• Title/Summary/Keyword: affective perspective

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Cognitive and Affective Perspective-Taking Ability of Young Bilinguals in South Korea

  • Han, Sinae;Lee, Kangyi
    • Child Studies in Asia-Pacific Contexts
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    • v.3 no.1
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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.

A Comparative Study on the Orphanage and Normal Children's Affective, Cognitive Perspective-taking Ability (시설아동과 일반아동의 정서적, 인지적 조망수용능력에 관한 비교 연구)

  • Park, Kyoung-Oak;Lee, Kyung-Nim
    • Korean Journal of Human Ecology
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    • v.6 no.1
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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.

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Effects of Theory of Mind and Affective Perspective Taking on Young Children's Display Rule Behavior and Understanding (마음 이론과 감정조망수용능력이 유아의 표출 규칙 행동 및 이해에 미치는 영향)

  • Bae, Yun Jin;Choi, Bo Ga
    • Korean Journal of Child Studies
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    • v.29 no.4
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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.

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Differences between Institutionalized and Home-reared Children in Social Skills and Affective Perspective Taking (시설보호 아동과 일반아동의 사회적 기술 정서조망 능력의 비교)

  • Kwon, Se Eun;Yi, Soon Hyung
    • Korean Journal of Child Studies
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    • v.23 no.2
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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.

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The Relation between Perspective-taking Skills and Communication Abilities of Kindergarten Children (유아의 조망능력과 의사소통능력과의 관계)

  • Yu, Hui Chung
    • Korean Journal of Child Studies
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    • v.9 no.1
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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.

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Impacts of Economic Satisfaction and Social Satisfaction of Franchisee on Commitment and Loyalty to Franchisor (가맹점의 경제적 만족과 사회적 만족이 몰입과 충성도에 미치는 영향)

  • Kim, Ho-Seok
    • The Korean Journal of Franchise Management
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    • v.9 no.4
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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.

The Effect of Empathy on Social Justice Commitment: A Social-Cognitive Perspective (공감 능력이 사회 정의 실천에 미치는 영향: 사회 인지적 관점에서)

  • Moon-Kyung Min ;Na-Bin Lee ;Hyun-Nie Ahn
    • Korean Journal of Culture and Social Issue
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    • v.21 no.4
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    • pp.575-594
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    • 2015
  • This purposed of this study was to investigate the effect of empathy on social justice commitment from a social-cognitive perspective. Specifically, we examined how cognitive and affective empathy affect social justice commitment through social justice self-efficacy, social justice outcome expectation, and social justice interest which represent a social-cognitive path of behavior. Based on the self-report survey sample of 537 people in their twenties, we first controlled social desirability, and then analyzed the measurement and structure model using Structure Estimate Modeling(SEM). As a result, it turned out that both cognitive and affective empathy indirectly affected social justice commitment through the path of the social-cognitive model. However, affective empathy had a larger effect size compared to cognitive empathy. Results suggest that empathy competence has an effect on not only general altruistic behavior as known before but also social justice behavior which include the value of equality and anti-discrimination. Finally, ways for facilitating social justice commitment in terms of cognitive and affective empathy were suggested.

Teaching of the value of mathematics: in the perspective of Michael Polanyi's philosophy (수학의 가치 교육: 폴라니의 인식론을 중심으로)

  • Nam, JinYoung
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.1
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    • pp.63-81
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    • 2014
  • Korean students have shown high achievements on the cognitive domain of mathematics in a range of international assessment tests. On the affective domain, however, significantly low achievements have been reported. Among the factors in the affective domain, this article discusses on the value of mathematics in the perspective of Michael Polanyi's philosophy, which centers personal knowledge and tacit knowing. Polanyi emphasizes abstractness and generalization in mathematics accompanied by intellectual beauty and passion. In his perspective, therefore, utilitarian aspects and usefulness of mathematics imparted through linguistic representations have limits in motivating students to learn mathematics. Students must be motivated from recognition of the value of mathematics formed through participating authentic mathematical problem solving activity with immersion, tension, confusion, passion, joy and the like.

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Development of an Instrument for Measuring Affective Factors Regarding Conceptual Understanding in High School Physics

  • Kim, Min-Kee;Ogawa, Masakata
    • Journal of The Korean Association For Science Education
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    • v.27 no.6
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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.

The Effect of Environmental Maturity, Cognitive Diversity and Affective Acceptance on the Performance in the R&D Team (연구개발팀의 환경 성숙도 및 인지적 다양성과 정서적 수용이 연구개발 성과에 미치는 영향)

  • Park, Gyeong-Hwan
    • Journal of Technology Innovation
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    • v.13 no.1
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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.

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