본문 바로가기 주메뉴 바로가기
22대 대한민국 국회 국회정보길라잡이 국회의원검색
회원가입 로그인
HOME

정보검색

소장정보 검색

국회도서관 홈으로 정보검색 소장정보 검색
결과 내 검색 동의어 포함
결과 내 검색 동의어 포함

-

초록보기

배경 및 목적: 아동의 사회성 기술과 집행기능은 타인과 상호작용하고 다양한 상황에 대응하는데 필요하며, 이들은 언어능력과 연관되어 있다. 따라서 본 연구에서는 아동의 사회성 기술, 집행기능, 이야기 이해 과제 수행을 비교하고, 사회성 기술과 집행기능이 이야기 이해 능력을 예측해주는지 살펴보고자 하였다. 방법: 만 4-7세의 단순언어장애 아동 14명과 일반아동 19명이 참여하였으며, 이들을 대상으로 한국 유아 사회성 기술 검사(K-SSRSP; 윤치연, 2012)와 집행기능 및 이야기 이해 과제를 실시하였다. 결과: 사회성 기술 검사에서 집단 간 주효과와 사회성 기술 영역에 따른 주효과가 유의하였다. 집행기능 중 억제 과제 및 전환 과제와 이야기 이해 과제에서 단순언어장애 아동의 수행력이 일반아동보다 유의하게 낮았다. 이야기 이해 과제 수행력을 유의하게 예측하는 요인은 일반아동의 경우 갱신 과제 수행력, 단순언어장애 아동의 경우 사회성 기술 중 문제해결과 정서표현 점수로 나타났다. 논의 및 결론: 본 연구를 통해 단순언어장애 아동은 사회성 기술, 억제 및 전환 능력, 이야기 이해 능력에서 어려움이 있으며, 이들의 사회성 기술 중 문제해결과 정서표현이 이야기 이해 능력을 예측함을 확인하였다. 이러한 결과는 단순언어장애 아동의 평가 및 중재 시 또는 부모나 주양육자 등 비전문가에게 제언할 시 사회성에 관해 구체적으로 살펴볼 필요성을 제시한다.

권호기사

권호기사 목록 테이블로 기사명, 저자명, 페이지, 원문, 기사목차 순으로 되어있습니다.
기사명 저자명 페이지 원문 목차
한국 영아의 초기 원시발성 산출과 발성 발달 = Early emergence and development of protophones in the first year of life 류현주, D. Kimbrough Oller, 하승희 p. 1-12
인공와우이식 전 보청기 착용이 난청 아동의 수용어휘력과 음운처리 능력에 미치는 영향 = The influence of early hearing-aid use on receptive vocabulary and phonological processing skills in children with cochlear implants 이영미 p. 252-261
전문성악가의 공연과 관련된 음성 관리, 음성문제 및 음성 지식에 대한 질적연구 = A qualitative study on voice care related to performance, voice problems and voice knowledge in professional singers 박상희, 최성희 p. 231-251
모바일 헬스케어 애플리케이션을 이용한 구강 및 인후두 근력 강화 훈련이 노년 여성의 음성에 미치는 장단기 효능 = Short-term and long-term efficacy of oropharyngolaryngeal strengthening training on voice using a mobile healthcare application in elderly women 조남빈, 조성래, 최성희, 유희천, 남석인, 김향희 p. 219-230

(The) impact of emotional processes on stuttering in young school-age children who do and do not stutter = 저학년 학령기 말더듬 아동과 일반 아동의 정서처리에 따른 비유창성 연구 Haewon Kim, Dahye Choi, Hyun Sub Sim p. 206-218
자극유형, 시연여부, 자극길이가 말소리장애 아동과 일반 아동의 음운작업기억 과제 수행에 미치는 영향 = Effects of input modality, vocal rehearsal and stimulus length on phonological working memory in children with and without speech sound disorders 전은혜, 하지완 p. 192-205
문장수준 검사에서 나타난 3-6세 아동의 발달적 음운 오류패턴 = Developmental phonological error patterns in sentence-level tests for children aged 3-6 years old 김수진, 최영빈, 하지완 p. 181-191
단어재인 시 음운규칙 적용 여부 및 단어빈도에 따른 청년층 및 노년층의 ERP 성분 비교 분석 = Age-related differences in Korean word recognition associated with phonological rules and word frequency : an event-related potential (ERP) study 강혜원, 심현섭 p. 162-180
알츠하이머성 치매 환자의 과제 유형에 따른 관용구 처리 능력 비교 = Idiom processing abilities according to task types in patients with dementia of Alzheimer’s type 전선경, 성지은 p. 149-161
실어증 환자의 점화 동사 유형에 따른 경동사 및 중동사 산출 능력 비교 = Priming effects on verb production as a function of semantic richness in persons with aphasia 김규연, 성지은 p. 137-148

"I kept questioning it in the first 6th months" : "6개월까지는 계속 물음표였어요." : 복합적인 의사소통 요구를 지닌 아동 부모의 AAC 수용 과정 / the process of AAC acceptance in parents of children with complex communication needs HyunJu Park p. 120-136
AAC 그림상징 크기와 수에 따른 일반 아동의 반응속도 특성 = Response time of AAC graphic symbol size and number in typically developing children 홍서아, 연석정 p. 108-119
초등학교 저학년 고기능 자폐 아동의 질문유형 및 자극유형에 따른 아이러니 이해 능력과 마음이론과의 관계 = Irony comprehension in high-functioning ASD children according to question types and task types and relationships between ToM and irony ability 최수영, 송승하, 김영태 p. 96-107

다문화청소년의 사회적 의사소통 능력 프로파일 종단분석 : A longitudinal analysis of self-perceived social communication competence profiles of Korean multicultural adolescents according to regional size, cultural and linguistic background : middle and high school students / 지역규모, 언어문화배경에 따른 중학교 2학년과 고등학교 1학년 비교 이은주 p. 69-95

다문화 가정 내 사용 언어에 따른 언어 능력 종단분석 : A longitudinal analysis of language ability based on language-use in multicultural families : verifying the mediating effect of bicultural acceptance attitude and ego-resilience / 이중문화수용태도와 자아탄력성의 매개효과 검증 임동선, 김선영, 김성진, 김소은, 양윤희 p. 54-68

단순언어장애 아동 및 일반아동의 사회성 기술 및 집행기능과 이야기 이해 능력 간의 관계 = The relationship between social skills, executive functions, and story comprehension in children with and without specific language impairment 문주희, 임동선 p. 34-53

한국판 CSBS DP 양육자설문검사 타당도 및 신뢰도 연구 = The reliability and validity of the Korean edition of the CSBS DP caregiver questionnaire 이윤경, 최지은, 이효주 p. 22-33
언어이전기 아동 발성에 대한 부모의 반응 = Parental responses to infants’ prelinguistic vocalization 이유란, 하승희 p. 13-21

참고문헌 (123건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
1 Alduncin, N., Huffman, L. C., Feldman, H. M., & Loe, I. M. (2014). Executive function is associated with social competence in preschool-aged children born preterm or full term. Early Human Development, 90(6), 299-306. 미소장
2 Alisinanoğlu, F., & Kesicioğlu, O. S. (2010). The research on the behavioral problems of preschoolers in terms of various variables (Giresun sampling). Theoretical Education Science, 3(1), 93-110. 미소장
3 Alpan, Y. (2006). Adapting social and emotional assessment tool for 12-36 months old babies and children to Turkish children (Master’s thesis). Gazi University, Ankara, Turkey. 미소장
4 Beitchman, J. H., Hood, J., Rochon, J., & Peterson, M. (1989). Empirical classification of speech/language impairment in children II. Behavioral characteristics. Journal of American Academy of Child and Adolescent Psychiatry, 28(1), 118-123. 미소장
5 Bishop, D. V. M., & Adams, C. (1992). Comprehension problems in children with specific language impairment: literal and inferential meaning. Journal of Speech and Hearing Research, 35(1), 119-129. 미소장
6 Bloom, L. (1993). The transition from infancy to language. New York: Cambridge University Press. 미소장
7 Bonino, S., & Cattelino, E. (1999). The relationship between cognitive abilities and social abilities in childhood: a research on flexibility in thinking and cooperation with peers. International Journal of Behavioral Development, 23(1), 19-36. 미소장
8 Boone, R. T., & Cunningham, J. G. (1998). Children’s decoding of emotion in expressive body movement: the development of cue attunement. Developmental Psychology, 34(5), 1007-1016. 미소장
9 Botting, N., & Adams, C. (2005). Semantic and inferencing abilities in children with communication disorders. International Journal of Language & Communication Disorders, 40(1), 49-66. 미소장
10 Brinton, B., Fujiki, M., & McKee, L. (1998). Negotiation skills of children with specific language impairment. Journal of Speech Language and Hearing Research, 41(4), 927-940. 미소장
11 Brownell, C., & Brown, E. (1992). Peers and play in infants and toddlers. In V. Van Hasselt & M. Hersen (Eds.), Handbook of social development (pp. 183-200). NY: Plenum. 미소장
12 Bruner, J. S., & Sherwood, V. (1976). Peek-a-boo and the learning of rule structures. In J. S. Bruner, A. Jolly, & K. Sylva (eds.), Play: Its role in development and evolution (pp. 277-285). Hammandsworth, England: Penguin. 미소장
13 Cantwell, D. P., Baker, L., & Mattison, R. (1981). Prevalence, type and correlates of psychiatric diagnoses in 200 children with communication disorder. Developmental and Behavioral Pediatrics, 2(4), 131-136. 미소장
14 Chae, J. O. (2001). Assessment of children’s story comprehension: a review of research. Korean Journal of Child Studies, 22(1), 227-240. 미소장
15 Cho, Y. J., & Yim, D. S. (2020). A comparative study of chunking skills in bilingual children and monolingual children with and without specific language impairment. Communication Sciences and Disorders, 25(2), 242-257. 미소장
16 Cock, E. S., Henrichs, J., Klimstra, T. A., Maas, A. J., Vreeswijk, C. M., Meeus, W. H., & Bakel, H. J. (2017). Longitudinal associations between parental bonding, parenting stress, and executive functioning in toddlerhood. Journal of Child and Family Studies, 26(6), 1723-1733. 미소장
17 Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: methodological challenges and directions for child development research. Child Development, 75(2), 317-333. 미소장
18 Collisson, B. A., Grela, B., Spaulding, T., Rueckl, J. G., & Magnuson, J. S. (2015). Individual differences in the shape bias in preschool children with specific language impairment and typical language development: theoretical and clinical implications. Developmental Science, 18(3), 373-388. 미소장
19 Conti-Ramsden, G., & Botting, N. (2004). Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language, and Hearing Research, 47(1), 145-161. 미소장
20 Coplan, R. J., Closson, L., & Arbeau, K. (2007). Gender differences in the behavioral associates of loneliness and social dissatisfaction in kindergarten. The Journal of Child Psychology and Psychiatry, 48(10), 988-995. 미소장
21 Corsaro, W. A. (1988). Peer culture in the preschool. Theory into Practice, 27(1), 19-24. 미소장
22 Crais, E. R., & Chapman, R. S. (1987). Story recall and inferencing skills in language/learning-disabled and nondisabled children. Journal of Speech and Hearing Disorders, 52(1), 50-55. 미소장
23 Daneman, M., & Merikle, P. (1996). Working memory and language comprehension: a meta-analysis. Psychonomic Bulletin & Review, 3(4), 422-433. 미소장
24 Denham, S. A., & Zoller, D. (1991). “When my hamster died, I cried”: preschoolers’ attributions of the causes of emotions. The Journal of Genetic Psychology, 152(3), 371-373. 미소장
25 Desmarais, C., Nadeau, L., Trudeau, N., Filiatrault-Veilleux, P., & Maxès-Fournier, C. (2013). Intervention for improving comprehension in 4-6 years old children with specific language impairment: practicing inferencing is a good thing. Clinical Linguistics & Phonetics, 27(6-7), 540-552. 미소장
26 Diamond, A. (2006). The early development of executive functions. In E. Bialystock & F. I. M. Craik (Eds.), Lifespan cognition: mechanisms of change (pp. 70-95). Oxford, England: Oxford University Press. 미소장
27 Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135-168. 미소장
28 Dixon, W. E., & Shore, C. (1997). Temperamental predictors of linguistic style during multiword acquisition. Infant Behavior & Development, 20(1), 99-103. 미소장
29 Dixon, W. E., & Smith, P. H. (2000). Links between early temperament and language acquisition. Merrill-Palmer Quarterly, 46(3), 417-440. 미소장
30 Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. Journal of Primary Prevention, 28(2), 67-91. 미소장
31 Durkin, K., Toseeb, U., Botting, N., Pickles, A., & Conti-Ramsden, G. (2017). Social confidence in early adulthood among young people with and without a history of language impairment. Journal of Speech, Language, and Hearing Research, 60(6), 1635-1647. 미소장
32 Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78(1), 136-157. 미소장
33 Elliott, S. N., & Busse, R. (2004). Assessment and evaluation of students’ behavior and intervention outcomes: the utility of rating scale methods. In R. Rutherford, M. Quinn, & S. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 123-142). New York (NY): Guilford Press. 미소장
34 Ellis, S., & Siegler, R. S. (1994). Development of problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving. Handbook of perception and cognition (2nd ed., pp. 333-367). San Diego, CA: Academic Press. 미소장
35 Field, T. M., Woodson, R., Greenberg, R., & Cohen, D. (1982). Discrimination and imitation of facial expressions by neonates. Science, 218(4568), 179-181. 미소장
36 Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais, C. (2016). Comprehension of inferences in a narrative in 3-to 6-year-old children. Journal of Speech, Language, and Hearing Research, 59(5), 1099-1110. 미소장
37 Ford, J. A., & Milosky, L. M. (2003). Inferring emotional reactions in social situations: differences in children with language impairment. Journal of Speech, Language, and Hearing Research, 46(1), 21-30. 미소장
38 Ford, J. A., & Milosky, L. M. (2008). Inference generation during discourse and its relation to social competence: an online investigation of abilities of children with and without language impairment. Journal of Speech, Language, and Hearing Research, 51(2), 367-380. 미소장
39 Freedle, R. O. (1979). New directions in discourse processing. Norwood, NJ: Ablex Publishing. 미소장
40 Friedman, N. P. (2016). Research on individual differences in executive functions. Linguistic Approaches to Bilingualism, 6(5), 535-548. 미소장
41 Fujiki, M., Brinton, B., & Clarke, D. (2002). Emotion regulation in children with specific language impairment. Language, Speech, and Hearing Services in Schools, 33(2), 102-111. 미소장
42 Fujiki, M., Brinton, B., Isaacson, T., & Summers, C. (2001). Social behaviors of children with language impairment on the playground: a pilot study. Language, Speech, and Hearing Services in Schools, 32(2), 101-113. 미소장
43 Fujiki, M., Brinton, B., & Todd, C. M. (1996). Social skills of children with specific language impairment. Language, Speech, and Hearing Services in Schools, 27(3), 195-202. 미소장
44 Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: is there a causal connection?. Journal of Memory and Language, 29(3), 336-360. 미소장
45 Gertner, B. L., Rice, M. L., & Hadley, P. A. (1994). Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech, Language, and Hearing Research, 37(4), 913-923. 미소장
46 Graybeal, C. (1981). Memory for stories in language-impaired children. Applied Psycholinguistics, 2(3), 269-283. 미소장
47 Gresham, F. M. (2002). Social skills assessment and instruction for students with emotional and behavioral disorders. In K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.), Intervention for children with or at risk for emotional and behavioral disorders (pp. 242-258). Boston: Allyn & Bacon. 미소장
48 Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Minneapolis, MN: Pearson Assessments. 미소장
49 Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system: rating scales manual. Minneapolis, MN: Pearson Assessments. 미소장
50 Gülay, H., & Akman, B. (2009). Social skills in the preschool stage. Ankara: PegemA. 미소장
51 Harris, P. (1989). Children and emotion. Blackwell: Oxford. 미소장
52 Hart, K. I., Fujiki, M., Brinton, B., & Hart, C. H. (2004). The relationship between social behavior and severity of language impairment. Journal of Speech, Language and Hearing Research, 47(3), 647-662. 미소장
53 Hecke, A. V., Mundy, P. C., Acra, C. F., Block, J. J., Delgado, C. E., Parlade, M. V., Meyer, J. A., Neal, A. R., & Pomares, Y. B. (2007). Infant joint attention, temperament, and social competence in preschool children. Child Development, 78(1), 53-69. 미소장
54 Howes, C. (1988). Peer interaction in young children. Monographs of the Society for Research in Child Development, 53(2), 1-92. 미소장
55 Hughes, C. (1998). Executive function in preschoolers: links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16(2), 233-253. 미소장
56 Huyder, V., & Nilsen, E. S. (2012). A dyadic data analysis of executive functioning and children socially competent behaviours. Journal of Applied Developmental Psychology, 33(4), 197-208. 미소장
57 Im-Bolter, N., Johnson, J., & Pascual-Leone, J. (2006). Processing limitations in children with specific language impairment: the role of executive function. Child Development, 77(6), 1822-1841. 미소장
58 Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12(1), 18-23. 미소장
59 Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J., Krauthamer‐Ewing, E. S., & Finlon, K. J. (2008). Accelerating the development of emotion competence in Head Start children: effects on maladaptive behavior. Development & Psychopathology, 20(1), 369-397. 미소장
60 Jamison, K. R., Forston, L. D., & Stanton-Chapman, T. L. (2012). Encouraging social skill development through play in early childhood special education classrooms. Young Exceptional Children, 15(2), 3-19. 미소장
61 Kapa, L. L., & Plante, E. (2015). Executive function in SLI: recent advances and future directions. Current Developmental Disorders Reports, 2(3), 245-252. 미소장
62 Kapa, L. L., Plante, E., & Doubleday, K. (2017). Applying an integrative framework of executive function to preschoolers with specific language impairment. Journal of Speech, Language, and Hearing Research, 60(8), 2170-2184. 미소장
63 Kargı, E., & Erkan, S. (2004). An investigation of preschool children’s problem behaviors (Ankara sample). Journal of Hacettepe University Faculty of Education, 27, 135-144. 미소장
64 Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. (2009). Predicting reading comprehension in early elementary school: the independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765-778. 미소장
65 Key-DeLyria, S. E., & Altmann, L. J. P. (2016). Executive function and ambiguous sentence comprehension. American Journal of Speech- Language Pathology, 25(2), 252-267. 미소장
66 Khan, K. S., Gugiu, M. R., Justice, L. M., Bowles, R. P., Skibbe, L. E., & Piasta, S. B. (2016). Age-related progressions in story structure in young children’s narratives. Journal of Speech, Language, and Hearing Research, 59(6), 1395-1408. 미소장
67 Kim, Y., & Phillips, B. (2014). Cognitive correlates of listening comprehension. Reading Research Quarterly, 49(3), 269-281. 미소장
68 Kim, Y. J., & Pae, S. (2004). Narrative abilities of Korean children with and without specific language impairment. The Korean Journal of Developmental Psychology, 17(1), 41-58. 미소장
69 Kim, Y. T., Hong, G. H., Kim, K. H., Jang, H. S., & Lee, J. Y. (2009). Receptive & expressive vocabulary test (REVT). Seoul: Seoul Community Rehabilitation Center. 미소장
70 Kim, Y. T., Sung, T. J., & Lee, Y. K. (2003). Preschool receptive-expressive language scale (PRES). Seoul: Seoul Community Rehabilitation Center. 미소장
71 Kupersmidt, J. B., Coie, J. D., & Dodge, K. A. (1990). The Role of poor relationship in the development of disorder. In S. R. Asher & J. D. Coie (Eds.). Peer Rejection in Childhood (pp. 274-305). NY: Cambridge University Press. 미소장
72 Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review of Psychology, 50(1), 333-359. 미소장
73 Lafreniere, P. J. (1996). Co-operation as a conditional strategy among peers: influence of social ecology and kin relations. International Journal of Behavioral Development, 19(1), 39-52. 미소장
74 Lee, S. K. (2014). A study of children’s emotional development -focused on emotional regulation. Global Social Welfare Review, 4(2), 79-97. 미소장
75 Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT press. 미소장
76 Liles, B. Z., Duffy, R. J., Merritt, D. D., & Purcell, S. L. (1995). Measurement of narrative discourse ability in children with language disorders. Journal of Speech and Hearing Research, 38(2), 415-425. 미소장
77 Lindsay, G., Dockrell, J. E., & Strand, S. (2007). Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: child and contextual factors. British Journal of Educational Psychology, 77(4), 811-828. 미소장
78 Lynch, J. S., van den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other reading skills. Reading Psychology, 29(4), 327-365. 미소장
79 Magimairaj, B. M., & Montgomery, J. W. (2013). Examining the relative contribution of memory updating, attention focus switching, and sustained attention to children’s verbal working memory span. Child Development Research, 53(1), 1-12. 미소장
80 Marton, K., Abramoff, B., & Rosenzweig, S. (2005). Social cognition and language in children with specific language impairment (SLI). Journal of Communication Disorders, 38(2), 143-162. 미소장
81 McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18(2), 206-224. 미소장
82 McFall, R. M. (1982). A review and reformulation of the construct of social skill. Behavioral Assessment, 4(2), 1-33. 미소장
83 Merrell, K. W. (1994). The preschool and kindergarten behavior scales. Austin, TX: PRO-ED. 미소장
84 Merritt, D. D., & Liles, B. Z. (1987). Story grammar ability in children with and without language disorder: story generation, story retelling and story comprehension. Journal of Speech and Hearing Research, 30(4), 539-552. 미소장
85 Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks: a latent variable analysis. Cognitive Psychology, 41(1), 49-100. 미소장
86 Moon, S. B., & Byun, C. J. (2003). Korean Kaufman assessment battery for children (K-ABC). Seoul: Hakjisa. 미소장
87 Morrow, L. M. (1985). Retelling stories: a strategy for improving young children’s comprehension, concept of story structure and oral language complexity. The Elementary School Journal, 85(5), 647-661. 미소장
88 Mundy, P., & Sigman, M. (2006). Joint attention, social competence and developmental psychopathology. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology, vol. 1: Theory and methods (2nd ed., pp. 293-332). Hoboken, N. J.: Wiley. 미소장
89 Norbury, C., & Bishop, D. V. M. (2002). Inferential processing and story recall in children with communication problems: a comparison of specific language impairment, pragmatic language impairment and high-functioning autism. International Journal of Language and Communication Disorders, 37(3), 227-251. 미소장
90 Park, J. S. (2014). Emotion regulations of child and adolescent from developmental perspectives. Korean Journal of Health Psychology, 19(1), 1-21. 미소장
91 Parlade, M. V., Messinger, D. S., Delgado, C. E., Kaiser, M. Y., Hecke, A. V. V., & Mundy, P. C. (2009). Anticipatory smiling: Linking early affective communication and social outcome. Infant Behavior and Development, 32(1), 33-43. 미소장
92 Pekdoğan, S. (2016). Investigation of the effect of story-based social skills training program on the social skill development of 5-6 year-old children. Ted Eğitim Ve Bilim, 41(183), 305-318. 미소장
93 Redmond, S. M., & Rice, M. L. (1998). The socioemotional behaviors of children with SLI: social adaptation or social deviance. Journal of Speech, Language, and Hearing Research, 41(3), 688-700. 미소장
94 Redmond, S. M., & Rice, M. L. (2002). Stability of behavioural ratings of children with SLI. Journal of Speech, Language, and Hearing Research, 45(1), 190-201. 미소장
95 Remine, M. D., Care, E., & Brown, M. P. (2008). Language ability and verbal and nonverbal executive functioning in deaf students communicating in spoken English. Journal of Deaf Studies and Deaf Education, 13(4), 531-545. 미소장
96 Rhoades, B. L., Greenberg, M. T., & Domitrovich, C. E. (2009). The contribution of inhibitory control to preschoolers’ social-emotional competence. Journal of Applied Developmental Psychology, 30(3), 310-320. 미소장
97 Rice, M. L. (1993). ‘Don’t talk to him; he’s weird.’ A social consequences account of language and social interactions. In A. P. Kaiser & D. B. Gray (Eds.), Communication and language intervention series: Vol 2. Enhancing children’s communication: research foundations for intervention (pp. 139-158). Baltimore: Paul H. Brookes Publishing Co. 미소장
98 Roebers, C. M., & Schneider, W. (2005). Individual differences in young children’s suggestibility: relations to event memory, language abilities, working memory, and executive functioning. Cognitive Development, 20(3), 427-447. 미소장
99 Rowsell, H. C., & Coplan, R. J. (2013). Exploring links between shyness, romantic relationship quality, and well-being. Canadian Journal of Behavioural Science, 45(4), 287-295. 미소장
100 Ryu, K., & Min, K. H. (2003). The development of preschooler’s understanding of emotions: understanding of causes of emotions and regulations of emotions. Psychological Science, 12(2), 13-29. 미소장
101 Samuelson, L. K., & Smith, L. B. (2000). Children’s attention to rigid and deformable shape in naming and non-naming tasks. Child Development, 71(6), 1555-1570. 미소장
102 Shure, M. B., & Spivack, G. (1974). Social adjustment of young childrearing. SanFrancisco: Jossey - Bass. 미소장
103 Smith, L. B., Jones, S. S., & Landau, B. (1996). Naming in young children: a dumb attentional mechanism?. Cognition, 60(2), 143-171. 미소장
104 Spaulding, T. J. (2010). Investigating mechanisms of suppression in preschool children with specific language impairment. Journal of Speech, Language, and Hearing Research, 53(15), 725-738. 미소장
105 Stanton-Chapman, T. L., Justice, L. M., Skibbe, L. E., & Grant, S. L. (2007). Social and behavioural characteristics of preschoolers with specific language impairment. Topics in Early Childhood Special Education, 27(2), 98-109. 미소장
106 Stegge, H., & Terwogt, M. M. (2007). Awareness and regulation of emotion in typical and atypical development. In J. J. Gross (Ed), Handbook of emotion regulation (pp. 249-268), New York: Guilford Press. 미소장
107 Stevens, L. J., & Bliss, L. S. (1995). Conflict resolution abilities of children with specific language impairment and children with normal language. Journal of Speech and Hearing Research, 38(3), 599-611. 미소장
108 Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934-947. 미소장
109 Timler, G. R. (2008). Social knowledge in children with language impairments: examination of strategies, predicted consequences, and goals in peer conflict situations. Clinical Linguistics & Phonetics, 22(9), 741-763. 미소장
110 van den Broek, P., Kendeou, P., Kremer, K., Lynch, J. S., Butler, J., White, M. J., & Lorch, E. P. (2005). Assessment of comprehension abilities in young children. In S. G. Paris & S. A. Stahl (Eds.), Children’s Reading Comprehension and Assessment (pp. 107-130). Mahwah, NJ: Erlbaum. 미소장
111 Vandell, D. L., & Wilson, K. S. (1987). Infants’ interactions with mother, sibling, and peer: contrasts and relations between interaction systems. Child Development, 58(1), 176-186. 미소장
112 Vandell, D. L., Wilson, K. S., & Buchanan, N. R. (1980). Peer interaction in the first year of life: an examination of its structure, content, and sensitivity to toys. Child Development, 51(2), 481-488. 미소장
113 van Kleeck, A. (2008). Providing preschool foundations for later reading comprehension: the importance of and ideas for targeting inferencing in story book-sharing interventions. Psychology in the Schools, 45(7), 627-643. 미소장
114 Vaughan, L., & Giovanello, K. (2010). Executive function in daily life: age-related influences of executive processes on instrumental activities of daily living. Psychology and Aging, 25(2), 343-355. 미소장
115 Whaley, K. K. (1990). The emergence of social play in infancy: a proposed developmental sequence of infant-adult social play. Early Childhood Research Quarterly, 5(3), 347-358. 미소장
116 Whitely, C., & Colozzo, P. (2013). Who’s who? Memory updating and character reference in children’s narratives. Journal of Speech, Language, and Hearing Research, 56(5), 1625-1636. 미소장
117 Yang, Y. H., & Yim, D. S. (2018). The role of executive function for vocabulary acquisition and word learning in preschool-age children with and without vocabulary delay. Communication Sciences & Disorders, 23(1), 1-17. 미소장
118 Yim, D., Park, W., Kim, S., Han, J., Song, E., & Son, J. (2019). An eye-tracking study of picture book reading in preschool children with and without language delay. Communication Sciences & Disorders, 24(2), 299-316. 미소장
119 Yim, D. S., & Yang, Y. H. (2018). The relationship of nonlinguistic visual processing capacity, speed, and vocabulary ability in children with specific language impairment. Communication Sciences & Disorders, 23(2), 451-461. 미소장
120 Yim, D. S., Yang, Y. H., Jo, Y. J., Lee, J. Y., & Seong, J. M. (2015). Grammatical meta-linguistic awareness and executive function skills in preschool-age children with and without specific language impairment. Journal of Speech-Language & Hearing Disorders, 24(4), 347-361. 미소장
121 Yim, D. S., Yang. Y. H., & Song, E. (2019). The relationships between the theory of mind, executive function, and language in preschool children with and without specific language impairment. Special Education Research, 18(3), 59-81. 미소장
122 Yoon, C. Y. (2008). A normative study of Korean social skill Inventory for preschoolers. Journal of Emotional & Behavioral Disorders, 24(2), 157-173. 미소장
123 Yoon, C. Y. (2012). Korean-Social Skill Rating Scale for Preschoolers (K-SSRSP). Busan: Tespia. 미소장

추천서가 (다양한 추천 자료를 만나보세요)

권호기사보기

권호기사 목록 테이블로 기사명, 저자명, 페이지, 원문, 기사목차 순으로 되어있습니다.
기사명 저자명 페이지 원문 기사목차