• 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.

• 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.

• 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.

• 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.

• Korean Journal of Child Studies
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• v.17 no.2
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• pp.121-139
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• 1996

The purpose of the present study was to explore a model program to improve preschool children's self-concept, perspective-taking and prosocial behavior through "Understanding Activities of Self and Others." Sixty 5- to 6-year-old children were selected by random sampling from a Kindergarten located in Seoul. Thirty children were in the experimental group and 30 were in the control group. The 8-week intervention program used the instrument, "Understanding Activities of Self and Others," constructed by the present researchers. One-way ANOVA and MANOVA were used for data analysis. At the end of the 8-week period, significant differences were found between the experimental and control groups in self-concept, perspective-taking ability, and prosocial behavior. This indicates the effectiveness of the present study in improving children's affective, cognitive, and behavioral traits.