• Journal of the Korean Home Economics Association
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• v.33 no.4
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• pp.173-188
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• 1995

This study examined the characteristics of the relationship of HOME, sociodemographic variables and children's verbal ability at age four, five, six, Expecially this study investigated causal relationships amoong the variables which are supposed to affect children's verbal ability by children's age and sex. The subject of this study were 180 children and their mothers. Instruments included inventory of home stimulation(HOME), inventory of socio-demographic variables, inventory of the children's verbla ability. The results obtained from this study were as follows : 1. For the most part, HOME and socio-demographic variables had a significant positive correlation with children's verbal ability. 2. The variables that significantly predicted children's verbal ability differed according to children's age and sex. That is, play materials, breadth of experience and economic status of the home were predictive of boy's verbal ability at age four, while aspects of physical environment, breadth of experience were predictive at age five, fostering maturity and independence, parent's education were predictive at age six. And developmental stimulation and breadth of experience were predictive of girl's verbal ability at age four, while developmental stimulation, economic status of the home were predictive at age five, developmental stimulation and play materials were predictive at age six. 3. the results of the analysis of the causal model showed that the kind of variables that affected children's verbal ability directly differed according to children's age and sex. That is, indirect stimulation and direct stimulation affected boy's verbal ability directly at age four and five, while indirect stimulation and parent's education affected boy's verbal ability at age six. And indirect stimulation, direct stimulation, emotional climate of the home affected girl's verbal ability directly at age four, while direct stimulation, economic status of the home, indirect stimulation affected directly at age five, parent's education, indirect stimulation and direct stimulation affected girl's verbal ability at age six. 4. Another causal model of the HOME, socio-demographic variables affecting children's verbal ability showed that total HOME scores more significantly affected boys and girl's verbal ability directly than socio-demographic variables at all ages.

• Journal of the Korean Home Economics Association
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• v.32 no.3
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• pp.171-184
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• 1994

This study examined the characteristics of the relationship of environmental variables that is HOME socio-demographic variables and children's verbal ability at age five. Especially this study investigated causal relationships among the variables which are supposed to affect children's verbal ability. The subjects of this study were 60 children at age five and their mothers. Instruments included inventory of home stimulation(HOME) inventory of socio-demographic variables inventory of the children's verbal ability and intelligence test. The results obtained from study were as follows: 1. For the most part environmental variables had a significant positive correlation with children's verbal ability 2. The variables that significantly predicted boy's verbal ability were aspects of physical environment breadth of experienc. And the variables that significantly predicted girls' verbal ability were developmental stimulation economic status of the home. 3. The results of the analysis of the causal model showed that the kind of variables that affected boy's verbal ability directly were indirect stimulation direct stimulation. And the kind of variables that affected girls' verbal ability directly were direct stimulation econmic status of the home inditect stimulation. 4. Another causal model of the environmental variables affecting children's verbal ability were formulated by exogenous variables(socio-demographic variables) and by endogenous variables (HOME, children's intelligence). The results of the analysis of the causal model showed that only HOME variables significantly affected boy's and girls' verbal ability directly.

• The Korean Journal of Community Living Science
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• v.24 no.3
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• pp.289-300
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• 2013

The aims of this study are to investigate the differences of the preschoolers' executive function and verbal ability according to their age, and to identify whether the preschoolers' executive function is related to their verbal ability. The participants in this study are 151 children, ages 3-and 5-years old from five child-care centers located in a middle-income region of Seoul. Statistical methods used for the data analysis are the frequencies, means, standard deviations, an independent t-test, and Pearson correlation. The major findings are as follows. First, an age difference is found for children's executive function. The 5-year-olds are more likely to succeed on tasks of executive function than the 3-year-olds. Also, age difference is found for children's verbal ability. The 5-year-olds perform better on tests of verbal ability than the 3-year-olds. Last, the 3-year-olds' and 5-year-olds' executive function is related to their verbal ability. Inhibition and cognitive flexibility are significantly correlated with verbal ability. These results suggest that preschoolers' executive function and verbal ability develop during preschool age. These results also suggest that preschoolers' executive function is related to their verbal ability.

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.109-126
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• 2018

Objective: The purpose of the present study was to explore the moderating role of children's verbal ability in the relation between shyness and teacher-child relationships. Methods: Participants were 200 children, their mothers, and their kindergarten teachers. Children's shyness was rated by their mothers and teachers, and children's verbal ability was measured using the language problem solving ability test. And teachers completed a rating scale in order to examine the teacher-child relationship. The collected data were analyzed using correlations and hierarchical multiple regressions. Results: Children's shyness had a negative relation to close teacher-child relationships. And child's verbal ability was significantly related to teacher-child relationships. Hierachical regression analysis indicted to the interaction of child's shyness and verbal ability predicted close teacher-child relationships. Children's shyness, those who demonstrated the lowest level of child's verbal ability, was significantly associated with close teacher-child relationships. Children's shyness had no significant relation to close teacher-child relationships, especially for the highest level of children's verbal ability. Conclusion/Implications: We suggested that verbal ability training for children might be valuable for shy children in order to buffer the link between shyness and teacher-child relationships.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.53-68
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• 2006

For this study of the writing performance of verbally gifted elementary and middle school students and its relations to home literary environment, reading attitude, perceived verbal ability, and preference for verbal expression, a sample of 101 verbally gifted children was recruited from classes in a gifted education institute in P metropolitan area. Results of path analyses show that verbally gifted children's home literary environment affects reading attitude and perceived verbal ability; reading attitude and perceived verbal ability affects preference for verbal expression; and preference for verbal expression directly affects writing performance. Results imply that the indirect relations of home literary environment to verbally gifted children's writing performance are an important foundation for developing preference for verbal expression and writing skills.

• Korean Journal of Human Ecology
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• v.13 no.4
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• pp.485-496
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• 2004

The purpose of this study is to examine how the difference of parents' verbal control styles influence children's perspective-taking and interpersonal cognitive problem-solving skills. The subjects of this study were 117 five-year-old children with their parents included. The questionnaire used was relevant to the topic, such as parents' verbal control styles, young children's perspective-taking ability, and their interpersonal cognitive problem-solving skills. The percent, mean, standard deviation, three-way ANOVA, and Scheffe were used to analyze the data collected through SPSS WIN program. The major findings are as follows: First, a father's verbal control style makes a significant difference in young child's perspective-taking ability. However, there is no interaction effect between parents' verbal control styles and a child's sex. Second, a father's verbal control style makes a significant difference in young child's interpersonal cognitive problem-solving skills. Character-oriented verbal control mode of a father, in particular, produces more effects on boys than girls. Lastly, Two skills - alternative problem-solving skills and cause-solving skills - have interaction effects. Boys demonstrate higher skills than girls when parents apply character-oriented verbal control styles. Girls do so when mothers use position-oriented verbal control styles, especially in the area of cause-solving skills.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.101-122
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• 2016

The purpose of this study is to explore a possibility finding gifted underachievers who have high spatial ability, but low verbal ability in elementary science field. In Korea, because teachers used to refer students' academic achievement only when they recommend gifted students, underachievers used to be excluded. The participants are 5th-grade students in elementary school. In this research, developed teaching materials were given to students to find underachievers. Results of spatial ability test, verbal ability test, science academic achievement, non-verbal test, and interviews about light propagation concept were obtained. By analyzing results of this study, we found that spatial ability is the most important factors to understand light propagation. And there are some features to understand light propagation according to spatial ability. Lastly, this study shows the possibility of non-verbal test to find gifted underachievers with high spatial ability and low verbal ability.

• Journal of the Korean Home Economics Association
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• v.48 no.7
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• pp.15-22
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• 2010

The purpose of the present study was to examine whether relational aggression was distinct from physical aggression in young children. Moreover, the association between emotional regulation, verbal ability, maternal love withdrawal and relational aggression were investigated. Participants were 3 year old 356 children recruited from middle income families. Children's verbal ability was assessed by interview and teachers' measurement of emotional regulation and relational aggression. The results presented that confirmatory factor analysis confirmed a 2-factor model. Emotional regulation, verbal ability, and maternal love withdrawal were significant predictors of relational aggression.

• The Mathematical Education
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• v.26 no.2
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• pp.9-13
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• 1988

Mathematics education is generally to cultivate mathematical thought. Most meaningful thought is to solve a certain given situation, that is, a problem. The aim of mathematies education could be identified with the cultivation of mathematical problem-solving ability. To cultivate mathematical problem-solving ability, it is necessary to study the nature of mathematical ability and its aspects pertaining to problem-solving ability. The purpose of this study is to investigate the relation between problem-solving ability and classficational viewpoint of mathematical verbal problems, and bet ween the detailed abilities of problem-solving procedure and classificational viewpoint of mathematical verbal problems. With the intention of doing this work, two tests were given to the third-year students of middle school, one is problem-solving test and the other classificational viewpoint test. The results of these two tests are follow ing. 1. The detailed abilities of problem-solving procedure are correlated with each other: such as ability of understanding, execution and looking-back. 2. From the viewpoint of structure and context, students classified mathematical verbal problems. 3. The students who are proficient at problem-solving, understanding, execution, and looking-back have a tendency to classify mathematical verbal problems from a structural viewpoint, while the students who are not proficient at the above four abilities have a tendency to classify mathematical verbal problems from a contextual viewpoint. As the above results, following conclusions can be made. 1. The students have recognized at least two fundamental dimensions of structure and context when they classified mathematical verbal problems. 2. The abilities of understanding, execution, and looking- back effect problem-solving ability correlating with each other. 3. The instruction emphasizing the importance of the structure of mathematical problems could be one of the methods cultivating student's problem-solving ability.

• Korean Journal of Biological Psychiatry
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• v.12 no.2
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• pp.207-215
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• 2005

Objectives:This study was to compare verbal memory ability among patients with schizophrenia, bipolar manic patients and unipolar depressive patients, and to understand their charicteristics of memory process. Methods:All subjects were hospitalized patients and had been interviewed by using the Structured Clinical Interview for DSM-IV(SCID). Schizophrenic patients(N=40), bipolar manic patients(N=17), and unipolar depressive patients(N=20) were assessed with K-AVLT for verbal memory and with K-WAIS for verbal IQ. Three groups were compared regarding total immediate recall, delayed recall, delayed recognition, learning curve, memory retention, and retrieval efficiency under controlled verbal IQ. Multiple regression analysis was performed to find which clinical factors have an influence on verbal memory ability. Results:In MANCOVA, differences of verbal memory test scores among the groups were statistically significant(F=1.800, p<.05). In post hoc analysis, Patients with schizophrenia and bipolar mania showed poorer performance in immediate recall, delayed recall, delayed recognition, retrieval efficiency than unipolar depres- sive patients. And schizophrenics performed poorly in delayed recall, delayed recognition, retrieval efficiency than nonpsychotic affective disorder group, but no difference in total immediate recall, delayed recall, delayed recognition, retrieval efficiency between the schizophrenic group and the psychotic affective group. Conclusions:These results partially confirm previous reports of verbal memory ability among major psychiatric disorders. Our results showed that psychotic symptoms were related with verbal memory, and longer duration of illness was related with poorer performance in schizophrenia and unipolar depression.