• Journal of the Korean Home Economics Association
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• v.41 no.7
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• pp.107-120
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• 2003

This study was purposed to explore children's development in the theory of mind. Children of age 7, 9 and 11 explained others' good and bad behaviors, and answered to questions about ‘mind’ and ‘heart’ Children's behavior explanations with internal factors, including traits and mental states, were scored and analyzed. The responses of mind-related knowledges were categorized and compared by age. Results showed that children's internal explanations were not different with age, and most of the children explained internally for others' bad behaviors more than for good ones. Secondly, children conceptualized cold-minded ‘mind’ and hot-minded ‘heart’ differentially, but showed developmental differences in mind-related knowledges. It was hard for the younger children to explain ‘mind’ and ‘heart’ Children came to construct their knowledge with age; ‘mind’ including cognitive monitoring, and ‘heart’ working outside the personal emotions.

• Korean Journal of Cognitive Science
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• v.16 no.1
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• pp.29-52
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• 2005

This study was carried out to examine whether children had the naive psychological knowledge that the mental states ate requited to understand the intentional actions, whether their psychological knowledge was organized as a theory, and in what aspects the knowledge changed as children get older. Three- to 11-year-olds were presented with two types of tasks. In action explanation tasks, children were presented with simple descriptions of two characters engaging in specific actions and then asked to explain the characters' action. In action prediction tasks, they were told stories depicting a character's desire and belief and then asked to predict the action of the character. Three-year-olds explained the action in terms of abstract construct such as emotion, intention, and desire, and they predicted the character's action on the basis of her/his desire and explicit belief but not on the basis of inferred false belief and traits. In addition when they were asked to explain one mental state, they explained in terms of other mental states, suggesting the coherence of their knowledge. The present results suggested that even 3-year-olds' psychological knowledge was organized as a theory, in that it was used as a causal device in explaining and predicting human actions, and it had abstractness and coherence. Older children's knowledge was different from 3-year-olds' in that older children explained the action in terms of more complicated mental states such as beliefs and traits. The nature of the developmental change in psychological knowledge was discussed.

• Korean Journal of Cognitive Science
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• v.27 no.4
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• pp.599-618
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• 2016

The relationship between dependent personality traits and depression has been widely studied in the field of psychology. However, the existing evidence is mixed and often contradictory, obscuring the precise nature of this relationship. Given that the most common method of measuring the construct of dependency has been to administer self-report instruments, it is possible that implicit dependency, another parameter of dependency that is distinct from explicit dependency measured via self-report, is confounding these results. The current study aimed to clarify the relationship between dependency and depression by comparing the effect of implicit and explicit dependency. Implicit dependency was measured via the Single Category-Implicit Association Test (SC-IAT), a test of implicit personality that has shown to have good validity and reliability in previous studies. In addition, we examined the effect of gender on this relationship, given the potential role of gender stereotype that may make male participants show lower levels of dependency when measured through self-report (vs. SC-IAT). Results showed that implicit and explicit dependency indeed had separate and distinct relationships, and the relationships depends on participants' gender. Among female participants, increased explicit dependency predicted depression only when implicit dependency was also elevated. In contrast, explicit dependency predicted depression regardless of the level of implicit dependency in male participants. These findings suggest that implicit and explicit dependency may be separate parameters capturing different aspects of dependent personality traits, further supporting the need to consider the implicit aspect of personality in personality assessment research. Implications and limitations of the current findings and directions for future research are discussed.

• Korean Journal of Child Studies
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• v.26 no.2
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• pp.27-41
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• 2005

The purpose of this study was to test the reliability and validity of the Infant Montessori Performance Assessment Scales developed by the authors. Subjects of the study consisted of 132 Montessori teachers and 50 infants who were attending Montessori home school throughout the whole country, using census method. Infant's age ranged from 6 to 24 months. Data were analysed by using SAS 8.2 PC program. Statistical methods employed were frequency, Cronbach's alpha, Kappa coefficient, test-retest correlation, construct validity, and concurrent validity. The Cronbach's alpha of 6 sub-scales included physical, creativity, practical life, sense, language, and cognitive education, which ranged from .70 to .86. And the! correlation of the test/re-test was .72. The correlation between the 6 sub-scales of Infant-Montessori Performance Assessment Scales and the total scores of 6 items ranged from .06 to .84. Therefore, the construct validity of Infant Montessori Performance Assessment Scales was verified. The Kappa coefficient of inter-rater reliability was .76. The correlation between the Infant Montessori Performance Assessment Scales and the Standardized Korean Creativity Traits Checklist(K-CTC) and the Korean Child Social Maturity Scales showed non-significant levels of .16 and .12 respectively. Conclusively, Infant Montessori Performance Assessment Scales developed by the authors were verified through the above reliability and validity tests. Specifically the Infant Montessori Performance Assessment Scales showed the relationship of the convergent and divergent validity with the Korean Child Social Maturity Scales and the Standardized Korean Creativity Traits Checklist, respectively.

• Korean Journal of Logic
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• v.16 no.1
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• pp.61-85
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• 2013

The author, after introducing the concept of de re belief and discussing de re/de dicto ambiguity in belief context and modal context, concludes that modal sentences of Korean language does not show any distinctive traits against English. He, after discussing this ambiguity in negative sentence a la Russell, tries to show that Korean provides two way of negation construction, one of which corresponds to de re negation (primary occurrence in Russell's terms). De re reading makes referentially transparent context, thus permits substitutions of identicals salva veritate; De dicto reading does not. Korean ending 'rago', used with quotation verbs, speech act verbs and cognitive attitude verbs, deserves some attention in that it permits de re sentences in addition to de re/de dicto ambiguous sentences. 'Rago' also makes speaker's commitment to the content of the intensionally contained clause 'neutral', in contrast with other Korean endings such as 'um/im' and 'raneun gut' which make speaker's positive commitment. This explains why the maxim of western epistemology that knowledge presupposes truth does not hold in Korean 'rago' sentences.

• Korean Journal of Cognitive Science
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• v.28 no.1
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• pp.1-26
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• 2017

This study investigated the cortical generators of P300 in college students with schizotypal traits by using an auditory oddball paradigm, event-related potentials (ERPs) and standardized low resolution brain electromagnetic tomography (sLORETA) model. We also investigated the relationship between the current density of P300 and the clinical symptoms of schizophrenia. Based on the scores of Schizotypal Personality Questionnaire(SPQ), schizotypal trait (n=37) and control (n=42) groups were selected. For the measurement of P300, an auditory oddball paradigm, in which frequent standard tones (1000Hz) and rare target tones (1500Hz) were presented randomly, was used. Participants were required to count the number of the target tones during the task and report this at the end of the experiment. The two groups did not differ significantly in the accuracy of the oddball task. The schizotypal trait group showed significantly smaller P300 amplitudes than control group. In terms of source localization, both groups showed the P300 current density over bilateral frontal, parietal, temporal and occipital lobes. However, the schizotypal trait group showed significantly reduced activations in the left superior temporal gyrus and the right middle temporal gyrus, but increased activations in both left inferior frontal gyrus and right superior frontal gyrus compared to the control group. Furthermore, a negative correlation between the current density of the right superior frontal gyrus and SPQ disorganization score was found in the schizotypal trait group. These findings indicate that the individuals with schizotypal traits have dysfunctions of frontal and temporal areas, which are known to be the source of P300, as observed in patients with schizophrenia. In addition, the present results indicate that the disorganization score, rather than total score, of the SPQ is useful in predicting the risk of future schizophrenia.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.457-476
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• 2009

The research aimed to investigate characteristics of middle school students in a biology class as science gifted education in terms of self-regulated learning abilities, personality traits and learning preferences. The twenty subject in the study responded to questionnaires of a self-regulated learning ability instrument, a personality trait tool, and a learning preference survey in March, 2009. It was found that the research subjects showed higher levels of cognitive strategies, meta-cognition, and motivation than those students in a previous study(Jung et. al., 2004), while environment was opposite. The level of cognitive strategies was significantly correlated with meta-cognition(r=.610, p=.004) and motivation (r=.538, p=.014) and meta-cognition with environment(r=.717, p=.000). Those students who showed highest levels of self-regulated learning ability displayed various personality traits. One male student with the highest level of self-regulated learning ability showed a personality of hardworking, tender-minded, and conscientious traits and wanted to be a medical doctor. The female student with the second highest level of self-regulated learning ability presented a personality as creative, abstract and divergent thinker and she showed a strong aspiration to be a world-famous biologist with breakthrough contribution. The five students with highest levels of self-regulated learning ability showed a common preference in science learning: they dislike memory-oriented and theory-centered lecture with note-taking from teacher's writings on chalkboard; they prefer science learning with inquiry-oriented laboratory work, discussion among students as well as teachers. However, reasons to prefer discussion were diverse as one student wants to listen other students' opinions while the other student want to present his opinion to other students. The most favorable science teachers appeared to be who ask questions frequently, increase student interests, behave friendly with students, and is a active person. In conclusion, science teaching for the gifted should employ individualized teaching strategies appropriate for individual personality and preferred learning styles as well as meeting with individual interests in science themes.

• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.243-250
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• 2010

A study is presented that examines the effect of personality on preference and purchase intention of positive and negative novelty design products. Participants evaluated their preference and purchase intention on 18 design products including positive and negative novelty design products. A cute Scream character was created as a positive novelty design and a skeleton Mickey character was used as a negative one. We measured extroversion, neuroticism, and visual product aesthetics as individual traits. The results shows that people, of course, prefer(and want to buy) the positive novelty design product to the negative novelty design product. Only in the case of the negative novelty design product, the more neurotic people is, the more they prefer it. Also, among the people who like the negative novelty design product, introvert ones are likely to purchase it but extroverted ones are not. These findings imply that personality plays an important role in liking and purchasing negative novelty design product.

• Journal of Distribution Science
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• v.12 no.11
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• pp.45-53
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• 2014

Purpose - Goal setting is effective in any domain in which an individual or group has some control over the outcomes. It applies not only to work tasks but also to sports and health, and in various other settings. Its success depends on considering the mediators and moderators determining its efficacy and applicability. This study investigates the individual factors influencing academic goal attainability. Unlike previous studies, we focused on the effect of the relationships between individual traits (passion, tenacity, self-control) and specific motivation (vision, self-efficacy, implementation intentions) with academic goal attainability, rather than the effects of the relationship between commitment and the goal shielding mechanism with goal attainability. Research design, data, and methodology - Data collected through questionnaires were analyzed by the SPSS program. A total of 293 school students, who participated in the TOEIC program, participated in the survey. Slightly more than half were female (male: n=145 vs. female: n=148). We verified nine hypotheses through various statistical methods (reliability analysis, exploratory factor analysis, confirmatory factor analysis, structural equation model for the hypothesis test, bootstrapping test for the mediation test). Results - Data was analyzed in three phases. The first phase involved measurement analysis (i.e., item purification and factor structure confirmation), involving the scales of the three variables of individual traits, three mechanism variables, and goal attainability. The second phase involved estimating the proposed structural relationships among the key constructs (see Figure 1), using the results to test H1 to H9. The final phase involved examining the mediating effects of the three variables (vision, implementation intention, and self-efficacy). The research model shows that the independent variable passion has a significant result with both the mediators-vision and self-efficacy. Further, vision and self-efficacy significantly affect goal attainability. The second variable, self-control, shows a significant effect when mediated by implementation intentions, but the direct relationship between implementation intension and goal attainability shows an insignificant result. However, when further mediated by self-efficacy, it showed a significant effect between self-efficacy and goal attainability. Similarly, the third variable, tenacity, shows an insignificant result when mediated by vision. In contrast, the mediator self-efficacy shows a positive effect between tenacity and goal attainability. Conclusions - This study shows how these individual traits, when mediated with the appropriate motivational factors, resulted significantly in the attainability of academic goals. We may identify several theoretical and practical contributions. Theoretically, we developed a step further in the research into consumer goals and related studies. Future research could examine the effects of different learning goal types and their combinations with performance goals (e.g., learning goals first, then performance goals), different types of goal framing (approach success vs. avoid failure), the relation between goals and cognition (which, by implication, entails all of cognitive psychology), goal hierarchies, and macro goal studies with organizations of different sizes. More studies on the relationship between conscious and subconscious goals would also be valuable.

• Korean journal of psychology:General
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• v.36 no.2
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• pp.241-270
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• 2017

In this study we investigated the structural relationship between the Big Five personality traits which is a pretrauma characteristic, posttraumatic cognition, rumination, posttraumatic growth(PTG), and posttraumatic stress disorder(PTSD) symptoms. The participants were 1,000 adults who experienced traumatic event. For statistical analysis we set the research model with the Big Five personality traits affecting deliberate rumination through posttraumatic cognition and intrusive rumination. Competing model was set without the path from intrusive rumination to deliberate rumination. The results indicated that rumination and posttraumatic cognition did not mediate the relationship between extraversion, agreeableness, conscientiousness and PTG, PTSD symptoms. Second, there was a mediating effect of intrusive rumination between openness to experience and PTSD symptoms. Moreover, the pathway to intrusive rumination, deliberate rumination, and PTG from openness to experience was also significant. Third, the pathway to posttraumatic cognition, event-related rumination, and both PTSD symptoms and PTG from neuroticism was significant. These results support the cognitive process of PTG model In the end we discussed the implication and limitations of the study.