• Korean Journal of Culture and Social Issue
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• v.18 no.2
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• pp.215-234
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• 2012

The purpose of this study was to explore linkages between stress and a range of individual difference factors on children's memory for a potentially stressful event. Children (N=63) aged from 4 to 10 years, who undergone a minor dental operative procedure were evaluated. Overall, the results of this study replicated and extended previous findings of the related literature, providing some further evidence for a negative relation between stress and children's recall. More considerable variation in individual difference variables, in particular, children 's stress coping strategies, quality of previous experiences, amount of the advanced parental preparation were existed among the children, influencing the relation between the level of stress and children's remembering of a stressful event. Future inquiries for understanding theoretical, clinical, and forensic issues in children's remembering of a stressful event were discussed.

• Korean Journal of Culture and Social Issue
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• v.19 no.3
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• pp.343-365
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• 2013

This study examined the effects of various individual differences on children's memory of a stressful experience. The participants for the current study were children (N=85) aged 4-9 years those who experienced a naturally occurring stressful experience from a dental procedure. There was overall negative relation between the level of stress and children's memory performance. However, more interestingly, the results of this study provided some further evidence that several cognitive (i.e., receptive language ability and working memory capacity) and emotional (i.e., children's general anxiety condition, children's self-report of pain and anxiety about the event) individual difference factors were associated with variations in children's remembering across ages. The results suggest that the relation between stress and children's memory might be impacted in part by children's various individual characteristics. Furthermore, the findings are discussed in the applied context that based on the results clinical and legal professionals can tailor interviews to best meet children's needs and capabilities, and create developmentally and individually sensitive guidelines for interviewing children in the legal system.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.814-822
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• 2008

This study plans to develop strategies using children's verse in science education and investigate the effects of instruction using children's verses on the attitude toward science. The study tried to determine strategies using children's science verse in order to find out their value. For the purpose of this, two classes of the 6th grade were selected in an elementary school for tests. The results from this research showed that strategies using children's verse in science education were developed and applied in teaching/learning purposes as well as in the area of literature. A strategy for remembering was applied widely. A strategy for understanding scientific principles and for quest methods, writing children's science verses directly helped in scientific conceptual formation. Instruction using children's science verses had a positive effect on the attitudes toward science. Students maintained positive attitudes throughout instruction that used children's science verses. In conclusion, instruction using children's science verses can be applied to science education, and the attitudes toward science and learning achievements can be improved.