• Human Ecology Research
• /
• 제56권2호
• /
• pp.133-144
• /
• 2018

The study examined the longitudinal relations of preschool children's peer interaction, linguistic and cognitive abilities, and self-control, while taking into account gender differences. The study was conducted with 671 preschoolers from the $5^{th}$, $6^{th}$, and $7^{th}$ wave of the Korean Children and Youth Panel Study (KCYPS). Data were analyzed by means of basic descriptive statistics, Pearson's correlations, and structural equation modeling analysis. Bootstrapping method was also used to determine the significance of indirect effects. The analysis were conducted to find the longitudinal effects of peer interaction at the age of 4 on their self-control at the age of 6, and the mediating effects of linguistics and cognitive abilities at the age of 5 on its associations. The results indicated gender differences among the variables. According to multi-group analysis, there was a significant influence of 4 years' peer interaction on subsequent 5 years' linguistic and cognitive abilities but also on 6 years' self-control across time for boys; however, no significant direct effect of peer interaction on self-control was found for girls. Based on the findings of this study, it can be implied that it is necessary to apply different methods for boys and girls to promote self-control from the influence of peer interaction and linguistic and cognitive abilities.

• 한국콘텐츠학회논문지
• /
• 제13권2호
• /
• pp.522-531
• /
• 2013

본 연구는 다문화가정 어머니 개인변인과 가정환경자극이 유아의 언어능력에 미치는 영향에 대해 알아보는 것을 목적으로 하였다. 연구 결과는 첫째, 다문화가정 어머니 개인변인, 가정환경자극이 유아의 언어능력에 미치는 영향력에서는 먼저, 어머니 개인변인에서는 의사소통수단(주로한국어)과 유아 언어능력(수용언어, 표현언어)에서 가장 많은 영향을 미치는 것으로 나타났다. 둘째, 가정환경자극에서는 안정되고 예측할 수 있는 환경의 조직과 유아의 언어능력(수용언어, 표현언어)에서 가장 많은 영향을 미치는 것으로 나타났다. 셋째, 유아의 언어능력이 어머니의 개인변인과 가정환경자극 중에서 상대적 영향력을 알아본 결과, 수용언어에서는 가정환경자극 하위변인 중에서 안정되고 예측할 수 있는 환경의 조직, 표현언어에서는 가정환경자극 하위변인 중에서 물리적 환경의 측면이 영향력이 가장 많은 것으로 나타났다.

• 재활간호학회지
• /
• 제2권2호
• /
• pp.234-242
• /
• 1999

The meaning of the study is in the following points. The first is to find the linguistic development of children through IQ test. The second is to find the family fostering factor for the linguistic development. For these meaning this study will have the following aims. 1) To judge the similarly agreement between the children lexical ability with the teachers evaluation to the children. 2) To compare the gender differences of lexical abilities between the urban with the rural. 3) To find the family fostering factors for the children linguistic development. The collection data has been from April 13, 1999 to April 27. The subjects for this study were two grade of elementary school, which is located in "K" city and "O"rural a chosen students(273), teachers(5), parents(176). The instruments used for this study were IQ test by Korea Behavioral Science institute and family fostering environment 25 items. Teachers linguistic evaluation. The data analysis was done using Pearson's Correlation Coefficient, t-test, ANOVA using SPSS/pc program. This study found following results. 1) The similarly agreement degree between children lexical abilities with teachers comprehending evaluation maler r= .745, female r=0.809 The similarly agreement degree between children lexical abilities with teachers expressing evaluation, male r= .657, female r= .797(P<.01) 2) In comparing of the gender difference of urban, the femail is a little high than male(t= .5065), but the especial point is more large difference in male than in female. In comparing of the gender difference of rural, the female is especial high than the male(t=-4.411). (P<.01) 3) The higher factor of influencing the linguistic development is the breast-feeding(r=-.3279) in all the gender(P<.01), So that the brast-feeding better than cow's milk, mother better than the other family members in feeding, 6~8months better than one or two years in feeding term.

• 한국콘텐츠학회논문지
• /
• 제15권11호
• /
• pp.359-373
• /
• 2015

인지 보존능력(CR)이란 보완적 뇌 연결망을 통해 인지적 수행력을 최적화 또는 극대화시키는 능력이다. CR은 노화에 따른 인지-언어 능력의 저하를 완화 또는 지연시키는 데 기여한다. CR 및 정상 노년층의 인지-언어 능력 간 상관성을 체계적으로 살펴본 국내 메타분석 연구는 거의 드문 편이다. 본 연구에서는 2000년 이후 게재된 국내외 문헌 중 총 32개 논문을 대상으로 메타분석을 실시하여 상관성을 체계적으로 검증하고자 하였다. 그 결과, CR의 유형은 교육수준과 인지자극 활동, 다중언어 사용, 직업 순으로 많았고, 인지-언어의 하위 영역 중에는 기억력, 전반적 인지능력, 언어능력이 대다수를 차지하였다. 또한, CR과 인지-언어 능력 간 상관성은 '중간' 정도였으며, 기억력, 언어능력 등이 여러 CR 유형과 유의한 상관성을 보였다. 본 연구는 CR이 정상 노년층의 인지-언어 능력에 미치는 효과성을 체계적으로 분석함으로써 증거 기반적 자료를 제공할 수 있다는 점에서 의의가 있다.

• 한국산학기술학회논문지
• /
• 제17권5호
• /
• pp.548-556
• /
• 2016

노년기의 인지-언어적 변화는 일상생활의 불편함을 초래할 뿐 아니라 신경학적 질환의 주요 지표가 될 수 있다. 본 연구에서는 정상 노년층의 인지-언어 능력에 대한 주관적 및 객관적 평가 간의 상관성을 분석하고 인지-언어 능력의 예측 변인을 알아보았다. 이를 위해 2015년 7월부터 2016년 2월까지 만 65세 이상 정상 노인 63명과 이들의 정보제공자 63명을 대상으로 인지-언어 능력에 대한 자기 보고형 및 정보제공자 보고형 주관적 평가(ISCOLE)와 객관적 평가(CAPTBI)를 시행하였다. 그 결과, 첫째, 노인 및 정보제공자 집단 간에 주관적 평가의 차이는 유의하지 않았다. 둘째, 노인 집단은 8개, 정보제공자 집단은 15개 영역에서 주-객관적 평가 간에 유의한 상관성을 보였다. 셋째, 문제해결력 등은 정보제공자 보고형의 언어능력이, 그리고 집행기능과 언어능력은 정보제공자 보고형의 기억력이 주요 예측 변인이었다. 본 연구를 통해 인지-언어 능력에 대한 주-객관적 평가 간 상관성에 있어 노인 및 정보제공자 집단이 하위 영역별로 차이를 보이며, 정보제공자 집단의 주관적 평가가 더 많은 영역에서 객관적 평가와 상관성이 있음을 알 수 있었다. 이는 정상 노년층을 대상으로 한 인지-언어 능력의 평가 및 예방적 중재 시 적극 활용될 수 있을 것이다.

• 한국생활과학회지
• /
• 제21권2호
• /
• pp.165-180
• /
• 2012

The purpose of the study was to prove the effect of the "Picture Book Reading Program for Mothers" developed to enhance the language competence of married immigrant women and their children. Twenty immigrant mothers with three-year-olds were recruited, and they participated in an 8-week-Picture Book Reading Program developed by the reseacher. The REVT and U-TAP were used to measure linguistic abilities for mothers while PRES was used to measure their children's linguistic abilities. Lee(2004)'s "Effect of dialogic picture book reading teacher training program for toddlers" was used to measure the mother's and children's verbal and non-verbal behaviors. The results of the study were as follows: First, by participating in the PBRPM, the mother's linguistic ability as well as children's vocabulary and receptive language have increased. Second, by participating in the PBRPM in terms of mother-child interaction, mother's verbal behaviors to children (i.e. attention and inquiring) and children's verbal behaviors(i.e. responding and imitation) have increased. In conclusion, "PBRPM" for married immigrant women and their children proved to be effective in enhancing the language competence and verbal interactions between married immigrant women and their children.

• 한국어교육
• /
• 제23권1호
• /
• pp.123-159
• /
• 2012

This study investigates relationships between TOPIK ratings and measures of grammaticality judgement competence in the acquisition of Korean as a second language. Data were collected on the linguistic abilities of learners' at 3 to 6 on the TOPIK scale, focusing on perception in grammar-mostly morphology and syntax, some lexis, and a few of collocation. The results show that (i) proficiency and grammaticality judgement competence show high correlation, (ii) individual accuracy scores correlate strongly with levels on the TOPIK proficiency scale on most linguistic features in the test, and (iii) Japanese speakers outperform Chinese speakers at the same levels of proficiency on most linguistic features. The findings indicate that global proficiency scales like the TOPIK can be deconstructed using grammaticality judgement test that provides detailed measures of learners' control of linguistic features.

• 아동학회지
• /
• 제22권4호
• /
• pp.33-50
• /
• 2001

This research analyzed differences between parents and teachers in assessment of young children's potential abilities based on multiple intelligences theory. Subjects were 10 boys and 10 girls, 4 and 5 years of age and their parents and teachers. Children's potential abilities were measured by the Korean Project Spectrum(KPS) and by the assessments of parents and teachers. Data were analyzed by SPSS. Statistical methods were Cronbach's ${\alpha}$, t-test, and Pearson's and Spearman's correlations. Results revealed differences between the assessments of parents and of teachers. While teacher assessments were very similar to the results of the KPS on logical mathematical and linguistic intelligence, the results of parents' assessments were different from the results of the KPS on musical, interpersonal-intrapersonal, and naturalistic intelligence.

• 한국생활과학회지
• /
• 제19권4호
• /
• pp.601-612
• /
• 2010

It is widely known that language functions in our brains are lateralized to the left hemisphere and spatial recognition functions are lateralized to the right hemisphere. It is also known that handedness is closely related to the lateralization of brain functions. However, at what point in the brain‘s development the lateralization of brain functions takesplace is still disputed. This study sought to find differences in linguistic and spatial abilities between left-handed and right-handed children, and provide objective data on the relationship between the handedness and the brain lateralization. 19 left-handed children and 20 right-handed children aged 5 were chosen through questionnaire for this study and the K-WPPSI simple intelligence test was used to check the homogeneity of two groups. The results showed that the differences inlinguistic and spatial ability between left and right-handed children were not statistically significant.

• 농촌지도와개발
• /
• 제16권1호
• /
• pp.125-152
• /
• 2009

The objective of this study, which applies the multiple-disciplinary approach to the developmental characteristics of children, is to study and develop a class model that can be applied to actual kindergarten classes in rural area. For this purpose, this study proposes teaching and learning methodologies for children based on English children's tales to help make the English education of children more effective and efficient. Based on the findings, the following suggestions should be considered for improving the English-education class model for kindergartners for rural areas: First, various activities based on the multiple-intelligence approach are important methods of children-oriented education advanced by the Sixth Children's Curriculum, helping children grow their independence and creativity. Second, various activities developed by this study on the basis of the multiple-intelligence approach to promote children's reading, listening, speaking, and writing abilities helped children improve their linguistic capacities, improve creativity, and remain motivated, which was reinforced by the differences found between the test group and the control group.