2016, Vol.29, No.3

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

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

This study examined the relationship between infants’ nonverbal expression, onomatopoeia, and lexical development, and mothers’ utterance-facilitation behaviors. Seventy infants aged 15-17 months and their mothers participated in this study. Mothers completed questionnaires to evaluate both their infants’ language development and the mothers’ play interaction behaviors and language expression. Mothers’ use of “motherese” was also observed in a 15-minute free play setting between mothers and infants. Results showed that infants’ nonverbal expression and the use of onomatopoeia were positively correlated with lexical development, and mothers’ play interaction positively predicted infants’ language development. In addition, the relationship between maternal behavior and infants’ language development varied with gender. Discussion included the role of direct and indirect input of mothers’ utterance-facilitation behaviors.

This research was designed to examine difference in the development of inhibitory control by confirming retrieval-induced forgetting (RIF) caused by emotional valence. The study sample included three age groups ; 4-year-olds, 6-year-olds, and 8-year-olds. Emotional valence controlled for negative emotional stimuli and neutral stimuli. Categorized words in the research study were different from those in a research for study adults, as they were properly selected for children, and were provided to participants with illustrated pictures. Valence adjectives were used as stimuli in the category for emotional valence control, and the pictures provided with them were also expressed according to the emotional stimuli. In the neutral condition, RIF was not observed in 4-year-old participants, whereas RIF was observed in both 6-year-old participants and 8-year-old participants. It is possible that in 4-year-old participants, the cognitive ability that influences unintentional inhibition has not yet developed. In the negative condition, RIF was observed in all conditions. These results suggest that inhibition is difficult for negative emotions.

A year-long longitudinal study explored how self-control varies by domain in middle-school students. The current study confirms that self-control can be separated into schoolwork and interpersonal self-control domains and that each domain predicts theoretically relevant academic and social outcomes. At the beginning of the school year, teachers rated their students on behaviors that exemplified self-control in schoolwork and interpersonal contexts. Confirmatory factor analyses supported a two-factor domain-specific self-control model. Self-control in schoolwork predicted more active class engagement, which in turn increased academic achievement at the end of the school year. Interpersonal self-control predicted less anger, which thereby reduced peer conflict at the end of the school year. Collectively, the current findings empirically support the domain specificity of self-control and reveal its impact on affective, motivational, social, and academic outcomes. Implications for future self-control intervention studies are discussed.