• Asia Marketing Journal
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• v.5 no.1
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• pp.23-50
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• 2003

본 연구는 최근 기업들이 광고촉진의 한 수단으로서 많이 활용하고 있는 특정 감정소구의 한 형태로서 지역정서를 이용한 광고의 설득효과를 탐색하기 위하여 지역정서소구메시지 유형을 촉진형 메시지와 예방형 메시지로 구분하고, 이 메시지유형들의 설득효과에 대하여 소비자의 지식수준과 자기지역중심성향 (CLOCAL)이 어떻게 조절작용을 하는가를 탐색적으로 검토하였다. 연구결과 지역소비자에 대한 지역정서소구광고의 메시지유형별 설득효과는 소비자 개인특성의 조절변인으로서 지식수준과 자기지역중심성향 수준을 고려했을 경우, 촉진형 메시지와 예방형 메시지 모두에서 유의적인 차이를 발견할 수 있었다. 먼저, 소비자의 정보처리능력과 관련하여 지식수준이 높은 집단에서는 촉진형 메시지가 더 설득적이었고, 지식수준이 낮은 집단에서는 예방형 메시지가 더 설득적임을 발견하였다. 그러나 소비자의 자기지역중심성향수준에 따라서는, 높은 수준의 집단에서는 예방형 메시지가, 낮은 수준의 집단에서는 촉진형 메시지가 더 효과적인 것으로 나타났다. 끝으로 본 연구는 이와 같은 연구결과를 바탕으로 지역정서소구광고의 메시지 특성과 소비자특성에 따른 차별적인 지역정서소구광고의 설계전략방안들을 제안하였다.

• Journal of the Korean Home Economics Association
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• v.44 no.5 s.219
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• pp.59-68
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• 2006

This study investigated preschoolers' emotionality, emotional knowledge, event knowledge, and interpersonal problem solving strategies according to their sex and age, and the relationships among them. Subjects were 116 preschoolers (73 boys and 43 girls; 68 four- and 48 five-year-olds). Results showed that girls were higher in negative emotionality (sadness) than boys. Also, 5-year-old children were higher in emotional knowledge, event knowledge, and forceful problem solving strategies than 4-year-olds. Furthermore, children's event knowledge was positively related to their relevant problem solving strategies, while children's event knowledge was negatively related to their forceful problem solving strategies. These findings provide a preliminary evidence that children's event knowledge may predict their interpersonal problem solving strategies.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.187-197
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• 2018

Objective: The purpose of this study was to investigate relationship between teacher's emotional intelligence, consciousness of professionalism, and strategies of problem behavior guidance of early childhood. Methods: The subjects in this study were 237 childcare center teachers in Seoul and Gyoungi Province in South Korea. Three different inventories were utilized. As for data analysis, the frequency analysis, reliability analysis, correlation analysis, and Multiple Regressions were conducted through SPSS 21.0 program. Results: The findings of the study were discussed as follows. First, emotional intelligence of teacher had the relationship with strategies of problem behavior guidance of early childhood. Second, consciousness of professionalism of teacher had the relationship with strategies of problem behavior guidance of early childhood. Conclusion/Implications: First, The findings showed that as teachers had the high level of ability in recognizing and expressing their emotion preciously, so the elements triggering the situation of problem were identified and captured, and the ability of use of preventive strategies in advance increased. Second, The findings showed that as teachers had the high level of ability in recognizing and expressing their emotion preciously, so the elements triggering the situation of problem were identified and captured, and the ability of use of preventive strategies in advance increased.

• Korean Journal of Cognitive Science
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• v.9 no.1
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• pp.13-29
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• 1998

This literature review explores the possibilities for the automatic processing to account for the people's responses to emotional stimuli. The most fundamental question is if some parts of emotions are experienced without any intrusion of cognitions. In other words. can emotions be processed completely implicitly$\ulcorner$ Some studies advocate emotion related processes are much more immediate and primary than semantic processes. The phenomena to catch up the emotive values of stimuli even subliminally suggest that the implicit knowledge structure takes charge of this automatic processes of emotional information. This study summarizes the explanatory scheme of emotional processing by means of applying implicit memory principle and physiological evidences related to e emotional memories.

• Journal of the Korean Home Economics Association
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• v.45 no.8
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• pp.61-75
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• 2007

This study investigated preschoolers' emotional knowledge, emotional reactions and parents' emotinal reactions to children's negative emotions according to their family income and sex. Subjects were 99 five-year-olds(46 low-income preschoolers, 53 middle-income preschoolers) recruited from three day-care centers and a kindergarten in Seoul and their parents. Each child was individually interviewed with pictorial tasks and parents reported on their own reactions by questionnaires. Results showed that low-income preschoolers were lower than middle-income preschoolers in emotional knowledge. Low-income preschoolers showed higher level of perceptions of the peer's anger in emotional reactions than middle-income preschoolers. Low-income mothers also were more likely than middle income mothers to show punitive reaction in parents' emotional reactions.

• Korean Journal of Human Ecology
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• v.21 no.4
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• pp.705-714
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• 2012

This study investigated the relationships among emotion knowledge, negative emotionality, and autobiographical memory in a sample of 131 three- to five-year-old children attending day care center in seoul. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. First, children's emotion knowledge exerted negative effects on their negative emotionality. Second, children's negative emotionality had a positive influence on their autobiographical memory. Finally, the effect of children's emotion knowledge on their autobiographical memory was partially mediated by their negative emotionality. These findings provide a preliminary evidence that children's emotion knowledge and negative emotionality may predict their autobiographical memory.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.103-109
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• 2020

The aim of this research is to investigate the effect of how individuals monitor the time in their life on persuasion and the moderating role of goal orientation and types of persuasive message in the relationship between time monitoring and persuasion. By controlling participants' time horizon perspectives (THPs), an experiment using a 2 (THP: limited vs. expansive) × 3 (goal orientation: approach vs. avoidance vs. control) × 2 (message type: emotional vs. knowledge-related) between-subjects design was conducted.. Results showed that when participants with limited THP, those who oriented avoidance goals were more favorable to knowledge-related messages, whereas those who oriented approach goals preferred emotional messages. Participants with expansive THP were more persuaded by knowledge-related messages, regardless of pursuing goal types.

• Korean Journal of Childcare and Education
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• v.2 no.1
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• pp.89-109
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• 2006

The purpose of this study is to investigate the level of knowledge that mothers have on child development. To do so, a Knowledge of Child Development Inventory(KCDI) developed by Larsen &Juhasz(1986) was carried on to 156 mothers with an infant range from birth to age 24 months. The findings of the study were twofold: First, 70% of the questions on average were answered correctly by the participants. In other words, mothers generally demonstrated a high level of knowledge on child development. With regard to knowledge of child development, their knowledge on physical development of children was relatively low in comparison with that of cognitive and emotional development. In addition, mothers with a girl were more aware of child development especially in relation to child's emotional development. Also, mothers who delivered a heavier baby at birth possessed a higher level of knowledge concerning child's physical development. Second, other external factors, such as the level of family income and mother's education, played a significant role in affecting the level of knowledge on child development. Unsurprisingly, mothers with a higher income and education level demonstrated a higher level of knowledge on child's cognitive development. The findings of the study implicates that mothers seldom demonstrate a proper level of knowledge on child development. Hence, this study suggests that a practical, functional training services and resources for current and future mothers must be ensued.

• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.711-720
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• 2010

The geography education in korea has contributed to citizenship education since the late 19th century. But today geography has seen crisis in the school curriculum. In order to overcome this crisis we investigate educational implication of social change. Based on M. Poster's theory of mode of information, we examine changing nature of knowledge and its implication on school. These aspects ret1ect teenager culture and emotional aspect of geography education. However we needs support from the national ethos. We suggest a few directions of geography education, contribution of cultural landscape to korean identity, housing and land justice, future cities, geopolitics and culture area.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.227-238
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• 2022

One of the main roles of the science teacher is to help students become active agents in their learning of science. This study described how an elementary science teacher used students' emotional resources to conduct emotionally responsive teaching and what were the learning outcomes of this approach. The participants of the study included the teacher himself and his 6^th grade students, and emotionally responsive teaching was applied in the science unit of 'Various Living Things and Our Human Lives'. Multiple types of data, including the teacher's teaching logs, video recordings of the lessons in the unit, and interviews with the students, were collected. The data were analyzed qualitatively, and the results were described using a self-study method. The teacher took advantage of three kinds of students' emotional resources (i.e., character drawing, t-shirt design, and raps) to organize his emotionally responsive teaching. The learning outcome included the students' positive emotions and active participation in science lessons, their epistemic practices such as explorations and justifications of knowledge, and the students' reconstruction of knowledge in consideration of their everyday lives. It was suggested that emotionally responsive teaching can promote elementary school students' active participation in science learning, resulting in meaningful learning outcomes in emotional, cognitive, and conceptual aspects. Further studies should thus be conducted to understand the characteristics of emotionally responsive teaching and its detailed teaching strategies.