• Journal of Korean Ophthalmic Optics Society
• /
• v.16 no.3
• /
• pp.299-305
• /
• 2011

Purpose: In watching 3D stereoscopic display using the binocular disparity, effect of difference of the pupillary distance between the adults and children on the perception of depth were investigated. Methods: The average PD of children was determined from the PD measurements of children of the elementary school of 2nd and 3rd grade in Seoul. The location of crossing visual axes were derived from the relation of the binocular disparity and the PD for the adults and children. Results: The average PD of the children was measured to be 57.3 mm which was smaller than the average PD of the adults that was known to be about 65 mm. As the binocular disparity increases to the positive direction, the crossing location steeply moves farther behind the screen. On the other hand, when the binocular disparity increases to the negative direction, the crossing location gradually moves toward the viewer. For the same amount of the binocular disparity, the crossing locations were derived to be larger for the children than the adults due to the difference of the PD. Therefore, children will perceive larger depth than the adults. Conclusions: Small PD of the viewer causes the larger amount of the depth perception. In producing the stereoscopic images, the average PD of children as well as adults need to be considered.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.10
• /
• pp.373-381
• /
• 2016

This research is a descriptive correlation research to examine the relationship among stress, coping behaviors, and perceived social support in school-age children. Students in third, fourth, and fifth grades at one elementary school in A metropolitan city were included for this research. A researcher of the study visited the elementary school and obtained appropriate approval to conduct this survey. Then, a total of 481 students answered the questionnaire; finally, the questionnaires of 409 students were analyzed after excluding 72 questionnaires due to unreliable responses. Descriptive statistics, T-test, ANOVA, and Pearson's correlation were used to analyze the collected data with SPSS 13.0. In the stress scores, academic stress was associated with the highest score ($9.30{\pm}4.41$). With respect to stress coping behaviors, lower-grade students showed to have significantly higher scores in coping behavior of pursuing social support than higher-grade students (F=3.181, p=.043); male students had higher scores in aggressive coping behavior than female students (t=-3.399, p=.001). Perceived social support scores were higher in the following order: family members ($33.01{\pm}7.61$), friends ($28.43{\pm}7.89$), and teachers ($25.71{\pm}6.30$). Female students had higher scores in perceived social support from friends (t=3.842, p=.000) and teachers (t=3.037, p=.003) than the male students. As the stress scores increased, passive coping behaviors (r=.410, p=.000) and aggressive coping behaviors (r=.445, p=.000) have been significantly increased. As perceived social support is higher, active coping behaviors (r=.455, p=.000) and coping behaviors to pursue social support (r=.429, p=.000) were significantly increased. Therefore, we can conclude that stress management is very significant for children. It would be necessary to develop nursing intervention programs in order to reduce the aggressive and passive coping behaviors of children and encourage perceived social support.