• Title/Summary/Keyword: perspective-taking ability

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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.

The Development of Children's Emotional and Cognitive Perspective-taking Ability (아동의 정서적, 인지적 조망수용능력의 발달에 관한 연구)

  • Kim, Jung Jin;Choi, Kyoung Sook
    • Korean Journal of Child Studies
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    • v.12 no.1
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    • pp.5-20
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    • 1991
  • The purpose of this study was to investigate developmental tendencies and age-related differences in the relationship between children's cognitive and emotional perspective-taking ability. The subjects were 4-year-old (N=60), 6-year-old (N=60) and 8-year-old (N=60) children. In each group, there were an equal number of boys and girls. Feshbach & Roe's child perspective-taking ability test was modified for this study. The test included four facial expression cards and six different stories inducing three types of emotion: happy, sad and angry. This experiment consisted of a 3 (age) by 3 (emotional stories: happy, sad and angry) factorial design. The dependent measures were two response types: emotional and cognitive perspective-taking ability. The results showed that both cognitive and emotional perspective-taking ability increased with age. Happy emotional perspective-taking ability developed earlier than sad and angry perspective-taking ability. The correlation between cognitive and emotional perspective-taking ability increased with age.

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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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The Effects of Age, Empathy, and Perspective Taking Ability on Altruistic Lying of Young Children (아동의 연령, 공감능력 및 조망수용능력이 이타적 거짓말에 미치는 영향)

  • Lee, Ji-Hye;Song, Hana
    • Korean Journal of Child Studies
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    • v.35 no.4
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    • pp.167-177
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    • 2014
  • The study examined the influences of age, empathy and perspective taking ability on altruistic lying in 5 and 6 year old children. Eighty three children answered a question as to whether a protagonist would lie after listening to three vignettes involving altruistic lies. Korean versions of the Affective Situation Test(AST) and cognitive perspective taking task were used to measure children's empathy and perspective taking respectively. The results of the study showed that there were significant differences in altruistic lying by age. Altruistic lie by children was positively related with their age, empathy and perspective taking ability. In particular, age and perspective taking ability are important factors influencing children's altruistic lie in young children in Korea.

Relationship between Children's Appearance-Reality Distinction and Perspective-Taking Ability (학령전 아동의 외양-실재 구분과 조망수용 능력의 관계)

  • Lim, Ha-Kyung;Lee, Kyung-Nim
    • Korean Journal of Human Ecology
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    • v.10 no.1
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    • pp.15-31
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    • 2001
  • The main purpose of this study was to explore the development of knowledge about the appearance-reality distinction and the perspective-taking ability and to examine its relation. The subjects were 104 children, 13 boys and 13 girls each at the age of 3, 4, 5, and 6. The performance of four age groups were compared on illusion appearance-reality, color appearance-reality, perceptual perspective-taking, and cognitive perspective-taking tasks. The data were collected by individual testing and analyzed by the two-way ANOVA with repeated measures, one-way ANOVA and Pearson Correlation Coefficients. The major results were as follows. 1. In children's understanding of the appearance-reality distinction, significant differences were found between 3-year-olds and 4-year-olds, and 5-year-olds and 6-year-olds. While between 4-year-olds and 5-year-olds showed no such differences. Besides, gender did not affect the children's understanding of the appearance-reality distinction. 2. There was significant difference in performance according to the type of tasks. That is 3-year-olds perform better illusion appearance-reality distintion than color appearance- reality distintion, while 4, 5, 6 year old children's performance of color appearance-reality and illusion appearance-reality distinction showed no difference. 3. In children's ability of perceptual perspective-taking, significant difference was found between 3, 4, 5-year-olds and 6-year-old children. And in ability of cognitive and perspective-taking, significant difference was found between 3, 4-year-olds and 6-year-old children. Besides, gender did not affect the children's perceptual and cognitive perspective-taking. 4. The color appearance-reality distinction and perceptual perspective-taking showed significant correlation. That is, the children of high grade for perceptual perspective-taking were better understanding of color appearance-reality distinction.

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Relationship of the Ambiguous Idiom Comprehension between Language Ability and Perspective-taking Ability in School-aged Children (학령기 아동의 언어 및 조망수용능력과 중의적 관용어 이해 간 관계)

  • KIM, Ju-Young
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.5
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    • pp.1395-1403
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    • 2015
  • The purpose of this research is to investigate the difference across children's grades in the ambiguous idiom comprehension, the relation with the ambiguous idiom comprehension and language, perspective-taking ability, and what the factors which can influence to comprehend the ambiguous idioms is. 70 elementary school students from 1st grade to 6th grade participated in this study. They were classified with 3 groups, A(1st-2nd grade), B(3rd-4th), C(5th-6th) group and tested in the ambiguous idiom comprehension, receptive vocabulary, problem-solving and perspective-taking. Results of this study are followed. First, there was a significant difference in three groups in the ambiguous idiom comprehension task. And there was significant difference between A group and B, C but not between B and C. Second, in relation with the ambiguous idiom and language ability, perspective-taking ability, there was positive relation with the ambiguous idiom comprehension and them. Finally, the factors which can influence to comprehend the ambiguous idioms is the receptive vocabulary ability, cue-assumption and resolution-inference ability in problem-solving. And the 3 factors explain 65.3% of ambiguous idiom comprehension ability.

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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Children's Perspective-taking and Interpersonal Problem-solving Abilities according to Parents' Verbal Control Styles (부모의 언어통제유형에 따른 유아의 조망수용능력과 대인문제해결력)

  • Nam, Hyun-Young;Lee, So-Eun
    • Korean Journal of Human Ecology
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    • v.13 no.4
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    • pp.485-496
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    • 2004
  • The purpose of this study is to examine how the difference of parents' verbal control styles influence children's perspective-taking and interpersonal cognitive problem-solving skills. The subjects of this study were 117 five-year-old children with their parents included. The questionnaire used was relevant to the topic, such as parents' verbal control styles, young children's perspective-taking ability, and their interpersonal cognitive problem-solving skills. The percent, mean, standard deviation, three-way ANOVA, and Scheffe were used to analyze the data collected through SPSS WIN program. The major findings are as follows: First, a father's verbal control style makes a significant difference in young child's perspective-taking ability. However, there is no interaction effect between parents' verbal control styles and a child's sex. Second, a father's verbal control style makes a significant difference in young child's interpersonal cognitive problem-solving skills. Character-oriented verbal control mode of a father, in particular, produces more effects on boys than girls. Lastly, Two skills - alternative problem-solving skills and cause-solving skills - have interaction effects. Boys demonstrate higher skills than girls when parents apply character-oriented verbal control styles. Girls do so when mothers use position-oriented verbal control styles, especially in the area of cause-solving skills.

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Does Story Enhance Social Cognitive Ability? Associations between Working Memory and Perspective Taking Ability (이야기는 사회인지능력을 향상시키는가? 작업기억과 관점채택 능력과의 관계)

  • Ahn, Dohyun
    • The Journal of the Korea Contents Association
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    • v.19 no.9
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    • pp.101-111
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    • 2019
  • This study was to examine association between working memory and social cognitive ability, and the influence of story-use on social cognitive ability. To this end, this study measured working memory(via n-back), and randomly assigned 82 participants into three groups(5th level intentionality, 3rd-level intentionality, and exposition conditions), and then compared the accuracy of perspective taking and emotion recognition(RMET: Reading Minds in the Eyes Test) as social cognitive ability. The results suggested that perspective taking accuracy was significantly associated with working memory capacity, whereas emotion recognition accuracy was not. Contrary to the hypothesis, perspective taking in the 5th-level intentionality story group were significantly lower than those in the 3rd-level intentionality story group. Emotions recognition accuracy was not significantly different among the three groups. Overall, this study produced inconsistent results, which has been discussed in terms of theory and methods.

Brain Activation Related to Perspective-Taking in Adolescents : Differences from Adults (관점 획득과 관련된 청소년에서의 뇌 활성화 : 성인과의 차이)

  • Park, Seong Kyoung;Son, Jung-Woo;Lee, Seungbok;Ghim, Hei-Rhee;Lee, Sang-Ick;Shin, Chul-Jin;Kim, Siekyeong;Ju, Gawon
    • Korean Journal of Biological Psychiatry
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    • v.26 no.2
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    • pp.47-58
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    • 2019
  • Objectives The purpose of this study was to investigate the differences between adolescents and adults, in the perspective-taking ability, as well as the brain activation patterns during the perspective-taking situation. Methods We recruited healthy adolescents aged 13 years to 15 years (n = 20) and adults aged 19 years to 29 years (n = 20). All the subjects were scanned while performing the perspective-taking task, in which an emotional situation was presented in the form of statements comprising first person, as well as third person perspectives. Differences in brain activation between groups were assessed by contrasting neural activity during the tasks. Results In the between-group analysis, while performing the third-person perspective-taking task, the adolescent group showed greater neural activities in the middle frontal gyrus and precentral gyrus as compared to the adult group. Positive correlation was observed between the activity in the frontal areas (Brodmann area 6/9) and the score of scales related to perspective-taking and social cognition in the adolescent group. Conclusions This study suggests that several frontal brain areas of adolescents needs to be overactivated in order to compensate for low perspective-taking ability when they ought to take another person's point of view.