• Journal of the Korean Home Economics Association
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• v.43 no.5 s.207
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• pp.221-234
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• 2005

This study investigated the emotional inferences depending on the children's age, character's personality traits, and emotional situations. One hundred three subjects (34 3-year-olds, 33 5-year-olds and 36 7-year-olds) were recruited from 3 daycare centers and 1 elementary school. Eight stories, consisting of four personality traits (positive-'active','helpful', negative-'selfish','mean') and two emotional situations (equivocal and unequivocal situation), were presented with three pictures each. The statistical methods adopted for the data analysis were repeated measure ANOVA, and paired t-test. The results showed that the 3-year-olds showed lower scores of emotional inferences than the 5- and 7-year-olds. However, there were no significant differences between the 5- and 7-year-olds. Children showed more personal inferential responses in the negative personality trait and equivocal situation.

• Journal of Families and Better Life
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• v.24 no.2 s.80
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• pp.15-26
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• 2006

The purposes of this study were (1) to investigate children's personalized inferences of characters emotional reactions depending on character's personality trait, emotional situation, children's age and gender, (2) to investigate children's personalized inferences of character's behavioral reactions depending on character's personality trait, emotional situation, children's age and gender, (3) to investigate differences between children's personalized inferences of character's emotional reaction and that of character's behavioral reactions. The subjects were 103 children from three age groups (thirty-four 3-year-olds, thirty-three 5-year-olds and thirty-six 7-year-olds). The statistical methods adopted for the data analysis were frequency, percentile, mean, standard deviation, repeated measure ANOVA and paired t-test. The result showed that there were significant differences in children's personalized inferences of character's emotional reaction depending on character's personality trait, emotional situation and their age. There were significant differences in children's personalized inferences of character's behavioral reaction depending on children's age and gender. There were significant differences between personalized inferences of character's emotional reaction and behavioral reactions.

• Journal of the Korean Home Economics Association
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• v.42 no.4
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• pp.29-43
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• 2004

The purpose of the current study was to investigate peer conflict situations and age differences in preschoolers' emotional behavior of happiness, sadness, and anger. Participants were twenty-two 3-year-olds and twenty 5-year-olds, and each pair of the same age interacted in two standardized conflict situations: object possession conflict and behavioural/interpersonal conflict. Participants' emotional behaviors of happiness, sadness, and anger were obsewationally coded through facial expression, verbal intonation, gesture, and physical contact. Preschoolers expressed more sadness and anger emotional behavior in object possession conflict than in behavioural/interpersonal conflict. In object possession conflict, 3-year-olds expressed more anger emotional behavior than 5-year-olds did. In behavioural/interpersonal conflict,5-year-olds expressed more happiness emotional behavior than 3-year-olds did.

• Korean Journal of Child Studies
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• v.24 no.1
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• pp.33-45
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• 2003

The subjects of this comparison of institutionalized and home-reared preschool children's emotional knowledge and interpersonal problem solving strategies were 38 institutionalized (23 boys and 15 girls) and 39 home-reared (15 boys and 24 girls) preschool children. Assessment of emotional knowledge consisted of identification tasks and situation tasks. Interpersonal problem solving included forceful, prosocial, and manipulative strategies. Results showed that institutionalized children were lower than home-reared children in emotional knowledge; that is, they had lower scores than home-reared children in situation task. Institutionalized children used more forceful strategies than home-reared children, and home-reared children used more prosocial strategies than institutionalized children. Emotional knowledge was positively related to their prosocial strategies and negatively related to forceful strategies.

• Journal of Environmental Science International
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• v.33 no.4
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• pp.279-282
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• 2024

This study aimed to verify the results of emotional analysis with respect to canine behavior as reported in the existing animal behavior field based on the dog vestibular emotional reflex (VER) principle, and to evaluate humans and animals based on empathy gained through true communication rather than human-centered interpretation. A total of 200 canines were divided into non-daily and daily situation groups (n=100 each). To assess the psychological and emotional state of each group, these changes were applied to the principle of VER, and six measurement values were selected: positive emotion (balance and energy), negative emotion (tension/anxiety and stress), and body condition (inhibition and neuroticism). The results showed a statistically significant difference (p<0.05) in positive emotions, negative emotions, and body conditions between the two groups. In addition, balance, energy, tension/anxiety, inhibition, and neuroticism were higher in the non-daily situation group than in the daily situation group, with an exception for stress. Compared with the canine daily situation groups, canine in the non-daily situation groups instinctively observed their surroundings to cope with possible threats, had decreased concentration, and elevated vitals due to high-intensity anxiety. This can be perceived as a state of immediate reaction to possible situations/threats. In conclusion, it was confirmed through Vibra Image technology that canine instability mainly affects three factors: positive emotion, negative emotion, and physical condition.

• Journal of Korea Game Society
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• v.12 no.6
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• pp.95-106
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• 2012

Emotion is very important feature in educational situation. Because it has high influence to memory, educational achievement, motivation. This study tried to find out possibility of serious game as emotional engagement tool in educational situation. We did our pilot experiment to elementary school students who are english as second language. In this L2 learning situation, we did our basic experiment with English language learning serious game called 'Word Collectrian". Word Collectrian has some features for emotional engagement. It has interaction for dynamic word visualization, providing context video for word usage, putting visualized word on learner's virtual home. According to experimental result, word Collectrian has possibility for educational achievement and emotional engagement effect.

• Korean Journal of Child Studies
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• v.38 no.1
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• pp.251-262
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• 2017

Objective: This study analyzed mother-child interactions in a stressful situation each second by mother's emotional regulation level. Methods: The study was conducted with 16 mothers and their 5-year-old children playing a teaching task for 15 min. During the interactions, the participants were videotaped and examined. Furthermore, qualitative analysis was used for analyzing mother-child interactions in detail by creating a situation that maximizes the stress and frustration of the mother and child. Results: The results showed that maternal humor and affection were significantly related to child positive emotion and that maternal coaching closely correlated with the child pride, pleasure, and whining. Additionally, maternal intrusive behavior showed a positive correlation with child anger. Lastly, mothers with higher levels of emotional regulation more often expressed affection to their children. They were more actively involved in the tasks and used fewer positive or negative directive expressions. Therefore, children of this group expressed more positive emotions. Conclusion: These findings suggests that programs improving parental emotional reaction and emotion regulation should be developed.

• Proceedings of the KIEE Conference
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• 2007.04a
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• pp.213-215
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• 2007

This paper introduces an emotional behavior decision model for intelligent service robots. An emotional model should make different behavior decisions according to the purpose of the robots. We propose an emotional behavior decision model which can change the character of emotional model and make different behavior decisions although the situation and environment remain the same. We defined each emotional element such as reactive dynamics, internal dynamics, emotional dynamics, and behavior dynamics by state dynamic equations. The proposed system model is a linear system. If you want to add one external stimulus or behavior, you need to add just one dimensional vector to the matrix of external stimulus or behavior dynamics. The case of removing is same. The change of reactive dynamics, internal dynamics, emotional dynamics, and behavior dynamics also follows the same procedure. We implemented the proposed emotional behavior decision model and verified its performance.

• Proceedings of the KSPS conference
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• 2006.05a
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• pp.123-125
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• 2006

One of the biggest problems unsolved in emotional speech acquisition is how to make or find a situation which is close to natual or desired state from humans. We proposed a method to collect emotional speech data by scriptual context. Several contexts from the scripts of drama were chosen by the experts in the area. Context were divided into 6 classes according to the contents. Two actors, one male and one female, read the text after recognizing the emotional situations in the script.

• Korean Journal of Biological Psychiatry
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• v.16 no.3
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• pp.159-169
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• 2009

Objectives : This study aimed to investigate the difference of brain activities in viewing a common emotional situation according to perspective-taking. Methods : Using fMRI, brain activities were measured while performing the task viewing a common emotional situation on either self-perspective or third-person perspective in fourteen healthy men. The relatively activated brain areas on each perspective were investigated, then the relationship between the activated brain regions and the scores of self report about some emotion or empathic ability were explored. Results : The relatively activated brain areas on self-perspective were bilateral paracentral lobule(BA 5), right postcentral gyrus(BA 3), right precentral gyrus(BA 4), left superior temporal gyrus(BA 22), left medial frontal gyrus(BA 6), whereas on third-person perspective right inferior frontal gyrus(BA 47), left caudate body and tail, right superior temporal gyrus(BA 38), right medial frontal gyrus(BA 8) were activated. The relative activity of left superior temporal gyrus on self-perspective was positively correlated with the score of Beck Depression Inventory. Conclusion : This study demonstrated that the activated brain region according to perspective-taking were different while viewing a common emotional situation. The depressive feeling would have an influence on the brain activity related to perspective-taking.