• Child Studies in Asia-Pacific Contexts
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• 제3권1호
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• pp.69-80
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• 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
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• 제6권1호
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• pp.1-14
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• 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
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• 제29권4호
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• pp.65-77
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• 2008

This study investigated differences of display rule by age and gender and the effects of theory of mind and affective perspective taking on display rule. Subjects were 64 4- to 5-year old children. Instruments were false belief, appearance-reality distinction, affective perspective taking, gift-giving, and display rule understanding task. Findings were (1) Display rule understanding differed by age; older children understood the display rules better than younger children. (2) Theory of mind influenced positive display rule behavior. (3) Theory of mind and affective perspective taking had a significant effect on display rule understanding.

• 아동학회지
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• 제23권2호
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• pp.107-120
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• 2002

This study compared the social skills and affective perspective taking of institutionalized and home-reared children. The subjects were 59 institutionalized and 60 home-reared children in Seoul. Results showed that institutionalized children were lower in cooperation, self-assertion and self-control than home-reared children. Institutionalized children were lower in delight, sadness, fear, and anger than home-reared children. As skills in self-control increased, the level of affective perspective taking about fear increased.

• 아동학회지
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• 제9권1호
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• pp.1-17
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• 1988

This study was designed to investigate the relation between perspective-taking skills and communication abilities of young children. The major purposes of this study were to study the relation between perspective-taking skills and communication abilities, to investigate the relation perspective-taking skills and communication abilities with differing listeners, to investigate sex differences in communication abilities within the higher group the perspective-taking skills with differing listeners, and to determine differences between the sexes in communication abilities within the higher group of perspective-taking skills in different situational conditions. Sixty kindergarteners (30 boys and 30 girls) were tested on their perspective taking abilities and divided into two groups, the higher and the lower groups. Five instruments were used in this study: spatial, affective and cognitive perspective-taking tests, expression-ability test, and a communication ability test. The collected data were statistically analyzed by using Pearson's r, point biserial coefficient correlations (rpb), t-test, and three-way analyses of variance with one factor repeated measurement. There were significant relations between spatial, cognitive perspective-taking skills and kindergartener's communication abilities. There were no significant differences in communication abilities in differing listeners and situational conditions. In the group whose level of perspective taking-skills was high, differences between the sexes were found in spatial, and affective perspective-taking skills, only in case of differing listeners.

• 한국프랜차이즈경영연구
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• 제9권4호
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• pp.21-31
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• 2018

Purpose - Recently, the franchise business has made remarkable progress, but many conflicts have occurred. From this perspective, this paper explains how to improve the long - term relationship between franchisor and franchisee by integrating the relationship between franchisor of franchise business and franchisee. This study aims to identify the franchisee's economic and social satisfaction and to examine their influences on calculative and affective commitment, and loyalty. At the end of this paper, theoretical and managerial implication were suggested. Research design, data, and methodology - The data were collected from owners and store managers in franchisees located in Seoul, Korea. The trained researchers contacted owners and managers of the franchise stores. The questionaires were distributed to owners and managers consented to respond. The collected questionnaires were used for the final analysis of 324 copies(243 store owners and 81 store managers), except for 26 copies of the untrustworthy response out of 350 copies. The data were analyzed with SPSS, 21.0 and SmartPls 3.0 Result - The results of the study are as follows. First, economic satisfaction effects both calculative and affective commitment, but social satisfaction does not. Second, both calculative and affective commitment have positive effects on loyalty. Third, economic satisfaction has a positive impact on loyalty, but social satisfaction does not. Conclusions - The implications of this study are following as: From the theoretical perspective, this study analyze the satisfaction and commitment of the franchisee from the multidimensional perspective by analyzing the effects of the franchisee on two dimensions of economic and social satisfaction and on calculative and affective commitment. That is, this study explains the trade-off between economica and social satisfaction, and between calculative and affective commitment. From the managerial perspective, the results of this study suggest that the economic satisfaction of the franchise headquarters felt by franchisees should be prioritized over social satisfaction. Especially at the early stage of the contract, economic satisfaction should be given priority over social satisfaction. However, since affective and calculative commitment have a significant effect on loyalty, social satisfaction factors should not be excluded by focusing on only economic ones. In other words, the franchisors should not only think of franchisees as a source of sales and profits, but should respect franchisees and maintain loyal relationships with friends.

• 한국심리학회지 : 문화 및 사회문제
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• 제21권4호
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• pp.575-594
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• 2015

본 연구는 공감 능력이 사회 정의 실천에 미치는 영향을 사회 인지적 관점에서 알아보고자 하였다. 구체적으로 인지적 공감과 정서적 공감이 사회 정의 자기 효능감, 사회 정의 결과 기대, 사회 정의 관심이라는 사회 인지적 기제를 통해 사회 정의 실천에 어떤 영향을 주는 지를 살펴보았다. 이를 위해 서울 및 경기도에 거주하는 20대 537명을 대상으로 사회적 이슈 질문지, 사회적 바람직성 척도, 한국어판 공감 지수 척도를 포함하는 자기 보고식 설문조사를 실시하였으며, 사회적 바람직성을 통제한 뒤 연구 모형을 구조 방정식 모형을 통해 검증하였다. 분석 결과, 인지적 공감에 비해 정서적 공감의 영향력이 더 큰 것으로 나타났으나 두 변인 모두 사회 정의 실천에 유의한 영향력을 행사하며, 특별히 사회 인지적 기제를 거쳐 간접적으로 사회 정의 실천에 영향을 미친 것으로 나타났다. 이러한 결과는 공감 능력이 일반적인 이타행동 뿐만 아니라 사회적 불평등과 차별의 개념을 포함하는 사회 정의 실천 역시 예측한다는 것을 시사한다. 본 연구의 결과를 종합하여 정서적 또는 인지적 공감의 측면에서 사회 정의 실천을 촉진할 수 있는 방안을 제안하였다.

• 한국초등수학교육학회지
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• 제18권1호
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• pp.63-81
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• 2014

우리나라 학생들은 수학의 인지적 영역에서는 높은 성취를 보이지만 정의적 영역에서는 현저히 낮은 성취를 나타내고 있다. 본 논문에서는 수학의 정의적 영역 중 수학의 가치 교육 문제에 대하여 폴라니의 인식론을 바탕으로 논하였다. 폴라니의 인식론에서는 개인적 지식과 지식의 암묵적 차원을 강조한다. 그는 수학의 추상성, 일반성을 강조하였고, 수학의 발전은 공리적, 형식적 측면보다는 지적 아름다움과 열정에 의하여 안내된다고 하였다. 이러한 폴라니의 인식론의 관점에서 볼 때, 수학의 유용성, 실용성 등의 언어적 전달이나 표면적인 흥미 유발을 위한 활동은 본질적으로 가치 교육 및 수학 공부의 내재적 동기 부여에 한계가 있다. 수학 공부의 가치는 적절한 수학 문제에로의 몰입과 긴장, 그리고 문제가 해결되면서 따르는 기쁨, 환희를 맛보며 몸으로 체득하면서 배워야 하는 것이다.

• 한국과학교육학회지
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• 제27권6호
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• pp.497-509
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• 2007

Among many remedial approaches against the increasing unfavorableness toward school science, one of the prevalent findings studied by affective experts is that students' achievement in science and their attitude toward it has a relatively weak relationship. In contrast, cognitive experts assert that the conceptual change involves more than cognitive aspects, and may be influenced by affective factors such as beliefs, motivation, learning attitudes, and sociocultural contexts. The latter regards continuous conceptual change as leading to better student understanding of science with variables of students' attitude toward science. As an initial step toward illuminating the affective-cognitive learning aspects of science, the purpose of this study is to develop an instrument for analyzing the relationship between students' conceptual understanding and affective factors. Cognitive questionnaires from the database of distribution in students' misconceptions of physics (DMP project), and affective questionnaires from the Relevance of Science Education (ROSE project) are integrated into our instrument. The respondents are high school students in Okayama prefecture, Japan. Through the pilot test, the authors integrated attitude toward science (AS) and interest inventory (II) from ROSE into cognitive understanding (CD) from DMP. Statistical methodologies such as factor analysis and item total correlation theoretically discerned the effective sixty-three items from the two original item pools. Having discussed two validity issues, the authors suggest ongoing research associated with our affective-cognitive research perspective.

• 기술혁신연구
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• 제13권1호
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• pp.141-167
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• 2005

The purpose of this study is to present the model of performance in new product R&D project team, from the perspective of the problem solving. The quality and commitment of the problem solutions in R&D project team depend on the team's cognitive diversity and affective acceptance. The higher cognitive diversity is, the higher quality of solutions is. And more affective acceptance is, more commitment to the problem solving is. The environmental maturity of team, and quality and commitment of problem solutions in R&D project teams are supposed to relate to the performance of research and development.