• Journal of the Korean Home Economics Association
• /
• v.40 no.6
• /
• pp.213-221
• /
• 2002

This study investigated talk about mental states in pretend play, to whom mental states were attributed, and function of mental-state terms. Also, frequency of mental-state terms of pretend versus non-pretend turns was examined. Thirty 4 year old preschoolers, each paired with a self-chosen peer, were observed and videotaped during a 20-minute play session. The observations presented the following conclusions: Knowing and pretending were the most frequently expressed. Children attributed a large proportion of mental state to themselves. The mental-state terms were used to refer his or another's thoughts and beliefs, to direct interaction, and to attract the other child's attention. Mental-state talk occurred within pretend more often than within non-pretend turns.

• Journal of the Korean Home Economics Association
• /
• v.46 no.4
• /
• pp.15-24
• /
• 2008

The main purpose of this study was to examine the main and interaction effects of inhibition, day-care experiences and mothers' controlling child-rearing behavior on young children's social withdrawal in peer situations. A total of 62 young children(34 boys; 28girls) enrolled in day-care center and their mothers participated in this study. Data on child inhibition and parenting were gathered via questionnaires whereas the quality of day-care and social withdrawal were observed in the day-care center. As results, the quality of day-care and mothers' controlling child-rearing behavior were negatively related to social withdrawal. Further, both day-care entry age and the quality of day-care were served as an intervening variables between child inhibition and social withdrawal.

• Journal of Engineering Education Research
• /
• v.20 no.3
• /
• pp.13-24
• /
• 2017

This study investigated student engagement of STEM-specialized higher education institutions in comparison with students from humanities & social science and STEM majors, respectively. By doing so, the study aimed to find the effects of the characteristics of STEM disciplines and organizational culture of STEM-specialized small-sized institutions on student engagement. The students majoring STEM disciplines, regardless of the organizational types, showed lower reflective-integrative learning experiences compared to students on humanities & social science disciplines. In contrast, students of STEM-specialized institutions reported significantly higher levels of peer relationship and student-faculty interaction in comparison with humanities & social science students and STEM students of general higher education institutions. Finally, the study suggests policy implications for STEM education.

• Korean Journal of Child Studies
• /
• v.26 no.6
• /
• pp.335-349
• /
• 2005

The subjects in this study of children's playfulness in relation to emotional intelligence and social competence were 247 children in Gyeonggi Province. Data were analyzed by regression analysis using the SPSS computer program. The major results of this study were that children's playfulness was significantly related to and explained by "Peer relations skill" in the sub areas of social competence and "relationship with peers," utilization of emotion" in sub areas of emotional intelligence. Emotional intelligence and socially competent interaction were significantly related to and explained by manifest joy in the sub areas of children's playfulness.

• Journal of the Korean Home Economics Association
• /
• v.43 no.8 s.210
• /
• pp.13-23
• /
• 2005

The purpose of this study was to examine the relationship between mind understanding, popularity, and friendship of preschool children. A total 1444-and 5-year old children participated in this study. The children were assessed on false belief, emotion understanding, language skill, and popularity in peer groups. Their teachers rated the children's friendship qualities. Significant differences in mind understanding based on social status and friendship status were found. Popularity, number of mutual friend, PPVT, and positive interaction between friends were found to be significant predictors of children's mind understanding.

• Journal of Fisheries and Marine Sciences Education
• /
• v.25 no.1
• /
• pp.87-101
• /
• 2013

The purpose of this study was to analyze differences in psychological characteristics according to cell phone dependency and use purpose in cell phone users of adolescences. Psychological characteristics of adolescents were consisted of attention aggression, somatic symptoms, social withdrawal, depression variables. The subjects were 2,158 cell phone owned second graders of middle school. A data of the Korean Child-Youth Panel Survey(KCYPS) was employed for the this study. Dependency and use purpose of cell phone were classified by cluster analysis into four groups with similar characteristics : 'high dependency-multipurpose', 'low dependency-social', 'low dependency-unsocial' 'middle dependency-peer interaction' groups. Major findings were that: the group differences in psychological characteristics were statistically significant. The 'low dependency-social' group showed highest on adjustments, and the other groups were maladaptive. Finally, implications for future research were discussed.

• Proceedings of the Korea Inteligent Information System Society Conference
• /
• 2004.11a
• /
• pp.361-368
• /
• 2004

The purpose of the study was to explore the potential of the Social Network Analysis as an analytical tool for scientific investigation of learner-learner, or learner-tutor interaction within an Computer Supported Corporative Learning (CSCL) environment. Theoretical and methodological implication of the Social Network Analysis had been discussed. Following theoretical analysis, an exploratory empirical study was conducted to test statistical correlation between traditional performance measures such as achievement and team contribution index, and the centrality measure, one of the many quantitative measures the Social Network Analysis provides. Results indicate the centrality measure was correlated with the higher order learning performance and the peer-evaluated contribution indices. An interpretation of the results and their implication to instructional design theory and practices were provided along with some suggestions for future research.

• Proceedings of the Korea Inteligent Information System Society Conference
• /
• 2005.11a
• /
• pp.157-162
• /
• 2005

Seamlessness is the Keyword of U-Commerce Which may be defined as the commercial interaction among providers, consumers, products, and services, enabled and supported especially by the real-world seamless communication of each entity and object's digital information. However, the possibility of the seamless transactions increases the privacy risk of the entities involved. Therefore, the core issue of U-Commerce is how to promote seamless transactions while protecting the privacy. for the seamlessness, the role of incentive-emphasized business model is important since the seamlessness makes clear which economic entities contribute to a commercial transaction. Economic entities will reject the seamless transactions unless the sufficient incentives are given to them. In order to consider the privacy issue, we suggest an alternative U-Commerce architecture based on Hybrid P2P Model and Personal Information Base.

• Journal of the Korea Society of Computer and Information
• /
• v.23 no.9
• /
• pp.163-169
• /
• 2018

Problem solving by programming has a lot of influence on computational thinking improvement. Programming learning has been self-directed based on the individual's thoughts and principles. However, the revised informatics curriculum in 2015 puts importance on collaborative learning. Collaborative learning emphasizes results differently from cooperative learning, which emphasizes problem-solving processes. And cooperative learning leads to structured learning, such as role sharing and activity stages, within a small group, while collaborative learning leads to unstructured learning. Therefore, it is becoming more in collaborative learning that peer interaction can be affected by learners' cognitive style. In this paper, we propose the effect of cognitive style on problem solving ability in collaborative learning for problem solving by programming. As a result, collaborative learning was effective in improving problem solving ability and there was no significant difference in cognitive style.

• Journal of the Earthquake Engineering Society of Korea
• /
• v.19 no.3
• /
• pp.85-92
• /
• 2015

Response spectra of a building are made with a SDOF system taking into account a first mode shape, even though higher modes may affect on the dynamic responses of a high-rise building. A soft soil layer under a building also affects on the responses of a building. In this study, seismic responses of a MDOF system were investigated to examine the effects of higher modes on the response of a tall building by comparing them with those of a SDOF system including the kinematic interaction effect. Study was performed using a pseudo 3D finite element program with seven bedrock earthquake records downloaded from the PEER database. Effects of higher modes on the seismic responses of a tall building were investigated for base shear force and base moment of a MDOF system including story shear forces and story moments. Study results show that higher modes of a MDOF system contribute to a reduction of base shear force up to 1/4-1/5 of KBC and base moment. The effect of higher modes is more significant on the base shear force than on the base moment. Maximum story shear force and moment occurred at the top part of a building rather than at a base in the cases of tall buildings differently from short buildings, and higher modes of a tall building affected on the base forces making them almost constant at the base. A soft soil layer also affects some on the base shear force of a high-rise building independently on the soft soil type, but a soft soil effect is prominent on the base moment.