• Human Ecology Research
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• v.54 no.1
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• pp.45-56
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• 2016

This study investigates: (1) children's proactive aggression according to age and the emotional condition of the counterpart child, (2) if children's intention attribution, emotional attribution (victim and perpetrator) and language ability influences proactive aggression according to age and the emotional condition of the counterpart child. The subjects were 68 3-year-old and 70 5-year-old children. Each child was individually interviewed with picture cards. Collected data were coded and analyzed in SPSS with frequencies, percentiles, means, standard deviations, repeated measures analysis of variance (ANOVA), t -tests, Pearson correlations and multiple linear regression. The results showed that 3-year-old children showed more proactive aggression and physical aggression than 5-year-old children. They showed more proactive aggression when counterpart child was in a happy condition than in a fear condition. Intention attribution, emotional attribution, and language ability partially affected a children's proactive aggression according to age and the emotional condition of the counterpart child. This study has practical implications for teachers in regards to children's proactive aggressive behavior at child care centers. Teachers use specific to develop advantages as the basis for developing aggression prevention programs that consider emotional and cognitive factors.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1252-1264
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• 2015

This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1395-1403
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• 2015

The purpose of this research is to investigate the difference across children's grades in the ambiguous idiom comprehension, the relation with the ambiguous idiom comprehension and language, perspective-taking ability, and what the factors which can influence to comprehend the ambiguous idioms is. 70 elementary school students from 1st grade to 6th grade participated in this study. They were classified with 3 groups, A(1st-2nd grade), B(3rd-4th), C(5th-6th) group and tested in the ambiguous idiom comprehension, receptive vocabulary, problem-solving and perspective-taking. Results of this study are followed. First, there was a significant difference in three groups in the ambiguous idiom comprehension task. And there was significant difference between A group and B, C but not between B and C. Second, in relation with the ambiguous idiom and language ability, perspective-taking ability, there was positive relation with the ambiguous idiom comprehension and them. Finally, the factors which can influence to comprehend the ambiguous idioms is the receptive vocabulary ability, cue-assumption and resolution-inference ability in problem-solving. And the 3 factors explain 65.3% of ambiguous idiom comprehension ability.

• Journal for History of Mathematics
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• v.20 no.1
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• pp.83-102
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• 2007

A math class in Korean university was taught in English for one semester and the students' improvement was measured in math content and English proficiency. Pre and post test in 9 week intervals showed that math content loaming in the immersion class was superior to the non-immersed class. Especially, the immersion class showed remarkable improvement in difficult problems among math content test problems. The immersion class improved in math-related English, but not in general English. It is discussed that the particular English expressions for math are hardly separable from the math content knowledge in English because understanding and using those expressions correctly means the students' understanding of math concept in English and thus the math concept itself.

• Korean Journal of Child Studies
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• v.32 no.3
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• pp.121-142
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• 2011

This study explores the structural relationships between personal factors (young children's self-esteem and language ability) and environmental factors (mother's acculturation, parenting, and teacher's multi-cultural education attitude) on young children's adjustment to early childhood educational institution in multi-cultural families. 150 young children in multi-cultural families of aged 3, 4, and 5, their mothers, and 108 classroom teachers participated in this study. The results of this investigation reveal the following : (1) Mother's integrative acculturation significantly affected mother's parenting. (2) The relationship between mother's acculturation and young children's adjustment to early childhood educational institution in multi-cultural families are significantly mediated by mother's parenting and the young children's self-esteem. (3) Young children's language ability in multi-cultural families significantly affected their degree of adjustment to early childhood educational institution.

• Journal of the Korean Home Economics Association
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• v.32 no.3
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• pp.171-184
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• 1994

This study examined the characteristics of the relationship of environmental variables that is HOME socio-demographic variables and children's verbal ability at age five. Especially this study investigated causal relationships among the variables which are supposed to affect children's verbal ability. The subjects of this study were 60 children at age five and their mothers. Instruments included inventory of home stimulation(HOME) inventory of socio-demographic variables inventory of the children's verbal ability and intelligence test. The results obtained from study were as follows: 1. For the most part environmental variables had a significant positive correlation with children's verbal ability 2. The variables that significantly predicted boy's verbal ability were aspects of physical environment breadth of experienc. And the variables that significantly predicted girls' verbal ability were developmental stimulation economic status of the home. 3. The results of the analysis of the causal model showed that the kind of variables that affected boy's verbal ability directly were indirect stimulation direct stimulation. And the kind of variables that affected girls' verbal ability directly were direct stimulation econmic status of the home inditect stimulation. 4. Another causal model of the environmental variables affecting children's verbal ability were formulated by exogenous variables(socio-demographic variables) and by endogenous variables (HOME, children's intelligence). The results of the analysis of the causal model showed that only HOME variables significantly affected boy's and girls' verbal ability directly.

• Phonetics and Speech Sciences
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• v.3 no.4
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• pp.95-102
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• 2011

The purpose of this study was to identify the characteristics of the phonological discrimination ability and phonological working memory of 10 typically developing children aged 4, and 10 other children with Specific Language Impairments whose language age is similar. In orders to compare their phonological discrimination ability among phonological awareness, discrimination tasks were conducted at the syllable and phoneme levels. Also, in order to compare their phonological working memory, the subjects repeated nonsense syllables. The research results may be summarized as follows: First, the children with Specific Language Impairments demonstrated a lower performance than the typically developing children in phonological discrimination ability at both syllable and phoneme levels, and the difference between the groups was statistically significant. Second, the children with Specific Language Impairments exhibited a lower phonological working memory performance in all syllables compared with normal children. Although there was no significant difference in 2 and 3 syllables, a significant difference appeared as the length of the syllables became longer from 4 to 6 syllables. It is deemed necessary to conduct research into qualitative and quantitative differences through an formal assessment of the phonological awareness and phonological working memory of children with Specific Language Impairments.

• Journal of Engineering Education Research
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• v.18 no.4
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• pp.34-44
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• 2015

Mathematical, spatial, and verbal abilities are important for future engineers to succeed in the STEM disciplines. The purpose of the study is to assess engineering students' spatial abilities and analyse the relationship with mathematical achievement, verbal achievement, and gender. On the mental rotation tests, 65% of male students demonstrated a substantial level of spatial abilities. But only 30% of female students exhibited spatial skills at the same level as their male colleagues. The correlations between mathematical - spatial - verbal abilities are found to be negligible. When spatial visualization ability was plotted according to the mathematical achievement level, there was no difference in the mean spatial abilities score. But when mathematical achievement score was plotted according to the spatial abilities, there was a noticeable difference. Regression analysis confirmed that female students' mathematical achievement increased as spatial abilities improved. This phenomenon was not observed for male students. It's because male students' spatial ability already contributed to their mathematics achievement. So spatial ability can be regarded as one factor for the gender differences in mathematics achievement. The gender gap on spatial abilities and math achievement is large among high achieving students. For example, there was a 4.3 to 1 male - female ratio and 3.4 to 1 male - female ratio among students scoring 99th percentile in spatial visualization test and scholastic aptitude test-math.

• School Mathematics
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• v.14 no.4
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• pp.431-443
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• 2012

The purpose of the research is to offering an implication about problem posing instruction for improving problem solving ability through 5th grade elementary school students' responses on problem posing. For the purpose a survey was implemented to 281 students at Busan urban area. There was a difference between the students' completeness in terms of problem posing types. They tended to make more simple problems linguistically rather than complicated problems and made problems for the equation easily. At first for the problem posing, students need to be taught to learn for making appropriate problems about an equation.

• Proceedings of the Korea Water Resources Association Conference
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• 2009.05a
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• pp.1078-1083
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• 2009

HEC-HMS(Hydrologic Modeling System)은 강우-유출 모의를 위한 차세대 소프트웨어이며 HEC-1에 포함되어 있는 단위도 및 수문학적 홍수추적 이외에도 격자형 강우자료(레이더 데이터)를 이용하여 적용할 수있는 유사분포 유출변화와 장기 연속모의에 적용할 수 있는 간단한 수분감소 등을 추가적으로 포함하고 있다. 또한 GUI(Graphical User Interface)환경, 통합 수문분석 성분, 자료 저장 및 관리 능력, 그래�d 처리 및리포트 출력기능으로 구성되어 있으며 여러 가지 프로그램 언어(C, C++, Fortran)를 이용하여 개발되었다. 본 연구에서는 낙동강 수계의 금호강에 위치한 동촌 지점을 유출구로 선정하고 5개의 소유역과 두 개의 하도로 구성하여 유출모의를 실시하였으며 수문자료 선정은 2007년$^{\sim}$2008년에 발생한 홍수사상과 유량조사 사업단에서 개발한 수위-유량관계곡선식을 활용하였다. 또한, HEC-GeoHMS 모형을 GIS와 연계하여 지형인자를 추출하고 추출된 지형인자를 이용하여 매개변수를 산정하였다. HEC-HMS 모형의 계산 조건에서 손실 우량은 SCS CN, 유출변환은 Clark 단위도법을 적용하였다. 또한 관측치와 계산치의 적합도 검증은 평균제곱 근오차(root mean squar error; RMSE)와 모형 효율성 계수(model efficiency; ME)를 산정하여 분석하였다