• Korean Journal of Culture and Social Issue
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• v.11 no.4
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• pp.45-66
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• 2005

This study verified the effects of violent PC games and aggressive personality on aggressive behavior and aggressive intention as predicted by GAM in Anderson and Bushman (2002), and a correlational study and experimental research were carried out to corroborate a differences of the effects of the two variables according to the developmental levels. The correlational study showed that aggressive personality was an explanatory variable for aggressive behavior; however, exposure to violent PC games was not a significant factor, contrary to the predictions by GAM. It has been clarified that the effects of the two variables influenced aggressive behavior in a different way according to the developmental levels. Further, no positive relation existed between repetitive (chronic) violent PC game plays and aggressive personality. The experimental research analyzed the differences of aggressive intention in each of the experimental conditions designed with a 2(PC games types: violent vs. non-violent) x 2(aggressive personality: high vs. low) x 2 (developmental levels: middle school boys and college students) between-subjects factorial design. As a result, violent PC games had an effect on aggressive intention for the middle school boy group, while it was supported that aggressive personality had an effect on aggressive intention for both middle school and college students. Noticeably, the primary hypothesis in the study has been supported that the effects of violent PC games and aggressive personality on aggressive intention vary according to different age groups. In conclusion, the effects of violent PC games and aggressive personality as predicted by GAM have been confirmed in parts; however, future studies on GAM must be necessarily supplemented with the developmental perspectives, as it has been ascertained that the effects of the variables vary according to the developmental levels.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.13-30
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• 2008

This study aimed to examine the reliability and validity of a diagnostic instrument to be used to measure the developmental level of very young children (aged birth through 36 months) and to screen young children at risk. The subjects of this study were 861 young children. Data were analyzed by item response distribution, item discrimination, reliability, and validity of the scale. Items reflected the developmental level of each age group. Overall internal consistency was relatively high (Cronbach's ${\alpha}=.90{\sim}.95$), and test-retest (after 2 weeks) reliability was high. Content validity was examined by a panel of experts in the related field. The construct validity as well as the concurrent validity of this instrument was also established.

• The Mathematical Education
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• v.47 no.4
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• pp.405-419
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• 2008

The purpose of this study is to find oui the effects of teaching mathematical concepts by designing and applying teaching and learning programs that takes into consideration the students' strong intelligence, through the teaching and learning strategies based on the multiple intelligences theory. For this study, developmental and experimental research was conducted. In the developmental research part of the study, teaching and learning programs for teaching the concept of multiplication were designed and the activities based on the multiple intelligences were chosen. On the other hand, in the experimental research part, the data acquired from the application of nonequivalent control group pretest-posttest design in the actual classes was processed and analyzed. The results above indicate that the teaching and learning program based on the multiple intelligences theory improved the students' overall understanding of mathematical concepts by providing various types of activities. In addition, this program helped students to increase their confidence and generate a positive attitude towards learning math.

• Proceedings of the Korean Society for Language and Information Conference
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• 1996.02a
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• pp.449-458
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• 1996

• Proceedings of the Korea Society of Design Studies Conference
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• 2002.11b
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• pp.142-143
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• 2002

• Proceedings of the Costume Culture Conference
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• 2001.10a
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• pp.89-90
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• 2001

• Journal of the korean academy of Pediatric Dentistry
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• v.50 no.4
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• pp.373-384
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• 2023

This study aims to confirm the average chronologic age according to the developmental stages of the mandibular canine (L3), first and second premolars (L4, L5), and second and third molars (L7, L8) in children and adolescents, and to confirm the developmental stage of L3, L4, L5, and L7, which can estimate the development of L8. A total of 1,956 digital panoramic radiographs of healthy individuals aged between 6 and 15 years who visited Seoul National University Dental Hospital from January 2019 to December 2020 were selected. The developmental stages of L3, L4, L5, L7, and L8 on both sides were evaluated using the dental maturity scoring system proposed by Demirjian and Goldstein. The average age at which the follicle of L8 was first observed was around 9.34 ± 1.35 years and varied from 6 to 12 years. The possibility of agenesis of L8 was high when no traces of L8 were observed after the following stages: L3, L4, and L5 at the developmental stage F and L7 at the developmental stage E; the age was about 10 years. In estimating the development of L8, when only one tooth was considered, estimation accuracy with L5 was the highest, and there was no significant difference when all four teeth were included. This study showed the age distribution according to the developmental stages of L3, L4, L5, L7, and L8 in children and adolescents and confirmed the developmental stages of L3, L4, L5, and L7, which can be used to estimate the development of L8.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.4
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• pp.231-245
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• 2017

The purpose of this study is to analyze the trend line through scatter diagram analysis on correlation between SNS addiction tendencies and learning attitudes, figure out the knee point influencing learning attitudes negatively in detail, and examine influence among subareas. To address the goal, study questions are formulated as follows. First, this author did screening on the data of variables measured and analyzed descriptive statistics. Second, this researcher produced the trend line by drawing a scatter diagram in order to analyze correlation between SNS addiction tendencies, withdrawal symptoms, excessive communication, and excessive time wasting, and learning attitudes exploratorily. Third, to explore correlation between self-evaluation, learning participation, and developmental attitudes, the subfactors of learning attitudes related to SNS addiction tendencies, this author drew a scatter diagram and analyzed the threshold of positive and negative correlation. To verify the study questions, the SNS addiction tendency scale and learning attitude scale were applied to 301 university students in Chungcheong area. According to the study results, first, their learning attitudes are influenced by SNS addiction tendencies, excessive communication and excessive time wasting, and they are not influenced by withdrawal symptoms that much. Second, excessive communication, a factor of SNS addiction tendencies, and self-evaluation and developmental attitudes, factors of learning attitudes, show positive correlation to some extent and indicate negative correlation after the threshold. However, excessive communication and learning participation are found to show no correlation. Third, according to the results of examining correlation with learning attitudes by dividing them into excessive communication and excessive time wasting groups with the knee point of 1.40, as the symptom of excessive communication is found more, it influences self-evaluation, learning participation, developmental attitudes, and learning attitudes more negatively in general. The result of this study is expected to provide foundational material necessary to develop educational programs to prevent undergraduates' excessive SNS use and SNS addiction which can be used in the scenes of counseling or education.

• Journal of Korean Physical Therapy Science
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• v.30 no.1
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• pp.1-9
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• 2023

Background: The advantages of robotic therapy have recently been attempted several times in the rehabilitation of total hip arthroplasty (THA) patients. Therefore, this study also aims to report a case of how robot therapy affects the function of THA patients due to developmental dysplasia of the hip (DDH). Design: Case Study. Method: This study used the A-B-A' design. Period A is before robotic therapy, period B is robotic therapy, and period A' is after robotic therapy. The subjects performed physical therapy and occupational therapy for five days each during the baseline period A and A'. In intervention period B, robotic therapy was performed for five days along with the baseline intervention. This study was conducted for a total of fifteen days. The subjects' sit to stand (STS), timed up and go (TUG), and 10 metre walk (10MW) were evaluated. Result:: STS and TUG were significantly improved in periods B and A' compared to period A (p<0.05), and STS was significantly improved in period A' compared to period B (p<0.05). 10MW showed no significant improvement in periods B and A' compared to period A. Conclusions: This study confirmed that robot therapy was an effective intervention in improving the function of women in their 30s who underwent THA due to DDH. In the future, a study comparing the control group should be performed.

• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.307-321
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• 2017

This study examined the developmental changes of adolescent personality regarding personality traits of Big 5 model in 2,260 middle and high school students. We found that there was a difference in the developmental change of personality 5 factor according to sex and grade. In addition, we investigated the timing and characteristics of adolescent problem behavior by analyzing the sub - factors of neurosis. Analysis was used for One-Way ANOVA. if there is significant differences we proceeded post hoc tests. The results of this study are as follows; first, The five personality traits of the adolescents showed differences according to gender. The girls were higher than boys in the Openness, Conscientiousness and Extraversion. In contrast, the boys were higher than girls in the Neuroticism. Second, There was a difference in the characteristics of five personality traits of adolescents according to grade. Third, Gender-specific developmental grade tendency characteristics of adolescent personality trait shows a different pattern in gender. Especially, in the analysis by gender and grade boys showed that personality traits prominent in the middle school Grade 2. likewise, girls showed that personality traits prominent in the high school Grade 3. Then, associated with Neuroticism the Externalizing behavior problems was found to be expressed in the middle school Grade 1 and 2. likewise, the Internalizing behavior problems was found to be expressed in high school Grade 3. Therefore, this study was able to determine the current developmental change in personality traits adolescence of our country. Also it found that mental health problems can be a different expression depending on gender and grade.