• Korean Journal of Schizophrenia Research
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• v.24 no.1
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• pp.26-35
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• 2021

Objectives: Social function deficit is known as a core feature of schizophrenia. This study aimed to investigate differences in empathic tendencies and theory of mind (ToM) skills between healthy controls and young individuals with schizophrenia, and to examine the associations between empathic tendencies, ToM skills and schizotypy, and executive function in schizophrenia. Methods: Thirty patients with schizophrenia and 30 healthy controls were enrolled and assessed using the interpersonal relationship index (IRI; perspective taking, fantasy, empathic concern, and personal distress subscales), ToM-Picture Story Task (ToM-PST; sequence and cognitive questionnaire), Wisconsin schizotypy scale (revised physical anhedonia and perceptual aberration), and Stroop tests for empathic tendencies, ToM skills, schizotypy, and executive function. Results: In individuals with schizophrenia, the IRI for perspective taking and ToM-PST score for cognitive function were lower, and the IRI for personal distress was higher than those in healthy controls. The IRIs for perspective taking and fantasy were related to revised physical anhedonia, and that for empathic concern was associated with revised physical anhedonia and perceptual aberration. The ToM-PST score for sequence was associated with the Stroop test score for schizophrenia. Conclusion: These findings indicate deficits in empathic tendencies and ToM skills, which may be independently and primarily associated with schizotypy and executive function in young individuals with schizophrenia.

• Anxiety and mood
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• v.15 no.1
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• pp.1-12
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• 2019

Thought-action fusion (TAF) is a tendency to blindly assume causal relations between their thoughts and external reality. On the other hand, cognitive fusion (CF) is a tendency to take internal experiences, such as thoughts and feeling, literally rather than view them as random events. However, these two terms are often confusedly used and, in fact, have conceptual overlaps. Therefore, this study aimed to identify their distinctive features through a comprehensive review of the definition, origin, measurements and clinical implications especially on the understanding of obsessive-compulsive symptoms. The cognitive-behavioral concept of TAF is confined to erroneous and maladaptive beliefs about the connection between thoughts and behaviors. The CF is a broader construct that entails taking thoughts and feelings as facts and engaging or struggling with them such that the quality of life is lowered. They also have different theoretical backgrounds, developing processes and therapeutic approaches. From the perspective of the obsessive-compulsive disorder, both concepts have been studied as mid-structures for this illness. Recently, the effectiveness of psychological therapies related to these concepts such as defusion therapy has been tested. However, it is yet still in its infancy. In the future, complementary advances between the two concepts with studies on biological substrates is needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.344-356
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• 2019

Purpose: This study aimed to develop and evaluate the effects of an empathy education program for undergraduate nursing students. Methods: The study employed a non-equivalent control group pretest-posttest design. A total of 46 nursing students were voluntarily recruited by convenience sampling from senior nursing students from the nursing department of K college in I city, Korea. Participants were divided into two groups, an experimental group of 23 and a control group of 23. The experimental intervention (empathy education program) was conducted from April 19 to May 6, 2016 and consisted of 150-minute sessions, twice a week, for 3 weeks for a total of 15 hours. Results: Participants demonstrated improvements in perspective taking in cognitive empathy, improved empathic concern in emotional empathy, and improved communicative empathy. Analysis of reflective writings identified four theme clusters regarding communicative empathy: improvement of empathic expression, experiencing comfort and healing, improvement of interpersonal relationships, and experience of conflict resolution. Improved interpersonal ability and caring were also identified. Conclusion: The empathy education program improved cognitive, emotional and communicative empathy, and interpersonal skills and care, which are all necessary qualities for nurses.

• Journal of dental hygiene science
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• v.18 no.1
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• pp.24-31
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• 2018

This study investigated the effects of critical thinking and empathy on the cultural competence of dental hygienists and students. A total of 529 dental hygiene students were randomly sampled and included as subjects. PASW Statistics for Windows ver. 18.0 was used to obtain the following results. Among the critical thinking sub-domains, cognitive integration was the highest and the lowest. Empathic ability had the highest acceptance factor among the sub-domains. Cultural competence was the highest among the sub-domains, while cultural knowledge was the lowest. According to their general characteristics, subject age, grade, religion, and economic level influenced the cultural capacity. Cultural awareness and sensitivity were high when there were foreign visiting experiences. Cultural awareness, sensitivity, skills, and knowledge were high when subjects had experienced multicultural education (p<0.05). Cultural awareness, sensitivity, skill, experience, and knowledge were correlated with critical thinking and cultural competence, among which cultural sensitivity showed the highest correlation (p<0.001). There was a correlation between cultural awareness and sensitivity, skill, and experience among the empathy and cultural competency sub-domains (p<0.001). The factors influencing cultural awareness included intellectual integration, openness, prudence, and perspective-taking (p<0.001). The factors influencing cultural sensitivity included intellectual integration, openness, and empathic concern (p<0.001). The factors influencing cultural skill included intellectual integration, creativity, and conductivity (p<0.001). The factors influencing cultural experience included prudence, objectivity, perspective-taking, and personal distress (p<0.001). Finally, the factors influencing cultural knowledge included creativity and conductivity (p<0.001). The results indicate that dental hygiene students should be equipped with cultural competence to enhance critical thinking and empathy required by the modern society and optimized dental hygiene courses should be provided for multicultural subjects.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.75-95
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• 2011

The purpose of this study was to evaluate a group activity, reciprocal peer tutoring (RPT), in order to investigate advantages and challenges of RPT in promoting cooperative and collaborative learning environment for EFL University reading instruction. The participants in this study were 89 students taking an English reading course at a Korean university. RPT is a learning strategy whereby learners help each other and learn by teaching. This program was supported by a Vygotskyan perspective which assumes that learners gain mastery and develop cognitive skills through social interaction with more proficient others and their environment. This study relied particularly on participant perceptions through questionnaire survey and Anonymous Online class Report of the course. This study showed various advantages for tutors such as learning through teaching and becoming more autonomous and responsible for their own learning. Non-threatening and highly motivating learning atmosphere are parts of benefits for tutees. Other advantages for tutees included improved level of academic self-confidence, and motivation. This study also revealed several drawbacks associated with the problem of inaccuracy in students' production and students' demand for more direct teacher role. (182 words).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.109-115
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• 2020

The purpose of this study is to verify influences of a cinema psychotherapy class containing a discussion on improving the emotional intelligence and empathic ability of university students. The research subjects were divided into a test group and a control group, with 106 students in each group. For a semester, the test group attended a practice-centered course including cinema psychotherapy, while the control group attended a discussion on personality psychology theory. The test group was shown 6 films in 12 weeks and answered structural questions between the researcher and subjects, and nonstructural questions between subjects. The results were as follows: The test group showed significant increases in self and other emotion appraisals in the emotional intelligence field. On the other hand, there was no significant change in emotional intelligence among the control group. With respect to empathic ability, the test group showed a significant increase in cognitive empathy, perspective taking, fantasy, and emphatic concern, while the control group didn't show significant change in empathic ability. In post-test, the test group demonstrated a significantly higher ability in cognitive empathy and perspective taking compared to the control group. This study verified that an interactive cinema psychotherapy class can increase emotional intelligence and emphatic ability. This study also demonstrated the effectiveness and necessity of a cinema psychotherapy class. As the class improves, more factors of emotional intelligence and empathic ability can be addressed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.144-154
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• 2018

While depressives tend to be preoccupied with their own grief and the negative aspects, they might lack the capacity to interact with outside world. With the intention to determine whether depressives might have certain characteristics regarding empathic behavior, as behavior is highly based on responsiveness to others, we examined the relationship between emotional empathy and depression. In addition, we examined the mediating effect of self-criticism on the relationship between emotional empathy and depression. Data was collected from 146 online university students and analyzed using the correlation and multiple regression model. Results showed that perspective taking, which is the cognitive aspect of empathy, was negatively correlated with depression. Concerning the emotional aspects of empathy, both empathic responding and empathic concern were negatively correlated with depression, while personal distress was positively correlated with depression. Regression results, which set the empathy related variables as predicting variables, found perspective taking decreased depression, and personal distress enhanced depression. In addition, personal distress showed significant enhancing effect on depression and was completely mediated by self-criticism. With the result, implications and limitations of this study were discussed.

• Journal of Korea Technology Innovation Society
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• v.9 no.1
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• pp.149-174
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• 2006

Although conceptual and empirical researches on the technological learning is increasing rapidly, a few empirical researches of technological learning processes have been undertaken, taking into account a reality of learning processes of a firm. In order to analyze the learning processes of technological knowledges, based on integrative organizational learning theory, this study investigated technological learning processes by analyzing 13 technology development projects of one company with case study research design. Results of the empirical analyses suggested two taxonomy of technological learning processes. First are tour group of technological learning processes derived by the dimension of flow of cognitive and behavioral learning which is explained by the technological competency level of a firm. The other is two group of technological learning processes derived by the dimension of relative difficulty of cognitive and behavioral learning which is explained by the technology characteristics. Finally, the managerial implications for effective management of technological learning and limitations are discussed.

• Science of Emotion and Sensibility
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• v.23 no.3
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• pp.103-120
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• 2020

This study reviewed the literature on the self-distancing method for emotion regulation. Self-distancing refers to taking a step back in dealing with one's own experiences and interpreting them in a relatively objective manner. Studies have indicated that self-distancing affects cognitive and emotional processes, which are particularly beneficial in regulating negative emotions. Therefore, this study focused on organizing previous results to summarize their meaning, assess means of measurement, and analyze possible effects. Above all, the related concepts of an observer's rational perspective and self-reflection were presented to clarify the definition of self-distancing, followed by a discussion of its measurement. Based on this, the effects of self-distancing were introduced according to their emotional, cognitive, physiological, developmental, and behavioral aspects. However, despite repeated verification of the positive effects of self-distancing, there are several inconsistencies that require consideration. Finally, we suggested the study's academic and practical implications and recommended directions for further research.

• Journal of the Korean earth science society
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• v.37 no.2
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• pp.117-131
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• 2016

The purpose of this study was to compare of freshmen's cognitive frames about the 'Crisis of the Earth' upon taking the Earth science I course in high school to confirm if they reflect the goal of the curriculum reasonably. Data were collected from 67 freshmen who graduated from high school. All participants were asked to express about the 'Crisis of the Earth' in painting with explanation, then we picked meaningful units from paintings. We analyzed the words and frames presented in the paintings using the Semantic Network Analysis. Result are as follows. First, when both groups' (one that took the course vs. the other that did not take it) built their cognitive frames for the 'crisis of the Earth', they reasonably connected areas that are composed of the global environment and they understood that their relation was constantly changing by interacting each other. Second, when configuring a cognitive frame about the 'crisis of the Earth', both groups reflected the characteristics of interrelationship with human activities. In particular, the group that took the course of Earth Science I fully reflected the goal of the curriculum. It is suggested that students recognize the 'crisis of the Earth' not only from a cosmic perspective bot also from the Earth's interior since most of students have strongly connected it to the phenomenon of the Earth's interior rather than the Earth's outward symptoms. In addition, it is recommended that the Earth science curriculum put more emphasis on understanding the importance of problem-solving of the Earth's crisis.