• Child Studies in Asia-Pacific Contexts
• /
• 제3권1호
• /
• pp.69-80
• /
• 2013

The present study examined balanced bilingual children's cognitive and affective perspective-taking and compared them to that of monolingual children. A total of 133 children aged 4 to 5 years and consisting of 73 Korean-English bilinguals and 60 Korean monolinguals were tested with cognitive perspective-taking and affective perspective-taking tasks. Balanced bilinguals were screened through general language ability tests in both English and Korean. Participant backgrounds were collected through a parent questionnaire. Results showed significant differences in affective perspective-taking between bilingual and monolingual children, demonstrating that bilingual children outperformed monolingual children. Although there was no difference in cognitive perspective-taking between bilinguals and monolinguals, the result showed that children's cognitive perspective-taking ability develops with age. This study provides basic information about bilingual children's perspective-taking ability and their bilingual advantage.

• 한국생활과학회지
• /
• 제10권1호
• /
• pp.15-31
• /
• 2001

The main purpose of this study was to explore the development of knowledge about the appearance-reality distinction and the perspective-taking ability and to examine its relation. The subjects were 104 children, 13 boys and 13 girls each at the age of 3, 4, 5, and 6. The performance of four age groups were compared on illusion appearance-reality, color appearance-reality, perceptual perspective-taking, and cognitive perspective-taking tasks. The data were collected by individual testing and analyzed by the two-way ANOVA with repeated measures, one-way ANOVA and Pearson Correlation Coefficients. The major results were as follows. 1. In children's understanding of the appearance-reality distinction, significant differences were found between 3-year-olds and 4-year-olds, and 5-year-olds and 6-year-olds. While between 4-year-olds and 5-year-olds showed no such differences. Besides, gender did not affect the children's understanding of the appearance-reality distinction. 2. There was significant difference in performance according to the type of tasks. That is 3-year-olds perform better illusion appearance-reality distintion than color appearance- reality distintion, while 4, 5, 6 year old children's performance of color appearance-reality and illusion appearance-reality distinction showed no difference. 3. In children's ability of perceptual perspective-taking, significant difference was found between 3, 4, 5-year-olds and 6-year-old children. And in ability of cognitive and perspective-taking, significant difference was found between 3, 4-year-olds and 6-year-old children. Besides, gender did not affect the children's perceptual and cognitive perspective-taking. 4. The color appearance-reality distinction and perceptual perspective-taking showed significant correlation. That is, the children of high grade for perceptual perspective-taking were better understanding of color appearance-reality distinction.

• 한국생활과학회지
• /
• 제6권1호
• /
• pp.1-14
• /
• 1997

The purpose of this study was to comprehend the age-related differences in the relationship and developmental tendency between Orphanage and Normal Children's affective and cognitive perspective-taking ability. The subjects were 5-year-old (N=64) and 7-year-old (N=64) children. In each group, there were equal number of boys and girls, 128 Children were composed of(male: 32, female: 32) and orphanage Children(male: 32, female: 32). Feshbach & Roe's child perspective-taking ability test was modified for this study and the test included four facial expression cards and six different stories including three types of affection. In the procedure of study, after a set of story cards containing one of three affective types, the subject was asked to retell the story shown in each cards to study cognitive perspective-taking ability, and for the affective perspective-taking ability. Then the subject was asked to tell the feeling of the hero in the story and to select one of the four facial expression which is consistent with the feeling. The cognitive perspective-taking ability and affective perspective-taking ability response were coded three kinds of scoring respectively. Scored data were analyzed with MANOVA. t-test, Pearson Correlations and Fisher-z test. The results were shown as follow : First, both Orpanage and Normal Children's the cognitive and affective perspective-taking ability increased with age. Secondly, both Orpanage and Normal Children's perspective-taking ability was lower than Normal Children's perspective-taking ability. Thirdly, both Orpanage and Normal Children's correlation between cognitive and affective perspective-taking ability increased with age.

• 아동학회지
• /
• 제35권4호
• /
• pp.167-177
• /
• 2014

The study examined the influences of age, empathy and perspective taking ability on altruistic lying in 5 and 6 year old children. Eighty three children answered a question as to whether a protagonist would lie after listening to three vignettes involving altruistic lies. Korean versions of the Affective Situation Test(AST) and cognitive perspective taking task were used to measure children's empathy and perspective taking respectively. The results of the study showed that there were significant differences in altruistic lying by age. Altruistic lie by children was positively related with their age, empathy and perspective taking ability. In particular, age and perspective taking ability are important factors influencing children's altruistic lie in young children in Korea.

• 대한가정학회지
• /
• 제43권1호
• /
• pp.69-84
• /
• 2005

The purposes of this study were to investigate (1) intention perspective taking, (2) cognitive cuing according to infant age, cue type, and emotional-situation fit, and (3) the relationship between a child's intention perspective taking and cognitive cuing. The subjects were 2 groups of 41 infants each aged 3- and S-years-old from two different day-care centers in Seoul and Kyonggi province. Each child was individually interviewed with pictorial tasks. There were significant differences in the children's intention perspective taking according to their age, type of intention, and intention-outcome fit. There were also significant differences in the children's cognitive cuing according to their age, cue type, and emotional-situation fit. A relationship between the intention perspective taking and cognitive cuing was also revealed that is, the thinking and application responses of cognitive cuing were positively related to the children's intention perspective taking.

• 아동학회지
• /
• 제12권1호
• /
• pp.5-20
• /
• 1991

The purpose of this study was to investigate developmental tendencies and age-related differences in the relationship between children's cognitive and emotional perspective-taking ability. The subjects were 4-year-old (N=60), 6-year-old (N=60) and 8-year-old (N=60) children. In each group, there were an equal number of boys and girls. Feshbach & Roe's child perspective-taking ability test was modified for this study. The test included four facial expression cards and six different stories inducing three types of emotion: happy, sad and angry. This experiment consisted of a 3 (age) by 3 (emotional stories: happy, sad and angry) factorial design. The dependent measures were two response types: emotional and cognitive perspective-taking ability. The results showed that both cognitive and emotional perspective-taking ability increased with age. Happy emotional perspective-taking ability developed earlier than sad and angry perspective-taking ability. The correlation between cognitive and emotional perspective-taking ability increased with age.

• 아동학회지
• /
• 제27권3호
• /
• pp.255-270
• /
• 2006

The present study applied the research of Endres(2003) to investigate understandings of theory of mind by 3- and 4-year-olds based on false belief, perspective taking, and intention. Participants were 86 3- and 96 4-year-old children in three kindergartens. Individual interviews were conducted for each task. Results showed that 4-year-olds scored higher than 3-year-olds on all three variables. Both 3- and 4-year-olds scored highest on perspective taking and lowest on intention. These results suggest that children's understandings of the theory of mind are still developing between 3 and 4 years of age and that their understanding of intention develops more slowly than false belief and perspective taking.

• 트랜스-
• /
• 제14권
• /
• pp.93-122
• /
• 2023

세계 모든 나라들에 '어린이를 위한' 혹은 '어린이가 주인공인' 영화들이 있다. 하지만 각각의 문화권마다 어린이 영화를 다루는 방식이나 시각의 차이가 존재한다. 예를 들어 미국의 어린이 영화를 대표하는 디즈니는 주로 어린이와 가족의 오락성과 즐거움을 만족시키는 것이 목적인 반면 중국에서의 어린이 영화는 아동의 교육적 역할을 더 중시하는 편이다. 문화권마다의 특색과는 관계없이 일반적 의미에서의 어린이 영화는 수용 대상이 어린이이며 어린이를 위해 창작되는 영화를 일컫는다. 하지만, 이란 영화에서 어린이를 소재, 주제 혹은 수용자로 상정하여 접근하는 방식은 또다른 특색이 있다. 주로 극중의 주요인물로서 어린이가 등장하여 그만의 독특한 시각으로 배경이 되는 사회현상과 영화를 관통하는 서사에 대한 해석과 관점을 제시한다. 어린이의 눈을 통해 어른의 세계를 바라보고 현실을 반영하고 창작자의 의도를 간접적으로 표현하며 어린이의 시각적 언어를 통해 창작자의 사상을 간접적으로 전달하는 것이다. 어린이 시각의 활용은 일종의 특별한 전략으로 이란 영화가 특수한 창작 환경 속에서 생존할 수 있는 길을 열어주었으며, 이란 영화만의 주요한 특징으로 자리매김하였다. 이러한 어린이 사각을 보여주는 이란 영화들 중에 대표적으로 마지드 마지디의 영화들이 있다. 그의 영화에서 어린이 시각은 그만의 연출양식으로 주목할만한 것인데 단편영화, 다큐멘터리와 해외 제작 영화 제외한 9편의 영화 중 어린이 영화가 5편으로 중요한 비중을 차지한다. 본 연구는 마지드 마지디의 영화들에서 보여지는 어린이 시각에 대해 고찰한다. 마지드 마지디의 영화 속 어린이 시각의 활용을 살펴보면서 이것이 어떻게 이란영화의 일반성으로 확대되어 이란 영화의 중요한 한 흐름을 자리잡게 되었는지 살펴본다.

• 한국생활과학회지
• /
• 제13권4호
• /
• pp.485-496
• /
• 2004

The purpose of this study is to examine how the difference of parents' verbal control styles influence children's perspective-taking and interpersonal cognitive problem-solving skills. The subjects of this study were 117 five-year-old children with their parents included. The questionnaire used was relevant to the topic, such as parents' verbal control styles, young children's perspective-taking ability, and their interpersonal cognitive problem-solving skills. The percent, mean, standard deviation, three-way ANOVA, and Scheffe were used to analyze the data collected through SPSS WIN program. The major findings are as follows: First, a father's verbal control style makes a significant difference in young child's perspective-taking ability. However, there is no interaction effect between parents' verbal control styles and a child's sex. Second, a father's verbal control style makes a significant difference in young child's interpersonal cognitive problem-solving skills. Character-oriented verbal control mode of a father, in particular, produces more effects on boys than girls. Lastly, Two skills - alternative problem-solving skills and cause-solving skills - have interaction effects. Boys demonstrate higher skills than girls when parents apply character-oriented verbal control styles. Girls do so when mothers use position-oriented verbal control styles, especially in the area of cause-solving skills.

• Nutrition Research and Practice
• /
• 제15권6호
• /
• pp.761-772
• /
• 2021

BACKGROUD/OBJECTIVES: Understanding the factors associated with fish consumption is necessary to determine strategies to improve the fish consumption particularly those high in omega-3 long chain polyunsaturated fatty acids (n-3 LCPUFA). The aim of this study was to analyse the correlation between a mother's perspective on fish and actual fish consumption in their children. SUBJECTS/METHODS: Two hundred thirty-one elementary school children grade 3-6 and their mothers in Surakarta were recruited using multi stage random sampling for this study. Data was collected in July and August 2017. A validated questionnaire consisted of 3 topics including knowledge related to the health benefits and organoleptic properties of fish and cooking technique-related attitudes on fish were used to measure the mother's response to the fish properties. A validated food frequency questionnaire and a food picture book of fish specifically designed for the survey were developed and used to assess fish consumption of the children. A χ² test was used to analyse the correlation between the mothers' perspective on fish and their children's fish consumption. RESULTS: The median fish consumption in children was 65 g/d with fried non-oily or lean fish, e.g., milkfish (locally called Bandeng) and catfish (locally called Lele) were consumed more than oily fish as well as processed fish products. Of all children, 31% met the fish consumption recommended by the Environmental Protection Agency-Food and Drug Administration 2017. There was no relationship between a mother's knowledge related to health benefits, organoleptic properties and cooking technique-related attitude toward fish and her child's fish consumption. CONCLUSIONS: The fish consumption of children is not influenced by their mother's perspective on fish. Nutrition education strategies are warranted to improve fish consumption and maintain the optimal benefits by consuming fish, including fish high in n-3 LCPUFA.