학습자의 흥미가 교사의 교수의도와 다를 때: 유아의 학습의도와 학습결과에 대한 예측

정지인(Jeein Jeong) 한국아동학회 2020 아동학회지 Vol.41 No.5

Objectives: The current study aimed to investigate how young children predict a learners learning intention and outcome when given information about the presence of the learners interest in knowledge and a teachers teaching intention. Methods: Participants included 59 children aged between 3 to 5-years old. After hearing stories designed to share information about a learners interest in knowledge and a teachers teaching intention, the children were asked to predict whether the learner would try to learn and whether he could learn successfully. The children’s theory of mind was also measured. Results: Children predicted that the learner would try to learn when he was interested in knowledge but not when he did not have an interest in it. Also, in comparison to 3- and 4-year-olds, 5-year-olds more frequently predicted the learner could not learn successfully if he was not interested in knowledge even if the teacher taught. Conclusion: Young children tend to weigh a learners interest in knowledge more than a teachers teaching intention to predict the learners motivation to learn. Also, as they age, they consider the learners interest in knowledge more seriously to predict the success of learning.

유아의 교수의도성 이해수준, 마음이론, 실제 교수활동의 교수의도에 대한 이해의 관계

정지인(Jeein Jeong) 한국아동학회 2018 아동학회지 Vol.39 No.3

Objective: The current study intends to examine how young children understand intentionality of teaching with the theory of mind development, and how this understanding relates to their understanding of a teaching intention of an actual teaching activity. Methods: The theory of mind of 90 children aged 3-5 years and their understanding of intentionality of teaching were assessed. Additionally, children were randomly assigned to experimental condition in which the teaching intention of an activity (memory game) was explicitly revealed, or control condition in which the intention was not stated. Afterwards, their understanding of the teaching intention of the game was measured. The development of understanding of intentionality of teaching, and its relation to their theory of mind were examined. Whether age and understanding of intentionality of teaching predicted children’s understanding of the teaching intention of the game was also investigated. Results: Along with the theory of mind development, children’s understanding of intentionality of teaching also developed. Children’s understanding of teaching intention of the game was related to their understanding of intentionality of teaching with age controlled. Children’s recognition of the teaching intention of the game was predicted by understanding of the intentionality of teaching in the control condition, and it was predicted by both age and understanding of intentionality of teaching in the experimental condition. Conclusion: With the development of theory of mind, children come to understand that teaching involves a goal, and this development plays an important role in their appreciation of an actual teaching intention of the activity.

주의집중기질, 실행기능 및 마음이론이 유아의 자기조절학습능력에 미치는 영향

정지인(Jeein Jeong) 인지발달중재학회 2022 인지발달중재학회지 Vol.13 No.1

연구목적: 본 연구는 유아의 자기조절학습 능력의 발달 양상을 살펴보고, 주의집중기질, 실행기능 및 마음 이론이 자기조절학습 능력에 미치는 영향력을 살펴보기 위해 진행되었다. 연구방법: 만 3세에서 6세 유아 91명의 인지, 동기, 정서, 친사회적 조절을 포함하는 자기조절학습 능력은 교사가 평정하고, 유아의 주의집중 기질은 어머니 평정으로 측정하였다. 또한 연구자와 유아 간의 일대일 면담을 통해 실행기능과 마음이론 능력을 측정하였다. 연구결과: 연령이 증가함에 따라 자기조절학습 능력 전반과 실행기능, 마음이론 이해가 증가하였으며, 이들 변수들은 연령에 의한 효과를 통제한 후에도 서로 관련이 높은 것으로 나타났다. 유아의 연령과 성별을 통제하면서 모든 변수를 투입한 결과, 실행기능이 자기조절학습능력을 예측하는 것으로 나타났다. 결론: 유아기에 아동의 자기조절학습 능력이 전반적으로 증가하며, 유아의 실행기능 발달을 돕는 것이 자기조절학습 능력의 발달에 중요한 영향을 미칠 것으로 볼 수 있다. Objective: This study aimed to examine the development of young children’s self-regulated learning, and how it is affected by attentional focusing, executive function, and theory of mind. Methods: Ninety-one children aged from three to six participated in the study. Children’s self-regulated learning ability was rated by teachers, and their attentional focusing temperament was rated by their mothers. Children’s executive function and theory of mind were assessed through one-on-one interviews between each child and a researcher. Results: Children’s executive function, theory of mind, and self-regulated learning increased with their age. Their relationships among them were significant even when controlling for age. Children’s executive function predicted their self-regulated learning ability when all other variables were considered, with age and gender controlled. Conclusions: Children’s self-regulated learning ability increases in early childhood, and their executive function plays a pivotal role in their development.

직관에 반하는 정보에 대한 유아의 판단과 실행기능의 관련성

정유리(Yuri Jeong),정지인(Jeein Jeong) 한국아동학회 2021 아동학회지 Vol.42 No.3

Objectives: This study examined young children’s judgments of counter-intuitive information, and whether their judgments relate to the executive function and theory of mind. Methods: Ninety-two children aged 3 to 6 years were provided with counter-intuitive information that the smallest doll was the heaviest among five Russian dolls in a one-on-one interview with a researcher. Subsequently, how children judged the weights of the dolls, whether they did an experiment to check the weights during the researcher’s absence, how they judged the weights upon the researcher’s suggestion, and whether their judgments were related to the executive function and theory of mind were examined. Results: Following the researcher’s counter-intuitive information, the 3-year-olds were more likely to judge that the smallest one might be the heaviest. Further, spontaneous experiments during the researcher’s absence were conducted only among a small number of children aged 4-years and up. There were no more differences in judgments of weight among age groups of children when it came to checking the actual weights of the dolls upon the researcher’s suggestion. Additionally, children with better inhibitory and shifting ability tended to judge the heaviest doll based on their own intuition. A multiple regression analysis, controlling for relevant variables showed that only shifting ability predicted the children’s judgments based on their intuition before the suggested experiment. Conclusion: With age, young children may come to judge a physical situation based on their own clear intuition, rather than merely following another’s counter-intuitive information. This tendency appears to be related to the executive function, especially shifting ability.

마음이론, 인지적 실행기능, 정서적 실행기능이 유아의 사회적 행동에 미치는 영향

주수경(Ju, Soo Gyeong),정지인(Jeong, Jeein) 한국육아지원학회 2020 육아지원연구 Vol.15 No.1

본 연구에서는 마음이론, 인지적 실행기능, 정서적 실행기능의 발달이 유아의 친사회적 행동과 공격적 행동에 어떤 영향을 주는지에 대해 종합적으로 살펴보고자 하였다. 이를 위해 일대일 면담을 통해 만 3세에서 6세 유아 112명의 마음이론 능력을 측정하고, 더불어 인지적 억제, 인지적 유연성, 작업기억을 비롯한 인지적 실행기능, 그리고 정서적 실행기능인 만족지연 능력을 측정하였다. 또한 각 유아의 친사회성, 외현적 공격성, 관계적 공격성을 교사 평정으로 측정하였다. 유아의 성별에 의한 효과를 통제하면서 마음이론과 실행기능의 각 영역이 친사회성과 외현적 공격성에 미치는 영향을 회귀분석을 통해 살펴본 결과, 유아의 마음이론에 대한 이해는 친사회성의 증가를 유의하게 예측하였으며, 만족지연 점수가 낮을수록 외현적 공격성이 증가하는 것으로 나타났다. 또한 만족지연 점수가 낮은 유아들은 마음이론이나 실행기능의 다른 영역에 의한 효과를 고려한 후에도 관계적 공격성이 높은 것으로 나타났다. 이는 타인의 생각과 감정에 대해 알고, 사회적 상황을 이해하기 위해 필요한 마음이론이 친사회적 행동의 증진에 중요한 영향을 미치며, 인지적 실행기능보다는 정서나 감정 조절과 좀 더 밀접한 관련이 있을 수 있는 정서적 실행기능이 유아의 공격성에 직접적인 영향을 줄 수 있음을 시사한다. The current study aimed to examine how the development of theory of mind and executive function (EF) in young children affects their prosocial and aggressive behaviors. The study sample was 112 three- to six-year-old children. The data on their cool EF (i.e., inhibition, cognitive flexibility, and working memory) and hot EF (i.e., delay of gratification) and theory of mind understanding was collected through one-on-one meetings between a researcher and a child. Children"s prosocial behaviors and overt and relational aggressions were rated by their teachers. Regression analyses with children"s theory of mind and cool and hot EF as independent variables and prosocial and aggressive behaviors as a dependent variable respectively were conducted, while controlling for children’s gender. The results showed that advanced understanding of theory of mind predicted an increase in prosocial behaviors, and lower levels of delay of gratification predicted an increase in overt aggression respectively even when controlling for the effect of gender. Also, lower levels of delay of gratification predicted an increase in relational aggression even after considering effects of theory of mind and other aspects of EF. These results imply that 1) children"s ability to understand others" thoughts and emotions and social situations might contribute to an increase in prosocial behavior; and that 2) children"s hot EF, which is closely related to emotional or affective regulation, rather than cool EF, might have a direct impact on their aggressive behaviors.

유아의 질문을 통한 문제해결 능력의 발달과 실행기능의 관계

김상아(Sangah Kim),정지인(Jeein Jeong) 인지발달중재학회 2023 인지발달중재학회지 Vol.14 No.4