兒童의 對人知覺의 發達에 관한 硏究

Abstract

本 硏究는 對人知賞에 있어서 兒童의 知賞的, 認知的, 情意的, 精意的 展望受容의 發達을 살펴보고저 하였다. 實驗은 幼稚園, 國1, 國3 ,國5, 中1 兒童 總 150名에게 實施하였으며 短賞的 展望受容能力의 測定道具로는 세 그림이 그려져있는 원판을 使用하였고, 認知的 展望受容能力의 測定壇具로는 一連의 이야기를 構戒하는 7章의 그림이 使黑되었다. 情意的 展望受容能力의 測定道具로는 常況的 단서와 표정단서가 一致하는 그림과 一致하지 않는 그림 總 12章을 使用 하였다. 實驗結果는 다음과 같다. 1) 知賞的, 認知的 展望受容能力은 學年에 따라 增加되었다. 그리고 知賞的 展望受容能力은 男子가 女子보다 더 優秀하였으며 다른 雇望受容領域에서는 意義있는 性別差異는 發見되지 않았다. 2) 情意的 展望受容에 있어서 常況的 단서와 표정단서가 一致하지 않는 경우 學年이 높아질수록 常況的 단서에 더 주의를 주었다. 3) 知賞的, 認知的, 情意的 展望受容能力間에는 일관적인 相關은 없는 것으로 나타났다.;The present study is intended to investigate the development of child's perceptual, cognitive, and affective perspective taking. The test was conducted from kindergarten to junior high school student. The total number of the subject was 150. In the test of child's perceptual perspective taking, the test used two round trays on which were painted three characters. A series of seven drawings was used in the test of child's cognitive perspective taking. In affective perspective taking test, 12 drawings that depicted a boy in different situations that evoked the emotions of happiness sadness, fear, and anger were used. Results of this study can be summarized as follows; 1) Perceptual, and cognitive perspective taking increased with grades, but affective perspective taking differs from grades to grades: while the older children project their own affective responses to the meaning of the story the younger ones project their affective responses to the story character's facial expressions. 2) Task intercorrelation was low, nonsignificant, and inconsistent.