부부 조망수용능력과 유아 대처반응 관계에서 가족 레질리언스의 매개효과

장윤희,문혁준 한국인간발달학회 2011 人間發達硏究 Vol.18 No.3

The purpose of this study is to investigate the relationships between marital perspective-taking ability, family resilience and the managing responses of young children. This study was also hoped to provide a basis for the analysis of the mediating effects of family resilience in the relationships between marital perspective-taking ability and the managing responses of, young children. 284 mothers of preschoolers attending private kindergartens or day care centers in Seoul or Incheon city participated in the research to measure marital perspective-taking ability, family resilience and the managing responses of young children, and the collected data were analyzed by SPSS 17.0. The results are as follows. (1) The managing responses of young children, according to the marital perspective-taking abilities was completely mediated by family resilience. (2) The negative managing responses of young children, according to marital perspective-taking abilities was also entirely mediated by family resilience. These results indicated that marital perspective-taking abilities influence family resilience in a nuclear family structure and it results in indirectly affects the managing responses of young children. This study is a significant contribution to knowledge since it was focused on ordinary family groups to prove the mediating effect of family resilience in the relationships between marital perspective-taking ability, and negative and positive managing responses on the part of young children rather than conducting the research on families with particular characters as has been done in past studies. Theses results should be fundamental to inspire managing responses on the part of young children by reinforcing a family spirit in the somewhat diverse family models found in contemporary Korean society.

Empathy Training with Implicit Strategies: Gamified-Implicit Compassion Training and Visual Perspective-taking

( Taesun Kim ),( Jeongil Seo ),( Yunjee Hwang ),( Sanghee Kim ) 한국감성과학회 2023 한국감성과학회 국제학술대회(ICES) Vol.2023 No.-

Empathy is an important aspect of social cognition, and its deficit has been associated with maladaptive psychological conditions. Various emotional and cognitive processes contribute to the experience of empathy. Among these, empathic concern and perspective-taking are often considered as central components. The current study aimed to test whether interventions to promote empathic concern and perspective-taking could enhance early attention to socioemotional information and perspective-taking abilities. Healthy young adults participated in this study and were assigned to one of four intervention groups. Each group receiving empathic concern promotion, visual perspective-taking promotion, a combination of both, or neither. After the completion of intervention task, participants’ attentional biases towards fearful, happy, and sad faces were assessed. Participants then completed the director task to evaluate their perspective-taking abilities. Results indicated that all groups receiving treatment tended to respond faster while taking the director’s perspective than the no treatment control Although we did not find a combined effect between these two interventions, these results indicate that interventions to promote empathic concern or visual perspective-taking improve one’s ability to take others’ perspectives. These intervention-dependent changes may facilitate socio-cognitive processes associated with empathy.

Cognitive and Affective Perspective-Taking Ability of Young Bilinguals in South Korea

Han, Sinae,Lee, Kangyi Korean Association of Child Studies 2013 Child studies in Asia-Pacific context Vol.3 No.1

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.

아동의 죄책감 및 수치심 이해에 대한 우울과 정서조망수용 능력의 상호작용 효과

송하나 한국아동권리학회 2015 아동과 권리 Vol.19 No.2

This study investigated the influence of children’s depression and emotion perspective-taking ability on children’s understanding of moral emotions. The interacting effects between depression and emotion perspective-taking ability were also examined. The participants of this study were 114 five-year-old children. The children were interviewed with the moral emotion interview, Child Depression Inventory(CDI), and emotion perspective-taking interview. The results showed that depression was negatively correlated with understanding shame, but no significant relationship was found between depression and understanding guilt. Emotion perspective-taking ability was the most significant predictor for explaining both guilt and shame. In addition, the interacting effect of depression and emotion perspective-taking ability was also significant. Depression moderated the relationship between emotion perspective-taking ability and children’s understanding of shame. Emotion perspective-taking ability significantly predicted the understanding of shame only in children with a high level of depression. The function of moral emotion and shame and perspective-taking ability was discussed. 본 연구에서는 아동의 도덕적 정서 이해에 대한 우울과 정서조망수용 능력 각각의 영향력과 상호작용 효과를 검증하였다. 만 5세 아동 114명이 본 연구에 참여하였으며 내러티브 형식의 도덕적 정서 인터뷰 및 한글판으로 된 Child Depression Inventory와 Emotion Perspective-Taking Interview를 아동들에게 실시하였다. 연구 결과, 우울이 높을수록 수치심을 느낄 수 있는 일상적 상황에 대한 이해도가 낮은 것으로 나타났으며 정서조망수용 능력은 수치심 및 죄책감 이해 모두에 정적인 영향을 미치는 것으로 나타났다. 또한 우울이 낮은 집단에서는 정서조망수용 능력이 높을수록 수치심을 잘 이해하였으나, 우울이 높은 집단에서는 정서조망수용 능력과 수치심 이해와의 관계가 유의하지 않았다. 연구 결과는 우울의 내재적 성향과 인지적 편향, 정서조망수용 능력 및 도덕적 정서의 기능을 중심으로 논의되었다.

Cognitive and Affective Perspective-Taking Ability of Young Bilinguals in South Korea

한신애,이강이 한국아동학회 2013 Child studies in Asia-Pacific context Vol.3 No.1

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 5years 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.

초⋅중등 예비교원의 조망수용과 다문화행동의 관계: 편견과 다문화태도의 매개효과를 중심으로

임다솔,김영화 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.3

Objectives This study explored the mediating effects of prejudice and multicultural attitudes in the relationship between perspective-taking and multicultural behavior among pre-service teachers. Methods Two hundred and twenty-four pre-service teachers from single-Korean-ethnic background participated in the surveys assessing perspective-taking, prejudice, multicultural attitude, multicultural behavior, and demographic characteristics. Results The results found that perspective-taking and multicultural attitude had a positive correlation with multicultural behavior. On the other hand, prejudice was negatively correlated with multicultural behavior. Also, prejudice and multicultural attitudes showed a mediating effect in the relationship between perspective-taking and multicultural behavior. In the relationship between perspective-taking and multicultural behavior, the indirect effect of prejudice was not found, but the indirect effect of multicultural attitude was significant. In addition, the path from perspective-taking to multicultural behavior by sequentially mediating prejudice and multicultural attitude was significant. Conclusions These results suggested that prejudice and multicultural attitudes may play an important role in the relationship between perspective-taking and multicultural behavior. Accordingly, this study discussed educational intervention through perspective-taking to promote multicultural behavior of prospective teachers. Finally, limitations of the study and suggestions for future research were discussed. 목적 연구는 단일민족 배경의 초⋅중등 예비교원을 대상으로 조망수용과 다문화 행동의 관계에서 편견과 다문화 태도의 매개효과를 탐색하여 예비교원 다문화교육에 필요한 기초 자료를 제공하고자 하였다. 방법 이를 위하여 224명의 초⋅중등 예비교원을 대상으로 조망수용, 편견, 다문화 태도, 다문화 행동 및 인구통계학적 특성으로구성된 온라인 설문을 실시하고 결과를 분석하였다. 매개효과 분석을 위해 SPSS Process Macro를 활용하여 분석을 실시하고Bootstrapping을 통해 간접효과의 유의성을 검증하였다. 결과 그 결과, 첫째, 조망수용과 다문화 태도는 다문화 행동과 정적인 상관관계를 보였다. 반면 편견은 다문화 행동과 부적 상관을나타냈다. 둘째, 조망수용과 다문화 행동의 관계에서 편견, 다문화 태도의 매개효과를 살펴본 결과, 편견의 간접효과는 나타나지않았으나, 다문화 태도의 간접효과는 유의하였다. 또한 조망수용이 편견과 다문화 태도를 순차적으로 매개하여 다문화 행동에 이르는 경로는 유의한 것으로 나타났다. 결론 이러한 결과는 다문화 행동 증진에 있어서 조망수용이 중요한 심리적 변인이며, 이 과정에서 편견과 다문화 태도의 역할을함께 이해하는 것이 중요함을 시사한다. 마지막으로 예비교원 다문화교육에서 조망수용을 활용한 개입의 가능성을 논의하고, 연구의 한계점을 바탕으로 추후 연구 방향을 제안하였다.

조망수용 개념에 대한 개관 연구

윤동군(Dong kun Yoon) 단국대학교 상담학연구소 2018 상담교육연구 Vol.1 No.1

Objective: Perspective-taking is a way of understanding others in a certain situation with their point of view, not from the perspective of oneself. Although the related studies about perspective-taking have been conducted for long, still its definition is not clear and often misunderstood with similar concepts. Method: To get a better understanding of it, we reviewed most domestic research papers and publications to clarify its definition. We also sorted similar concepts which should be distinguished from perspective-taking. Result: Empathy and the theory of mind are similar concepts to the perspective-taking. We should clarify its definition because some researchers take it as a process of development in childhood and others believe those are all the same concept. Conclusion: We outline perspective-taking first and why it should be treated differently with other similar concepts. At the end of this research paper, we defined the meaning of perspective-taking again and its limitation also. What should be discussed more about perspective-taking in the future is also mentioned. 조망수용은 어떤 상황에서 타인을 바라볼 때 자기중심으로 보는 것이 아닌 타인의 관점으로 입장을 이해하는 개념이다. 오래전부터 조망수용에 대한 연구가 진행되어 왔으나 기존 연구들이 조망수용의 정의를 명확하게 구분하여 사용하지 못하고 유사개념들과 혼용하여 사용하고 있다. 이에 따라 조망수용의 구체적 개념이해를 위해 국내 논문과 출판도서를 전반적으로 리뷰하고 조망수용과 유사한 개념들과 구분되어야 할 개념들을 나누어 살펴보았다. 조망수용과 유사한 개념으로 공감, 마음이론이 사용되고 있었다. 특히 연구에 따라 조망수용이 유사개념과 동일한 개념으로 사용되고 있거나 아동에게 일어나는 하나의 발달과정으로 보고 있는 등 연구자들마다 다르게 사용하고 있어 이에 대한 정리가 필요하였다. 본 논문에서는 특히 조망수용과 공감이 가장 혼용되어 사용하고 있어 이를 깊이 살펴보고 정의를 내렸다. 마지막에는 상담 장면에서의 조망수용 개념 정의와 이에 대한 한계점과 향후 연구 방향에 대해 논의 하였다.

의사소통 조망수용: 자기중심적 편향성과 실행기능의 역할

이현진,권은영,전시현 한국심리학회 산하 한국발달심리학회 2016 한국심리학회지 발달 Vol.29 No.4

We attempted to investigate whether egocentric biases are common in communicative perspective- taking and whether individual differences in communicative perspective-taking could be attributed to executive function. Twenty six 4-year-old children and 20 college students were tested. The results indicated that both children and adults took their egocentric perspectives at the beginning stage, but adults switched these to another’s perspective very quickly. Therefore egocentric perspective-taking occurred more often in children than in adults. These findings could be interpreted in terms of the dual-process account proposed by Keysar et al. We also explored the relationship between communicative perspective-taking and executive function. The results indicated that individual differences in communicative perspective-taking were correlated with inhibitory control and working memory in both children and adults. However, inhibitory control was the only variable that predicted communicative perspective-taking in children and adults. 본 연구에서는 발달적 관점에서 의사소통 조망수용을 살펴보고, 의사소통 조망수용에서의 개인차를 실행기능이 설명할 수 있는지를 살펴보았다. 아동 26명과 성인 20명을 대상으로 의사소통 조망수용과 실행기능(억제통제, 작업기억, 주의전환)을 측정하였다. 그 결과 대체적으로 아동들은 의사소통 조망수용 과제에서 자기중심적 조망을 보인 반면에 성인들은 상대방 조망을 고려하는 반응을 보였다. 하지만 성인들도 조망수용 초기에는 자기중심적 조망을 보였지만 빨리 자기중심적 조망에서 벗어나 상대방 조망을 수용하는 것을 볼 수 있었다. 이러한 결과는 의사소통 조망수용에서 이중처리과정을 지지해 준다. 실행기능과의 관계에서 아동의 자기중심적 조망에 근거한 반응은 억제통제와 부적 상관을 보였고, 상대방 조망을 수용한 반응은 작업기억과 정적 상관을 보였다. 성인의 경우에는 상대방 조망을 수용한 반응이 억제통제와 작업기억과 상관을 보였다. 아동과 성인 모두 의사소통 조망수용의 어떤 측정치도 주의전환과 유의한 상관을 보이지 않았다. 의사소통 조망수용에 대한 예측변인을 알아보기 위해 회귀분석을 실시한 결과, 아동과 성인 모두에게서 억제통제가 조망수용을 예측해 줄 수 있는 변인일 가능성을 보여주었다. 이러한 결과는 간섭을 일으키는 자극을 억제하고 부적절한 행동을 통제하는 능력이 뛰어날수록 의사소통상황에서 상대의 관점에서 언어를 이해하는 능력이 뛰어날 가능성을 시사해준다.

관점수용 향상을 위한 학습분석 기반 수업설계 모형의 효과 연구: 사회 수업 사례를 중심으로

허선영 한국열린교육학회 2024 열린교육연구 Vol.32 No.1

This study aims to develop a learning analytics-based instructional design model for enhancing perspective-taking and examines the effect of perspective-taking and learning achievement. To achieve this, a design and development research method was employed, resulting in the development of a model comprising stages of lesson preparation, lesson implementation, and lesson evaluation. Procedures and guidelines necessary for each stage were derived. Subsequently, the model was applied to conduct four sessions of instruction for 53 first-year male students at A middle school. Surveys (cognitive and affective perspective-taking), interviews, and learning achievement test(content knowledge assessments) were conducted. The results indicated a significant improvement in learners' cognitive and affective perspective-taking scores, along with an enhancement in individual achievement. Based on these findings, the study discusses the importance of enhancing perspective-taking, the necessity of learning analytics-based learning support, and the need to avoid excessive learning support.

Cognitive and Affective Perspective-Taking Ability of Young Bilinguals in South Korea

Si Nae Han,Kang Yi Lee 한국아동학회 2013 Child studies in Asia-Pacific context Vol.3 No.1

The present study examined balanced bilingual children``s cognitive and affective perspectivetaking 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.