This study investigated five-year-olds' priority between shared preference and group membership in resource allocation, social preference, and social evaluation. Using a forced-choice resource allocation task and a friend choice task, we first demonstrate that five-year-old children distribute more resources to and prefer a character who shares a preference with them when compared to a character who has a different preference. Then, we pitted the shared preference against group membership to investigate children's priority. Children prioritized group membership over shared preference, allotting more resources to and showing more preference toward characters in the same group who did not share their preferences than those from a different group who shared their preferences. Lastly, children evaluated resource allocation and social preference in others that prioritized group membership or shared preference. Children regarded prioritization of group membership more positively than prioritization of shared preference from the perspective of a third person. The results suggest that children by five years of age consider group membership as of greater importance than shared preference not only in their own resource allocation and social preference, but also in their evaluation of others' resource allocation and liking.
The paper presents a way for data analysis of seismic data in order to predict stress intensity data on reactor pressure vessel because it is important to investigate the integrity of the reactor pressure vessel. As the seismic waveform data are time-series data, fast Fourier Transform is implemented for data processing. After feature extraction using fast Fourier Transform, machine learning algorithms were used to analyze and predict the stress intensity data for regression. We applied Support Vector Regression, Random Forest Regression, K-nearest Neighbor Regression and Gradient Boosting Regressor and compared these algorithms in order to improve good accuracy on the regression. This research shows that it is possible to make the correlation between the seismic waveform data and the stress intensity for reliability on the reactor pressure vessel.
Objective This study tested four- and five-year-old children's analogical transfer of spatial relations from samples consisting of either richly decorated geometric shapes or concrete objects. It also examined whether young children would transfer containment relations more readily than they would transfer support relations, and whether the difference between children's transfer of containment and support relations would vary with object type and age. Methods Four- and five-year-old children (N = 73) recruited in Busan were presented with a spatial analogies task adopted from Huttenlocher and Levine (1990). Children were asked to transfer containment and support relations from samples consisting of either richly decorated geometric shapes or concrete objects, to three choices consisting of concrete objects. Results First, four-year-olds successfully transferred containment relations only from concrete objects, whereas five-year-olds did so from both types of objects. Second, four-year-olds failed to transfer support relations regardless of object type, whereas five-year-olds successfully transferred support relations from richly decorated geometric shapes. Third, five-year-olds overall showed better performance than four-year-olds. Finally, children transferred containment relations more readily than they transferred support relations only when the samples consisted of concrete objects (but not when the samples were geometric shapes). Conclusion The results suggest that children's transfer of spatial relations overall improves between ages four and five years and that young children's transfer of support relations (less salient spatial relations than containment) may benefit from the use of geometric shapes. Keywords: analogical transfer, containment, support, geometric shapes, concrete objects
연구목적: 8개월 영아의 지지관계 범주화에 배경음악, 사례 이질성, 공간관계 변화의 지각적 단서가 영향을 미치는지 알아보고, 사례 이질성의 영향에 발달적 차이가 있는지를 조사하였다. 연구방법: 8개월 영아 60명과 13개월 영아 27명을 지지관계 사례들에 습관화하였다. 습관화 동안 8개월 영아는 사례를 배경음악 없이 보거나, 배경음악과 함께 보거나, 물체 모양이 상호 이질적인 상태에서 보거나, 공간관계 변화의 지각적 단서가 추가된 상태로 보았다. 13개월 영아는 배경음악과 지각적 단서 없이, 물체 모양이 모두 같거나 이질적인 사례에 습관화되었다. 습관화 후, 습관화 공간관계와 새로운 공간관계를 보여주고 응시시간을 측정해 범주화 성공 여부를 검사하였다. 연구결과: 8개월 영아는 사례간 이질성이 높은 경우에만 지지관계 범주화에 성공한 반면, 13개월 영아는 사례 이질성에 관계없이 지지관계를 범주화하였다. 즉, 사례 이질성의 범주화 촉진 효과가 나타나되 8개월 영아에게서만 나타났다. 결론: 이러한 결과는 다양한 모양의 물체로 공간관계 사례를 제시함으로써 영아의 공간관계 학습을 지원할 수 있으며, 발달에 따라 사례 이질성의 효과가 달라질 수 있음을 시사한다.Objective: This study examined the effects of background music, exemplar heterogeneity, and perceptual cues on 8-month-old infants’ categorization of support relations and investigated the effect of exemplar heterogeneity on 13-month-old infants’ support categorization. Methods: Sixty 8-month-old infants and twenty-seven 13-month-old infants were habituated to exemplars of support relations. During habituation, the 8-month-olds in baseline condition viewed exemplars with consistent object shape. In experimental conditions, background music, heterogeneity of object shape, or perceptual cues were added to the exemplars. The thirteen-month-olds viewed the exemplars with either constant or varying object shapes but without music and extra cues. Following habituation, infants’ looking times for familiar versus novel relation exemplars were measured to evaluate their formation of a support category. Results: The eight-month-olds categorized support relations only when viewing the exemplars of varying object shape, while the 13-month-olds did so regardless of shape heterogeneity. Thus, the advantage of exemplar heterogeneity was observed only among the 8-month-olds. Conclusions: Exemplars with moderately varying objects may promote infants’ spatial categorization, and this effect may change as infants develop.
This study aimed to investigate the relative impacts of personal factors (marital status, age of children taught, type of childcare center, and emotional labor), work-related social relationships, and working conditions on psychological burnout in Korean childcare teachers. A total of 496 teachers working in various types of childcare centers were surveyed in South Korea. The following results were obtained: First, teachers’ psychological burnout differed with their marital status, the age of the children taught, and the type of childcare center. Second, teachers’ psychological burnout was positively associated with their emotional labor, but negatively associated with workrelated social relationships and working conditions. Third, teachers’ marital status, emotional labor, social relationships (with co-workers and parents), and working conditions affected their psychological burnout. Working conditions had the largest explanatory power on the variance of teacher burnout, followed by social relationships. The results suggest that efforts to improve working conditions along with social relationships among childcare teachers are most important to lessen the level of burnout in childcare teachers.
Introduction A central question in infant spatial cognition concerns how infants form abstract categories of spatial relations such as support ( on ) and containment ( in ). Prior work suggests two different possibilities regarding the role of attention to objects in infants’ formation of abstract categories of spatial relations: Attention to objects may compete with (and thus hamper) attention to the spatial relations between them, or assist with encoding of the spatial relation information. Using eye-tracking, we examined how infants’ visual attention to objects related to their successful formation of an abstract category of support relations (i.e., an object on another). Methods Thirty-eight 8-month-old infants’ eye movements were recorded during a support categorization task, where infants were habituated to four dynamic events depicting support relations (e.g., resting a block on a box) and then presented with test events that depicted either a support or containment relation with objects that they had seen or not seen in the habituation phase. Based on their looking time to the familiar versus novel spatial relation in the test, infants were classified into two groups: categorizers, who formed an abstract category of a support relation, and non-categorizers, who did not do so. Results During their initial phase of learning (i.e., the first habituation trial), categorizers paid greater attention to the object moved by a hand (i.e., the dynamic object) in comparison to non-categorizers, whereas their attention to the static object or their gaze shifts between the two objects did not differ. In addition, when presented with novel objects in a novel spatial relation after habituation, only categorizers displayed asymmetric attention between the objects, attending to the dynamic object more than the static object. Gaze shifts and attention to the concave area (i.e., hole) of the container did not differ between categorizers and non-categorizers. Discussion These findings suggest that infants’ focused attention to an object in motion may play a key role in young infants’ spatial category learning, and support the idea that attention to objects can assist with encoding of the spatial relational information.
The present study examined the age- and sex-related differences in the sleep patterns among Korean children aged between 2 and 5 years (N = 1,413). Data on the children’s bedtime, wake time, nap duration and nighttime sleep duration were drawn from a larger dataset collected by the Korean Institute for Child-Rearing Policy (KICP). The findings indicated that the children’s bedtime and wake time shifted gradually to earlier times with increasing age. Their 24h nap duration and total sleep duration shortened dramatically with age, whereas the nighttime sleep increased then decreased to a modest degree. Although boys showed earlier wake times and shorter nighttime sleep than girls at all ages, boys did not show a shorter total sleep than girls until the age of 4 years, after which the majority of children began the single-phasic sleep/wake pattern. At all ages, a considerable proportion of children exhibited a shorter 24h total sleep duration than the recommended total sleep duration. The results suggest that Korean young children may undergo sleep deficiency and an acute reduction of naps while they move from a bi-phasic to single-phasic sleep/wake pattern.
보육의 질에 대한 국내의 관심이 높다. 본 연구는 보육체계 역량 관점을 적용하여 국내의 보육체계 역량 관련 연구에서 집중적으로 다루어진 역량 요소와 상대적으로 관심이 미비했던 역량 요소를 알아보고자 하였다. 연구대상은 2010년 이후 2019년 10월 4일까지 출판된 보육체계 역량 관련 학술논문 206편이었다. 수집된 자료의 보육체계 역량 수준 및 영역별, 그리고 연도별 논문 건수를 산출하고 주제어를 분석하였다. 그 결과, 교사 개인 수준의 역량을 다루는 연구가 압도적으로 많은 반면 기관 간 협력 수준의 역량을 다룬 연구는 현저히 적었다. 이러한 경향성에 있어서 뚜렷한 연도별 변화는 나타나지 않았다. 이러한 연구결과를 바탕으로 향후 더욱 다양한 보육체계 역량 주제로 연구의 범위를 확장할 필요성을 논의하였다.
This study examines whether the perceived gains and strains experienced by dual-earner parents with early adolescent children in balancing work and parenting have an impact not only on themselves but also on their spouses over time. Using data from the Korean Children and Youth Panel Survey(12th to 14th waves), involving 400 pairs of parents( 800 individuals) with both parents employed, responses were analyzed through the autoregressive cross-lagged modeling(ACLM) and the actor-partner interdependence model(APIM). First, the results revealed that perceptions of work-parenting gains were generally higher than the medium for both parents, with mothers slightly lower than fathers, whereas perceptions of the strains were generally lower than medium for both parents, with mothers slightly higher than fathers. Second, the perceived gains and strains of parents in balancing work and parenting had a positive impact on their own perceptions the following year. Third, while fathers' perceptions did not influence mothers' perceptions, mothers' perceptions had a positive impact on fathers' perceptions the following year. These findings underscore the necessity of communication support to facilitate dual- earner parents in maintaining a continual balance between work and childcare responsibilities as collaborative partners.
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