2006, Vol.19, No.1

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023 KCI Impact Factor : 1.67

pISSN : 1229-0718 / eISSN : 2671-6542
https://journal.kci.go.kr/baldal

The present study examined children's understanding about psychological, physical and biological phenomena. Children aged 3, 4, 5, 7, 9, and 11(16 at each age) participated. They were given s series of questions, which measured children's understanding of psychological knowledge(intension, belief, false-belief, trait), physical knoweldge(solidity, falling1(garvity), falling2(garvity+weight+air resistance buoyancy), and biological knowledge(energe exhaustion, growth, heredity, infection) and examined how they have changed with increasing age. The results showed that the psychological domain was indepentent from 3 year of age and childres's psychological knowledge existed as a form of naive theory in terms of their use as a causal devise in explaining the cause of psychological phenomena. However, in the physical domain, the knowledge system has changed after 9 years of age respectively and older children employed causal mechanism more frequently and relied less on the perceptual properties. In the biological domain, it changed dramatically from 3 to 5 years of age. In the energy exhaustion task, a few children used a psychological causal devise in explaining the cause of biological phenomena. The findings of the present study suggests that children's knowledge about psychological, psysocal and biological phenomena develop specifically each domain with increasing age.

The primary purpose of this study was to investigate the fundamental characteristical of moral emotion for the consideration of its positive implications. An open-ended questionnaire with three stories and parental control techniques was administered to 130 juvenile delinquents and 128 non-delinquents. The obtained data were analyzed through content analysis, and chi-squares were applied to examine the differences between the two groups. Results showed that significant differences between delinquent and non-delinquent juveniles were partly identified. Results also raised quesyions regarding the issues which power-assertive discipline and induction amog parental control techiniques would be associated with not only juvenile's internalizing moral emotion, values, but also with deliquency. It was confirmed that moral emotion would be an emotional paradigm with positive fundamental characteristic such as trust, respect and love. Implications and issue of further research were dicussed.

The present studies examined the effects of domain-specific knowledge about physical object, anomals and facial expressions on the appearance-reality distinction. Experiment 1 assessed the ability of 3-, 5-, 7-, 9-year olds to distinguish between the real and apparent identities of illusory stimuli. Three domains of stimuli were used: physical objects, animals and facial expressions. Three- and 5-year-olds could not distinguish the real and apparent identities of illusory stimuli. The distinctions of the real and apparent identities of the animals and facial expressions were more diffcult than those of the physical object; even 7-year-olds cuold not distinguish the real and apparent facial expression. In Experment 2, children were presented with stories about the transformations of apparences performed upon the physical objects, animals and facial epressions of emotional states, and then were asked to distinguish the real versus apparent identities of them. Three- and 5-year-olds did not understand that the transformations of appearance did not change the real identities of animals and emotional states, and thus could not distinguish the real and apparent identities. In contrast, 7- and 9-year-olds distinguished and identified the real and apparent identities of three domains of stimuli. The present results suggests that the development of the appearance-reality distinctions is a domain specific development, which occurs at different times for different domains.