• Human Ecology Research
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• v.56 no.2
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• pp.133-144
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• 2018

The study examined the longitudinal relations of preschool children's peer interaction, linguistic and cognitive abilities, and self-control, while taking into account gender differences. The study was conducted with 671 preschoolers from the $5^{th}$, $6^{th}$, and $7^{th}$ wave of the Korean Children and Youth Panel Study (KCYPS). Data were analyzed by means of basic descriptive statistics, Pearson's correlations, and structural equation modeling analysis. Bootstrapping method was also used to determine the significance of indirect effects. The analysis were conducted to find the longitudinal effects of peer interaction at the age of 4 on their self-control at the age of 6, and the mediating effects of linguistics and cognitive abilities at the age of 5 on its associations. The results indicated gender differences among the variables. According to multi-group analysis, there was a significant influence of 4 years' peer interaction on subsequent 5 years' linguistic and cognitive abilities but also on 6 years' self-control across time for boys; however, no significant direct effect of peer interaction on self-control was found for girls. Based on the findings of this study, it can be implied that it is necessary to apply different methods for boys and girls to promote self-control from the influence of peer interaction and linguistic and cognitive abilities.

• Geomechanics and Engineering
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• v.21 no.6
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• pp.571-582
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• 2020

Aiming at the mechanical and structural characteristics of the contact zone composite rock, the uniaxial compression tests and numerical studies were carried out. The interaction forms and formation mechanisms at the contact interfaces of different materials were analyzed to reveal the effect of interaction on the mechanical behavior of composite samples. The research demonstrated that there are three types of interactions between the two materials at the contact interface: constraint parallel to the interface, squeezing perpendicular to the interface, and shear stress on the interface. The interaction is mainly affected by the differences in Poisson's ratio and elastic modulus of the two materials, stronger interface adhesion, and larger interface inclination. The interaction weakens the strength and stiffness of the composite sample, and the magnitude of weakening is positively correlated with the degree of difference in the mechanical properties of the materials. The tensile-shear stress derived from the interaction results in the axial tensile fracture perpendicular to the interface and the interfacial shear facture. Tensile cracks in stronger material will propagation into the weaker material through the bonded interface. The larger inclination angle of the interface enhances the effect of composite tensile/shear failure on the overall sample.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.169-176
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• 2019

This study investigated the effects of mother's psychological control and of teacher-child interaction on young children's self-regulation. Data were collected by surveying 358 young children, their mothers and their 28 teachers. Data were analyzed with statistics using the SPSS Win 18.0 version. The study results are as follows. Mother's psychological control and teacher-child interaction had a significant effect on infant self-regulation. Between them, the child-teacher interaction had a greater effect than the mother's psychological control, affecting emotional regulation more than behavioral regulation. The study results confirmed the mother's psychological control and the interaction of the child-teacher as the variables affecting the children's self-regulation. These results highlight the necessity of continuing education on mother's discipline and teacher's interaction and development of educational program for early childhood pre-service teachers.

• Korean Journal of Child Studies
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• v.24 no.3
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• pp.27-44
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• 2003

This study examined effects of children's emotionality, interpersonal problem solving strategies, and maternal behaviors during mother-child interaction on children's social competence as rated by teachers. Data were analyzed separately for boys and girls. A total of 102 children(60 boys, 42 girls; aged 5-6) and their mothers were studied. Children's positive and negative emotionality were related to their social competence. Positive solving strategies were positively related to boy's social competence; negative solving strategies had negative to both boy's and girl's social competence. Mother's negative affect related negatively to boy's social competence and mother's sensitivity/guidance related positively to girl's social competence. When children's emotionality and interpersonal problem solving strategies were controlled, maternal behaviors during mother-child interaction did not contribute to children's social competence.

• Ocean Systems Engineering
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• v.3 no.3
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• pp.181-201
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• 2013

The main objective of this work is to investigate the sloshing behavior in a baffled and unbaffled three dimensional annular-sectored water pool (i.e., tank) which is located at dome region of the primary containment. Initially two case studies were performed for validation. In these case studies, the theoretical and experimental results were compared with numerical results and good agreement was found. After the validation of present numerical procedure, an annular-sectored water pool has been taken for numerical investigation. One sector is taken for analysis from the eight sectored water pool. The free surface is captured by Volume of Fluid (VOF) technique and the fluid portion is solved by finite volume method while the structure portions are solved by finite element approach. Baffled and un-baffled cases were compared to show the reduction in wave height under excitation. The complex mechanical interaction between the fluid and pool wall deformation is simulated using a partitioned strong fluid-structure coupling.

• Korean Journal of Child Studies
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• v.26 no.3
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• pp.1-13
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• 2005

Subjects were 78 12- to 35- month old infants, their mothers, and their teachers. Instruments included the Revised Toddler Temperament Questionnaire(Y. H. Choi 1990) and the Assessment Profile for Early Childhood Programs(M. K. Hong 1997; S. K. Kim 1999). There was no significant difference in perceptions of infant temperament between mothers and teachers. Infant-mother interaction differed by infant temperament in that mothers had high scores with easy infants but low scores with difficult children. On the other hand teachers maintained high interactions with difficult infants in the case of infant's rhythmicity. Infant-teacher interaction correlated with such teacher variables as teacher-infant ratio, teachers' academic backgrounds and working hours.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.147-162
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• 2001

This study examined the relation between mother-child verbal interaction strategies and children's narrative competence. Forty-eight 4-year-old middle class children(25 girls and 23 boys) and their mothers were observed in their homes. All the children were asked to produce a new story. Mothers used more descriptive statements and questions, more inferential questions and more evaluative questions than children. Children gave more answers and used more negative feedback than mothers. Mother's use of high-mental demanded question and positive feedback strategies were positively correlated with children's level of narrative structure. Mothers' use of inferential and evaluative questions were positively correlated with narrative length. Children's use of high-mental demanded statements and positive feedback strategies were positively correlated with their level of narrative structure and their use of descriptive and high-mental demanded strategies were positively correlated with narrative length.

• 한국HCI학회:학술대회논문집
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• 2007.02a
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• pp.612-615
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• 2007

This research studies the Virtual Reality simulation of Newton's physics law on rigid body type of objects for physics learning. With network support, collaborative interaction is enabled so that people from different places can interact with the same set of objects in Collaborative Virtual Environment. The taxonomy of the interaction in different levels of collaboration is described as: distinct objects and same object, in which there are same object - sequentially, same object - concurrently - same attribute, and same object - concurrently - distinct attributes. The case studies are the interaction of users in two cases: destroying and creating a set of arranged rigid bodies. We identify a specific type of application for contents authoring with modeling systems integrated with real-time physics and implemented in VR system. In our application called Virtual Dollhouse, users can observe physics law while constructing a dollhouse using existing building blocks, under gravity effects.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.131-143
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• 2015

This study sought to investigate the influence of mother's marital conflict and avoidance coping strategies with marital conflict on school aged child-rearing stress, on the focus of interaction mother's marital conflict and avoidance coping strategies with marital conflict. The subjects comprised 234 mothers of school aged children in Daegu and Keoungbok. The collected data were analyzed by mean of t-test, Pearson Correlation, and Hierarchical regression using SPSS Win 19.0. The results were as follows. (1) Mother's marital conflict significantly influenced on school aged child-rearing stress. However mother's avoidance coping strategies with marital conflict on school aged child-rearing stress did not. (2) The interaction effects of mother's marital conflict and avoidance coping strategies with marital conflict on school aged child-rearing stress was observed.

• Asia pacific journal of information systems
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• v.13 no.2
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• pp.171-197
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• 2003

There have been quite many studies to identify factors affecting successful implementation of EDI systems. However, previous studies have investigated influencing factors independently. Given the complexity involved in the implementation of EDI systems, it might be quite necessary to investigate the interaction effects between influencing factors. The primary purpose of this study is to investigate the interaction effects of organizational characteristics as contextual variables on the relationship between managerial characteristics and EDI implementation. Analysis of 202 responses of survey questionnaire indicates the following: 1) Education/training and top management support has positive effect on the successful EDI implementation. 2) The degree of decentralization has strong, and management risk position has mild moderating effect on the relationship between managerial characteristics and EDI implementation. 3) The degree of formalization and organizational size have no moderating effect. 4) The subgroup analysis, conducted to determine the exact nature of interaction effect, reveals that the relationship between managerial characteristics and EDI implementation is significantly stronger with a high level of decentralization or management risk position than with a low level.