grade of two elementary schools, the third grade of two middle schools, and the second grade of two high schools in Checheon. They were asked to rate the questionnaires concerning Perceived Social Supports, Internet Addiction Tendency, and Internet-related Delinquency. Statistical procedures were correlation analysis, t-test, and one-way ANOVA. The results were as follows: (1) There were negatively significant correlations between Perceived Adolescents' Social Supports and Internet Addiction Tendency, and between Perceived Adolescents' Social Supports and Internet-related Delinquency. (2) The levels of Adolescents Internet Addiction Tendency were different according to levels of social support from brothers(sisters), but were not different according to levels of social support from father, mother, teachers, and friends. (3) The levels of Adolescents' Internet-related Delinquency were different according to levels of social support from father, mother, and teachers, but were not different according to levels of social support from brothers(sisters) and friends. The implications and limitations of these findings were discussed and directions for future studies were also proposed.
The purpose of this study is to review the definition of the resilience, risk and protective factors, measures for resilience studies and the characteristics of resilient person. Block defining the resiliency as one of the personality types explains the resiliency in relation of the ego-control, whereas developmental psychopathologists accepting organizational perspectives of development define the resilience as the personal competence or capacity changing with ages. Researchers following the Block's defitution compare resilient persons with nonresilient ones, while researchers of organizational perspectives confirm risk and protective factors and concern the development of the preventive or theraputic intervention program for helping to become as resilient children. Finally the problem of defining the resiliency is discussed.
The purpose of this study was twofold. The first purpose was to develop an observational rating scale (Interaction Behavior Rating Scale) that would evaluate the nature of mother-child interaction under structured play situation. The scale was designed to focus on attachment behaviors for children between 12 months and 30 months of age and their mothers. The second purpose was to propose structured play activities. Items were developed through home observations and extensive literature review. IBRS consists of two subscales. One is attachment behavior rating scale for children and the other is attachment enhancing behavior rating scale for mothers. Participants were 100 experts in the field of mother-child interactions and attachment. Participants were asked to rate the appropriateness of each item that was developed. The two subscales were analyzed using factor analysis and Cronbach's alpha. The results of this study were the following: First, attachment behavior rating scale for children was composed of 19 items which had four factors; responsiveness, dependency, secure-base behavior, and affection. Cronbach's alpha of total items was .89. Second, attachment enhancing behavior rating scale for mothers was composed of 17 items which had three factors; affection, responsiveness, and sensitivity. Cronbach's alpha of total items was .90. In addition, 19 tasks that structure observation situation were selected.
The present study was designed to examine whether differences between four groups (bully, victim, bully/victim, and control) in CBCL and TRF would be contingent on how to measure their bullying and victimization at school. The two measurements of self-reports and peer-nominations were obtained twice at two different time points, four months apart. For each time point, 220 students of four to seven grade were assigned to those four groups on the basis of each of self reports and peer- nominations of bullying and victimization at school. Self-reports and teacher- ratings of students on CBCI. and TFR each were also obtained at time 2. Results indicated that across the two time points, reliable differences in the self-reported CBCL were found between the groups formed on the basis of self-reports and reliable differences in the teacher-raced TRF between the groups formed on the basis of peer-nominations. However, self-report-based groups did not have reliable differences in the teacher- reported TRF and peer-nomination-based groups not in the self-reported CBCL. In relation to these results, resources of disagreement among judges in ratings of a Riven target were discussed.
This study aims to develop a creativity improvement program with imagery thinking and to verify its effects. Also, the effectiveness of this program were analysed in terms of sex and academic achievement. The subjects are 156 students of H university in Choongnam province. The subjects were divided into two groups. One group, as a experimental group(n=78), was exposed to creativity improvement program for 8 weeks and the second served as a control group (n=78). The results are as follows. The experimental group gained significantly high scores in the post-test for the all domains of creativity(i.e., originality, fluency, flexibility) while the control group did not in the none of them. This program appeared to be more effective for the high academic achievement group. There is no significant difference in the effect size between male and female group. Finally, most of the subjects in the experimental group utilized mental imagery during the execution of this program.