open access
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open access
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ISSN : 1229-0718
The purpose of this study was to investigate the relationship between the different kinds of vocabulary at 18 months and the intellectual ability at 4 years. The total of 46 children (N=46) were participated in this study. MCDI-K assessed the children's vocabulary, which included the nouns, verb, adverb, and predicate completed by their mothers at 18 months. Moreover, K-WPPSI assessed the children's intellectual abilities, which was administrated by the examiner at 4 years. The results are as follow: First, there was a significant correlation between the number of nouns at 18 months and the vocabulary subtest scores at 4 years, and between the number of adverb at 18 months and the maze subtest score at 4 years, respectively. However there was no correlation between the expressive vocabulary and intellectual abilities in their development. Second, children whose expressive vocabulary was delayed in infancy had a lower intellectual ability. The study explored the characteristics of noun and vocabulary spurt.
The purpose of this study was to examine the relationship between working memory and performance of mathematics. The subjects were 137 children from elementary school in Seoul. The independent variables were phonological span and visuospatial span. The dependent variables were the performance of arithmetics and geometry. A phonological span was measured in terms of adding together pairs of multi-digit numbers. A visuospatial span was measured in terms of reproducing the sequence. On each trial the participant observed the taps the experimenter made a sequence of blocks and then attempted to reproduce the sequence. Mathematical achievement test consisted of arithmetics and geometry problems. One way ANOVA was applied for each independent variable and for four groups divided by phonological and visuospatial span. The results of this experiment were as follows: First, the phonological loop appeared to operate in solving arithmetic problems. Second, the visuospatial pad appeared to operate in solving geometry problems. Third, different component of working memory took specialized role in mathematics. This result suggest that children with the difficulties in mathematics might have had specific deficit in working memory.
This study tested the links among children's theory of mind, social behaviors, and peer acceptance. It administered 146 fourth and sixth grades children mindreading and facial expression tasks, Matson Evaluation of Social Skills with Youngsters, Index of empathy for Children, and Adolescents, and peer nominations. Children's social skill scores correlated most strongly with their empathy scores, and then with their mindreading ability and performance on facial expressions tasks. Peer popularity correlated most strongly with children's social skill scores, and then with their performance on facial expression tasks and empathy scores. Children's empathy scores and performance on facial expression tasks were the best predictors of social skill scores, while their social skill scores and performance on facial expression tasks were the best predictors of peer popularity. The results suggest that children's social skills and ability of recognizing correctly facial expressions are the important factors in determining their peer relations.
Jaswal and Hansen(2006) found that 3- to 4-year-olds relied on mutual exclusivity bias to infer the meaning of a novel word even when some pragmatic cues conflicted with mutual exclusivity. The current research examined how Korean children interpret a novel word in the similar situations as the pragmatic cues varied in the extent to which the cues explicitly convey communicative intentions. Explicit pragmatic cues(pointing gestures) and relatively ambiguous cues(eye gaze) were used. In Experiments 1 and 2, the speaker pointed to familiar object when making a request of the referent of a novel word. Results indicated that 4-year-olds chose familiar and novel objects about equally often whereas 3-year-old children chose familiar object more often than expected by chance. Thus, Korean children were less likely to follow mutual exclusivity when speaker provided explicit pragmatic cue. In Experiment 3, the speaker looked at a familiar object when making a request of a novel word's referent. The results showed that 3-year-old children were more likely to follow mutual exclusivity than eye gaze.
This study examined the effects of temperament and attachment to parent on sibling and friend relationships with elementary school children and middle school adolescents. Analyses revealed that warmth aspects of both the sibling and friend relationships were related to emotionality, while the conflicts aspects of these relationships were associated with sociability and activity. Also high attachment to parent were associated with warmth aspects and low attachment to parent were related with conflicts aspects of the both relationships. Interesteringly temperament had greater effects on friend relationship than sibling one and attachemt had greater effects on sibling realtionship than friend one.
For this study, 328 students from 1st-, 3rd-grade middle school, 2nd-grade high school, and undergraduates were asked to generate role-related self-representations. Then, the contents and the construct of self-representations were analyzed through these self-descriptors. The results were as follows: First, as the grades became higher, characteristic attributes were increasing, and emotional attributes were decreasing. In addition, selves with parents were more emotional and selves with friend group were more abstractive and stable. Second, as the grades became higher, self-representations were more differentiated and the more opposition and conflicts were perceived. Through the result of this study, it was confirmed that self-representations from diverse social contexts were more abstractive and stable in their content and were differentiated in their construct during adolescence. However, in comparing with preceding research, there were differences in the time and the degree of self-proliferation. This may means cultural differences in a development of self-representations.
This study examined the effectiveness of a group-game program for children with high functioning autism experiencing as peer-leaders. The participants were 24 children, of age 6 to 9, diagnosed as high functioning autism, PDD-NOS, or Asperger. They were assigned to two groups matched on IQ, age, and ASSQ scores. The treatment group was administered the group-game program twice a week for two months(15 sessions) while the control group did not participate in any special program. Two-way ANOVAs(with one repeated measure variable) showed that the pre- and the post test comparison resulted in significant change in treatment group's performance on theory of mind tasks and some of executive function tasks, and on SSRS scores by parents' reports. Discussion centers on the effectiveness of game activities which are designed to increase mind reading, executive function, experience as peer leaders.
The purpose of this study was how relative variables had effect on the attachment stability in children with disabilities. This study also investigated significancy among several variables according to disability type. We selected 48 children with pervasive developmental disability, 73 children with mental retardation children, and 121 of his or her mother for our study. We surveyed them on social support, marriage satisfaction., depression. mother's sensitivity, children's intellectual ability and language ability. We verified how these variables have effect on attachment stability with using multiple regression analysis. The results of present study were as follows: Only mother's sensitivity had effect on the attachment stability in children with disabilities. The disability type with children didn't have any effect on the attachment stability. Mother's sensitivity for pervasive developmental disorder and mental retardation children had more effect on attachment any other variables.
The purpose of this study was how relative variables had effect on the attachment stability in children with disabilities. This study also investigated significancy among several variables according to disability type. We selected 48 children with pervasive developmental disability, 73 children with mental retardation children, and 121 of his or her mother for our study. We surveyed them on social support, marriage satisfaction., depression. mother's sensitivity, children's intellectual ability and language ability. We verified how these variables have effect on attachment stability with using multiple regression analysis. The results of present study were as follows: Only mother's sensitivity had effect on the attachment stability in children with disabilities. The disability type with children didn't have any effect on the attachment stability. Mother's sensitivity for pervasive developmental disorder and mental retardation children had more effect on attachment any other variables.