• Korean Journal of Child Studies
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• v.26 no.5
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• pp.185-204
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• 2005

This paper demonstrated how application of evolutionary knowledge to developmental perspectives enhances understanding of human ontogeny. Evolutionary Developmental Psychology (EDP) explains human behavior through evolutionary principles and focuses on ontogeny rather than phylogeny. In this paper, the authors review concepts of evolution, adaptations, and the processes of evolution from EDP perspectives. The definition and basic assumptions of EDP are introduced, followed by explanations of how evolution happens in ontogeny by looking at developmental systems approaches, concepts of ontogenetic and deferred adaptations, evolution of childhood, and brain plasticity. Possible pathways of evolution in ontogeny are also discussed. Finally, some research methodology for applying EDP to child development is suggested with specific hypotheses and studies.

• The Mathematical Education
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• v.42 no.2
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• pp.121-135
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• 2003

This article retrospects the developmental process of the psychology of learning and its' influence on mathematics education. At the end of the article, brain-based learning science is introduced to examine its possibility to improve the psychology of learning mathematics. Behaviorists points of views such as Skinner, Guthrie, and Gagne were summarized to discuss the influences on the learning and teaching of mathematics. Gestalt' theories and Constructivism are also included in the discussion of developmental process of learning psychology. In elaboration of the brain-based learning science, recent research findings and the possibility of it's impact on mathematics education were discussed. Since mathematics itself is the most abstract subject it could be more challenging to identify the teaming process of mathematics compared with other areas. The possibilities of identifying the teaming process of mathematics are cautiously anticipated with a help of new paradigm.

• Korean Journal of Culture and Social Issue
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• v.10 no.spc
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• pp.11-28
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• 2004

The present paper tried to review psychological perspectives on adolescent in Korean culture. We suggested the starting point for study of adolescent should be on the definition of adolescent, i.e., what is adolescent. In oder to do it, we reviewed the perspective of the old generation, especially negative one, and myth and psychologism of developmental psychology on adolescent. Accordingly, we'd like to suggest an alternative approach on adolescent in psychology. That is called activity-environmental focused approach for studying adolescent. We also argued the value of adolescent in modern society and suggested how to view and approach the adolescent in psychology.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.34 no.2
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• pp.117-124
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• 2023

Savant syndrome was described before autism. However, they soon became closely associated, as many of their symptoms (intellectual disability, repetitive behaviors, alterations in social communication, and islets of abilities) overlap. Only a few women with autism have been diagnosed with savant syndrome. The theories or hypotheses that attempt to explain savant syndrome, which are common in autism, present differential treatment according to sex. We postulate that savant syndrome associated with autism as well as autism in general is underdiagnosed in women.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.409-414
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• 2008

The roles-grafting research is an approach to educational studies intended to graft five roles of supervisors, graduate students, teachers, principals and administrators. The approach is divided into four chained and cyclical aspects: drafting research blueprint, revising research blueprint, executing research blueprint and assessing performances. The approach maintains five basic principles: principles of inheritance, innovation, practicality, scientific basis and grafting. It is a paradigm of innovative research that has been developed in China that is worth a thorough investigation and extensive analysis.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.69-85
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• 2009

The purpose of this study was to identify developmental trajectories of externalizing problems in preschoolers and to investigate dimensions of temperament and parental behaviors associated with trajectory groups. Subjects were 180 3- to 5-year-old preschoolers (96 males, 84 females) in the metropolitan area of Seoul. They were assessed three times at 5 month intervals over a one year period. Teachers reported on children's behavior problems, and parents reported on children's temperaments. Latent Growth Curve Modeling Analysis with cohort sequential design revealed externalizing behaviors gradually decreased between 3 and 6. At the 6-year-old level externalizing behaviors were associated with high novelty seeking temperament. The results were discussed in terms of the importance of longitudinal research in developmental psychopathology.

• Korean Journal of Child Studies
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• v.37 no.5
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• pp.1-3
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• 2016

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.183-199
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• 2007

This longitudinal study investigated developmental changes in temperament and examined social adjustment problems by early temperamental characteristics and developmental patterns of temperamental change during infancy. Subjects were 153 six-month-old infants and their mothers. Infant temperament and toddler's problem behavior were measured by the Infant Behavior Questionnaire-Revised (Garstein & Rothbart, 2003) and the Toddler Behavior Checklist (Larzelere et al., 1989), respectively. Results showed that distress to limitations, high pleasure, perceptual sensitivity, and approach increased with age, while activity level, cuddliness, and vocal reactivity decreased. Infants with high scores in activity level, fear, sadness, and approach at 6 months showed more problem behaviors at 18 months. Infants showing abrupt developmental change of high pleasure and perceptual sensitivity developed more negative behavior.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.243-269
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• 2008

The role of domain-specific causal mechanism information and domain-general conditional probability in young children's causal reasoning on physics and psychology was investigated with the participation of 121 3-year-olds and 121 4-year-olds recruited from seven child care centers in Seoul, Kyonggi Province, and Busan. Children watched moving pictures on physical and psychological phenomena, and were asked to choose an appropriate cause and justify their choice. Results showed that young children's causal reasoning differed depending on domain-specific mechanism. In addition, their causal reasoning on physics and psychology differed by the developmental level of causal mechanism. The interaction of domain-specific mechanism and domain-general conditional probability influenced children's causal reasoning : evident conditional probability between domain-appropriate cause and effect helped children make more inferences based on domain-specific causal mechanism.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.35 no.1
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• pp.29-38
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• 2024

We conducted a comprehensive review of behavioral and educational interventions for individuals with autism spectrum disorder (ASD). The most prominent type of intervention, Comprehensive Early Intervention, often referred to as Early Intensive Behavioral Intervention (EIBI), has been found to be particularly effective in improving intelligence and adaptive behaviors. The naturalistic developmental behavioral intervention, designed to enhance social and communication abilities, showed effectiveness in improving language, cognitive function, and social initiation. However, more studies are needed to examine its effectiveness. Intensive individualized intervention, which provides a tailored intervention for a specific target behavior, was effective in improving social skills and communication, as well as reducing sleep, eating, and toileting problems. Cognitive behavioral therapy (CBT) is the most effective method for dealing with emotional difficulties, but it has not been widely used because of the shortage of trained experts. Parent-mediated intervention (PMI) involves parents acquiring knowledge and specific skills to improve their child's functioning or reduce challenging behaviors. Speech and language therapy, sensory integration, Treatment and Education of Autistic and related Communications Handicapped Children, developmental approaches, and social stories are frequently used interventions. However, evidence of their effectiveness has yet to be well established. Based on these findings, intervention recommendations for autism include EIBI, Early Start Denver Model, intensive individualized intervention, CBT, and PMI. The choice of intervention should be tailored to the individual's needs and delivered by qualified professionals with expertise in the specific intervention.