• Korean Journal of Child Studies
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• v.27 no.6
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• pp.217-234
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• 2006

This study examined variability of gestures and their correlation with vocabulary acquisition in the communication of infants. Subjects were 96 infants, 7 to 24 months of age, residing in Seoul and its vicinity. Instruments were the Communication and Symbolic Behavior Scales (Iverson, et al., 1999) and the MacAuther Communicative Development Inventory-Korean (Bae and Lim, 2002). Data were analyzed by one-way ANOVA and Pearson's Correlation. Results identified monthly changes in types of communicative gesture used by infants: more deictic at younger and more representational at older ages. Deictic gestures were related to size of the receptive vocabulary and size of the whole vocabulary. Representational gestures were related to acquisition of expressive vocabulary, size of the receptive, and size of the whole vocabulary.

• Journal of Naturopathy
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• v.10 no.1
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• pp.48-55
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• 2021

Purpose: People with intellectual disabilities are vulnerable to the use of receptive and expressive vocabulary. The purpose of this study was to investigate the effect on the receptive vocabulary and the expressive vocabulary after teaching reading education to adults with intellectual disabilities living in facilities using picture fairy tales. Methods: The subjects of this study were 12 adults with intellectual disabilities under the age of 20 to 40 residing in residential facilities. They were divided into 6 test groups and 6 control groups, and gave a total of 12 sessions of 60 minutes per session, and reading instruction using picture fairy tales. Results: In the test group that conducted reading activities using picture fairy tales, the use of the receptive vocabulary was significantly improved, and the use of the expressive vocabulary was significantly improved. There were no significant results in all of the control groups. Conclusions: This study had the effect of improving the use of receptive vocabulary and expressive vocabulary after teaching reading using picture fairy tales for the disabled. It is estimated that this result will be the basis for research in this field.

• Journal of the Korean Home Economics Association
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• v.50 no.2
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• pp.75-84
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• 2012

The purpose of this study was to examine the relationship between infants' turn-taking and vocabulary development during a one-year longitudinal study. Participants of this study included 46 infants who participated in both of the 1st and the 2nd tests. The infants' turn-taking frequencies were observed during mother-infant's free play for 10 minutes. The infants' vocabulary was investigated with MCDI-K for the 1st test and PRES for the 2nd test. The collected data were analyzed using both t-test and Pearson's correlation. The research results were as follows: First, the turn-taking frequencies and vocabulary of infants increased with age groups. Second, there was positive relationship between the turn-taking and the receptive vocabulary in group A at T1. Third, there were significant differences in receptive vocabulary at T1 and expressive vocabulary at T2 among group A according to the infants' turn-taking levels.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.1-17
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• 2016

The objective of the study is to find out the effects of toddler's temperament and mother's parenting behavior on the development of vocabulary ability. The study was conducted with 299 infants between the ages of 18 and 24 months and their mothers in 47 day care centers in I city, Jeollabukdo. The results of the study are as follows. First, according to the correlation between infant's temperament and vocabulary based on the composition of temperament, approach-avoidance, adaptability, and mood showed a negative correlation with receptive and expressive vocabulary, and response intensity showed a positive correlation with receptive vocabulary. Second, according to the relation between mother's parenting behavior and infant's vocabulary ability based on the sub-factors of mother's parenting behavior, instructional parenting behavior and setting-limits parenting behavior showed a positive correlation with receptive and expressive vocabulary. Third, according to the effects of infant's temperament and mother's parenting behavior on the development of infant's vocabulary ability, as for the understanding of vocabulary, the explanation power of approach-avoidance is the highest, followed by instructional parenting behavior, response intensity, and mood. As for expressive vocabulary, the explanation power of instructional parenting behavior is the highest, followed by mood, response intensity and activity. In the development of infant's vocabulary ability, it was found that receptive vocabulary was affected the most by approach-avoidance, and expressive vocabulary was affected the most by instructional parenting behavior. Mothers will have to have interrelation skills suitable for temperament for the development of infant's receptive vocabulary, and have parenting behavior expressing the traits of things and events for the development of expressive vocabulary.

• Therapeutic Science for Rehabilitation
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• v.8 no.3
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• pp.83-95
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• 2019

Objective: The purpose of this study was to investigate the effects of the Power Card strategy on the receptive vocabulary and expressive vocabulary in children with autism spectrum disorders. Method: Three children with autism spectrum disorder were selected for this study and the power card strategy language intervention was applied, using a multiple baseline design across individuals. The target vocabulary was selected by examining the individual preferred characters. Power cards were constructed, and intervention was applied to improve the receptive vocabulary and expressive vocabulary through the baseline stage, intervention, and maintenance. Result: The application of the power card strategy showed that the acquisition rate of receptive vocabulary in children with autism spectrum disorder was increased, and expressive vocabulary acquisition rate was also improved. Conclusion: During the intervention period using the power card strategy, the children's target receptive vocabulary and expressive vocabulary acquisition rates improved, and the acquisition rate was maintained, even after the intervention. This suggests that the power card strategy is effective in improving the vocabulary of autistic children with disabilities, of school age.

• Korean Journal of Child Studies
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• v.34 no.3
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• pp.75-92
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• 2013

This study investigated the differences and relationships between environmental print reading ability, vocabulary, and print concepts of children at ages 3 and 4. The subjects comprised 90 children, who could not read letters. The Children's Reading Ability of Environmental Print Scale(Son, 2012), Receptive and Expressive Vocabulary Test(Kim et al., 2009) and Concepts About Print(Kim & Kim, 2004) were used in this study. The collected data were analyzed using t-test and Pearson's correlations. The results of this study were as follows; in terms of Illiterate Korean children, aged 3 to 4 years, their scores on the environmental print reading tasks were positively correlated with vocabulary and print concepts.

• MALSORI
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• no.60
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• pp.85-96
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• 2006

The aim of the present study was to investigate a simile comprehension of children with and without mental retardation. Thirteen children with mental retardation and ten normal children with matched receptive vocabulary ability participated in the study. They were between five and eight years old in the age of receptive vocabulary. Fourteen picture plates were used and each plate consisted of three pictures. The findings were as fellows. First, children with mental retardation made significantly more errors than normal children in the comprehension of simile. Second, mental retarded children and normal children did not have a significant correlation between receptive vocabulary development and comprehension of simile. Finally, on simile interpretation type, children with mental retardation were likely to think a tenor into a vehicle because they failed to recognize the syntactic structure of simile, 'A is like B'. Thus, It is important to teach mental retarded children the syntactic structures of simile and to provide them with a variety of experience as well as to let them know an exact meaning of words.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.35-50
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• 2010

Joint attention, language development, and the relationship between these two variables were compared in infants from multi-cultural and Korean families. Joint attention was observed in both the Early Social Communication Scale (ESCS) and in infant-mother free play. Language development was evaluated by means of the MacArthur-Bates Communicative Development Inventory-Korean. There were no group differences in initiating and responding to joint attention in ESCS. However, in infant-mother free play, joint attention episodes were less and shorter in duration with infants from multi-cultural families than in Korean infants. The size of both the expressive and receptive vocabulary was also smaller in infants from multi-cultural families than in Korean infants. In terms of Korean infants, mean duration of joint attention episodes in free play showed a significant positive correlation with the size of the expressive vocabulary and initiating joint attention in ESCS also showed a significant positive correlation with the size of receptive vocabulary. However, none of the measures of joint attention indicated a significant relationship with the size of either expressive or receptive vocabulary in infants from multi-cultural families.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.27-41
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• 2009

This study examined the cognitive and social development of children of low income, disabled mothers. Sixty-four disabled mothers and their 3- to 5-year-old normally developing children participated. Children's IQ, receptive vocabulary, and social adaptive ability were measured with Korean-Wechsler Preschool and Primary Scale of Intelligence (Park et al.,1996), Peabody Picture Vocabulary Test-Revised (Seoul Community Rehabilitation Center, 1995), and Social Maturity Test(Kim & Kim, 1995), respectively. Results showed that IQ and receptive vocabulary scores were lower than average and that verbal IQ was positively related to shared reading time and library use; verbal IQ was negatively related to duration of child-care attendance. Children's social quotient was higher than average and positively related to mother's employment status and amount of books in the home.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.155-165
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• 2009

This study was conducted to identify relationships between toddler-teacher joint attention and toddlers' vocabularies. Toddlers' vocabularies were assessed by the MacArthur Communicative Development Inventory-Korean (MCDI-K) modified by Kim (2006); joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). Data were analyzed by means, t-test and Pearson's correlations. Results were that : (1) receptive vocabulary of toddlers was about 1.1 times as high as their expressive vocabulary. (2) Coordinated joint attention was observed most frequently, followed by supported joint attention; coordinated joint attention was closely related to support joint attention. (3) The relationship between toddler-teacher joint attention and toddlers' vocabularies were significant in a positive direction.