Earticle

The literature on second language (L2) writing has reported that learners of English as a Foreign Language (EFL) lack register awareness, often incorrectly employing lexical items that are common in spoken English (i.e., informal words) in their academic writing, which requires formal register. EFL learners’ essays are informal and colloquial in style and tone as a result, which negatively influences the overall quality of their L2 writing. To address this issue, this study investigated the effect of task type on improving EFL learners’ awareness of academic register in L2 vocabulary. Participants included 139 Korean university students in 16-week academic English courses. Based on the finding that the depth of processing and the amount of repetition determine the effectiveness of vocabulary tasks (Laufer & Rozovski-Roitblat, 2011), various combinations of three types of tasks with different levels of depth of processing (i.e., matching, editing, and sentence-writing) and varying amounts of repetition (i.e., once vs. three times) were employed. Participants studied informal (spoken) and formal (written) vocabulary under five conditions (doing one matching task, doing three matching tasks, doing one editing task, doing three editing tasks, or doing one sentence-writing task) and completed a posttest. Analyses revealed the following results in relation to improving learners’ ability to distinguish between formal and informal words and to their use of formal words in academic writing: (1) the three matching and three editing tasks were significantly more effective than the one sentence-writing task, suggesting that repetition is more important than depth of processing; (2) the matching tasks were as effective as the editing tasks; and (3) students preferred the repetition of editing tasks. These results shed light on the issue of developing register awareness in L2 vocabulary use—a topic that has been underexplored in L2 lexical research. Ultimately, the findings point to a more effective instructional approach to increase L2 learners’ depth of vocabulary knowledge and improve their lexical use in academic writing.

Exploring ways to use mobile chatting as a viable tool for interaction in EFL settings, this study investigated whether and how task modality (face-to-face conversations vs. mobile chatting) and task type (convergent vs. divergent task) affect L2 English interactions. Sixteen Korean college students participated in this study. Half of them performed convergent decision-making tasks, once in face-to-face (F2F) interaction and once in text-based interaction using a mobile social software (Kakao Talk). The other half performed divergent opinionexchange tasks in the two modes. Their recorded F2F conversations and mobile chatting scripts were collected and analyzed in terms of interactional patterns including task completion time, number of words, number of turns, and occurrence of meaning negotiation devices. Also pre- and post-questionnaires were implemented to investigate the participants’ background and perceptions on task performance under the different modes. The results overall confirmed the effects of both modality and task type on interactional modifications. The participants used more meaning negotiation devices in the F2F mode and on convergent tasks. Yet, they perceived mobile chatting as easier to perform a task, although they still preferred F2F. Based on the results, this study discusses both challenges and benefits of mobile-interaction for L2 learning.

This study investigates the claim that task-induced involvement load has an effect on vocabulary learning and examines the effect of task types and word concreteness on intentional vocabulary learning in the Korean EFL context. This study aims at testing whether productive word-focused tasks lead to equally effective vocabulary learning when the total involvement load index is equal but the distribution of index levels of each component (need, search, and evaluation) is different. The three productive word-focused task types are gap-fillig, sentence writing, and gap-filling through word transformation. In addition, in order to investigate the effect of word concreteness on vocabulary learning, two groups of target words were selected based on the level of word concreteness. In sum, the results of this study generally supported involvement load hypothesis (Laufer & Hulstijin, 2001) and test types and proficiency levels proved to be important variables that affect vocabulary learning. Moreover, the findings also indicated that word concreteness was not a major factor in vocabulary learning. The pedagogical implications and further suggestions are discussed.

The present study investigated students’ preferences for the types of tasks used to assess English speaking performance. It further examined whether students’ task type preferences affected their perceptions of test effectiveness. One hundred eighty-two high school students responded to a self-report questionnaire. A series of frequency analysis and paired samples t-tests were used for the analysis. The results showed that students’ most preferred task types and their least preferred ones overlapped with each other, suggesting that the task types of English-speaking performance tests used in schools are limited. The four key reasons determining students’ task type preferences were identified, including task difficulty, emotional comfort, practical value, and interest. In addition, the results indicated that students’ task type preferences could affect their perceptions of task effectiveness. Overall, the results suggest the need for developing more varied task types for English-speaking performance tests as well as helping students become familiar with English speaking performance tasks. Pedagogical implications were discussed along with study limitations.

This study examines the claim that vocabulary learning and retention are dependent on a task's involvement load (i.e., need, search, evaluation), as proposed by Hulstijn and Laufer (2001a). The study aims at comparing the effects of task types and task involvement load on vocabulary retention for Korean EFL university students. More specifically, this study was designed to test whether differential levels of task involvement loads lead to equally effective results to vocabulary retention when the total involvement index being equal. Three types of productive word-focused tasks (gap-filling using a dictionary, writing original sentences, and gap-filling through word transformation) were used to examine the interplay of involvement index and task types. The result indicated that there were significant main effects of task types, test types, and proficiency levels. The results also indicated that there were significant interaction effects of task types on the retention tests, proficiency levels on the retention tests, and task types×proficiency levels on the retentions. The pedagogical implications and further research directions are discussed.

The present study sought to investigate whether (i) the types of output task or (ii) the difficulty levels of target forms would have different effects on the learning of target language forms. To this end, three intact classes at Korean high school (64 female students) were divided into three experimental groups. They were asked to complete picture-cued writing tasks, reconstruction tasks, or essay writing tasks, which involved two target forms at different difficulty levels. Both the pretest and posttest were designed to assess the learners’ knowledge of the target language forms prior to and after the treatments. The results showed that the picture-cued writing and reconstruction tasks were more effective than the essay writing task in the learning of the relatively less difficult form. On the other hand, in learning the more difficult form, the students who completed the picture-cued writing task outperformed those who carried out the reconstruction or essay writing tasks. Pedagogical implications are discussed.

The present study explored the effects of different task types on the autonomous vocabulary learning of EFL learners. To this end, two types of tasks with similar but slightly different levels of involvement loads were developed: a corpus-based task and a word map task. The participants of the study were 41 EFL students from a university in Seoul, Korea. They were divided into two groups: a corpus group (n=20) and a word map group (n=21). A total of 33 target words were selected and the experiment was administered during a period of five weeks. Major findings from the study were as follows: First, the corpus task proved to be more effective than the word map task in productive vocabulary learning, whereas the two tasks showed similar effectiveness in receptive vocabulary learning. Second, the two tasks varied in the effectiveness of vocabulary learning depending on the learners' vocabulary proficiency levels and the specific domains of vocabulary knowledge (receptive and productive). Lastly, the corpus group responded more positively than the word map group to their task and to the vocabulary learning. The findings indicate that the corpus task has advantages over the word map task and provide ‘residual’ empirical support for Hulstijn and Laufer’s (2001) involvement load hypothesis. Based on the findings, some pedagogical implications were made for the effective teaching and the autonomous learning of vocabulary.

With an effort to verify the involvement load hypothesis, this study investigates the effects of three different vocabulary learning tasks - reading, filling in blanks, and sentence writing - on learners' short and long term memory when they are provided with the theoretically identical level of involvement tasks. It is also to examine whether there are any differences of learning effects between input and output vocabulary learning tasks. The experiments were conducted with 86 Korean middle school students grouped by three different task types. Pre-/post-tests and delayed tests were administered and analyzed. It was found that three vocabulary tasks with theoretically identical levels of involvement do not have the same learning effects: the involvement load hypothesis was not completely proved in the case of Korean students' vocabulary learning. The findings implied that (i) the difference of vocabulary learning tasks should be considered even though they have the same involvement load; (ii) given that EFL students learn new words in a limited amount of time in class, the reading task using a dictionary is found to be very helpful; and (iii) it is important to study target vocabulary repeatedly during class and to expose the vocabulary with different tasks to enhance students' retention of the newly learned vocabulary.

This study explores the differential role of creativity in Iranian EFL learners’ performance on argumentative and narrative written tasks. The study involved the measurement of learners’ (N=70) creativity using the Abbreviated Torrance Test for Adults (ATTA) in terms of features of fluency, elaboration, flexibility and originality as well as the elicitation of the complexity, accuracy, and fluency of their performance on written narrative and argumentative tasks. Whereas the argumentative task required that learners wrote an argumentative essay giving their opinions concerning the effect of technology on human’s life, the narrative task involved learners in narrating a story based on a picture as a visual cue. With regards to the argumentative task, the results shows negative relationships between two measures of argumentative task fluency and students’ creative originality score. However, the syntactic complexity of argumentations was affected by creative elaboration. Concerning the narrative task, significant positive correlations were observed between creative fluency and the three fluency measures of narrations. Besides, all three fluency measures correlated positively with the total creativity score. Yet the number of words was found to be negatively correlated with the creative originality. The findings are discussed in the context of language teaching and learning.

This study examines the effects of learning conditions (implicit learning condition and explicit learning condition) and task types (comprehension and production task) on the learning of an easy rule (subject-verb inversion in the sentence with location adverbial) and a hard rule (pseudo-cleft clause). One hundred thirty first-year university EFL students with low proficiency were divided into four groups based on the combination of learning conditions and task types. After that, pre-and post-test data on the grammaticality judgement test and controlled written test were analyzed by using the two-way Multiple Analysis of Covariance (MANCOVA). Results showed that the effects of learning conditions are not statistically different on the comprehension of easy and hard grammatical rules whereas the explicit learning condition has more effects on producing easy and hard rules than the implicit learning condition does. They also revealed that the effects of task types are statistically different on the learning of an easy and a hard rule. In addition, production task has more effects on the learning of both an easy and a hard rule than the comprehension task. It could be suggested that the results of this study could be applied in designing more effective instructional condition for the EFL adult learners with low proficiency.

This study aims to investigate the impact of topic familiarity and vocabulary learning tasks on vocabulary acquisition in an ESP (English for Specific Purposes) setting, focusing on 16 adult learners with varying proficiency levels (A1-B1), all training to be cooks. Participants worked with six cooking recipes, three on familiar topics and three on unfamiliar topics, with 30 target words assigned to one of three tasks: word list, flashcards, or fill-in-the-gaps. Immediate and delayed post-tests (three weeks later) were administered using the Vocabulary Knowledge Scale (VKS). Despite the small sample size, significant differences in retention are noted across proficiency levels and task types over time. Results from repeated-measures ANOVAs showed that topic familiarity alone did not significantly impact vocabulary acquisition. However, the interaction between topic familiarity and task type was significant, as were the effects of task types and proficiency levels individually. The interaction between task type and proficiency level also showed a significant effect on vocabulary learning. Participants generally performed better with the fill-in-the-gaps method, but these effects decreased over time. The study highlights the importance of considering both proficiency levels and task types for effective vocabulary instruction.

The proliferation of digital technologies has led users to engage in various forms of unpaid labor, commonly referred to as digital shadow work. However, existing research lacks a unified framework to classify shadow work in terms of task characteristics, user autonomy, and affective responses. This study proposes a three-dimensional analytical framework composed of Task Type, Autonomy Level, and Affective Response to conceptualize and systematically classify digital shadow work. A total of 34 relevant studies were re-analyzed and mapped onto the framework, which demonstrated its explanatory power and applicability across diverse contexts. The study also confirms the framework’s conceptual validity and reliability, and discusses its theoretical and practical implications in management, information systems, and service operations research.

순간 노출된 형태를 식별하는 과제를 사용한 선행 연구(박창호, 2001, 2004a)에서 균일하게 연결된 형태가 한 단위로 지각된다는 균일연결성 가설을 지지하는 증거를 얻지 못하였다. 즉 자극판에서 서로 연결된 두 부분이 같은 모양(반복) 조건에서, 다른 모양(상대) 조건에 비해, 표적의 탐지율이 떨어졌다. 그러나 이 같은 부적 반복효과는, 상대 조건의 자극판에서 명명이 더 쉽거나 부분의 연결(연속)성이 더 좋았기 때문에 관찰되었을 가능성이 있다. 본 연구는 이를 검토하기 위해 세 실험을 수행하였다. 실험 1은 자극판의 두 부분이 같은 반복제시 자극판에 대한 명명이 더 쉽게 자극판을 구성하였으며, 실험참가자로 하여금 자극판 전체를 보고하도록 하였다. 그 결과 예상대로 부적 반복효과가 관찰되지 않았다. 실험 2에서는 좋은 연속성을 통제한 자극판을 만들고, 이에 대한 전체 보고를 요구하였는데, 역시 부적 반복효과가 관찰되지 않았다. 두 실험 모두에서 균일연결성의 효과도 관찰되지 않았다. 이처럼 아무 효과도 얻지 못한 것이 자극판 구성의 문제점 때문인지를 알아보기 위해, 실험 3은 실험 2와 같은 자극판에서 자극판을 순간 노출시킨 다음 후단서를 제시하여 그것이 가리키는 표적 형태의 정체만 보고하도록 하였다. 그 결과 부적 반복효과는 관찰되었으나 균일연결성 효과는 관찰되지 않았다. 이 결과는 순간 노출된 형태의 식별에 균일연결성의 효과가 없음을 시사하며, 보고과제가 유도하는 주의과정이 자극판의 처리 양상에 중대한 영향을 미침을 시사한다. 마지막으로 상이한 결론을 내린 다른 선행연구들과 관련하여 지각과제의 특성과 균일연결성의 기능을 논의하였다.

The previous studies (Park, 2001, 2004a), using identification task of brief displays, did not obtain evidence supporting the hypothesis of uniform connectedness (i.e., UC) that uniformly connected forms are processed as a single unit. Negative repetition effect (i.e., NRE) which was observed in these studies and led to this conclusion might be caused by easy namability or good continuation of the alternative displays. NRE means that target detection rates are lowered in the repetitive displays than in the alternative displays. Three experiments were conducted to test the UC hypothesis. In experiment 1, where the repetitive displays were 'M' or 'W' in shape for ease of naming, no NRE was observed. In experiment 2, where good continuation between two parts was controlled among the displays, there was also no NRE. And no UC effect was observed in both experiments, that is, UC displays were not identified more accurately than disconnected displays. To test that these null results might be caused by the improper stimulus displays, Experiment 3 applied post-cueing forced-choice task to the same displays used in Experiment 2, and observed NRE but still no UC effect. This results indicated that UC had no influence on the perception of briefly exposed displays, irrespective of namability and good continuation, and the type of report task and its related attentional processing might have an affect on the mode of processing of the whole display.

본 연구의 목적은 문헌정보학 연구 방법 분석의 맥락에서 과업 유형에 따른 대규모 언어모델(LLM) 기반 내용 분석의 적용 가능 조건을 차원별로 비교․검토하는 데 있다. 이를 위해 2020년부터 2024년까지 국내 4대 문헌정보학 학회지에 게재된 설문 및 인터뷰 연구 100편을 층화무작위표집 방식으로 선정하고, 표집 방법론을 구성하는 12개 차원에 대해 인간 코더 1인과 4개 대규모 언어모델(Claude-3.5-Haiku, GPT-4o-Mini, Gemini-2.0-Flash, Grok-4-Latest)의 코딩 결과를 비교하였다. 분석 결과, 명시적 기준에 따라 분류가 가능한 차원에서는 상대적으로 높은 일치도가 나타난 반면, 추론적․평가적 판단을 요구하는 차원에서는 일관되게 낮은 수준의 일치도가 확인되었다. 이러한 결과는 LLM 기반 자동화 코딩의 성과가 모델 성능 자체보다는 과업의 판단 구조와 정보의 명시성에 더 크게 영향을 받음을 시사한다. 따라서 LLM의 활용 범위는 과업 유형 및 판단 특성 차원에서 보다 정교하게 검토될 필요가 있으며, 인간-AI 혼합 검증 전략의 체계적 설계가 요구된다.

The purpose of this study is to compare and examine, across multiple dimensions, the conditions under which large language model (LLM)-based content analysis can be applied according to task type in the context of research methods analysis in library and information science. To this end, 100 survey and interview studies published between 2020 and 2024 in four major Korean journals in library and information science were selected using stratified random sampling. The coding results produced by one human coder and four large language models (Claude-3.5-Haiku, GPT-4o-Mini, Gemini-2.0-Flash, and Grok-4-Latest) were compared across twelve dimensions constituting sampling methodology. The results show that relatively high levels of agreement were observed in dimensions where classification could be made based on explicit criteria, whereas consistently lower levels of agreement appeared in dimensions requiring inferential or evaluative judgment. These findings suggest that the performance of LLM-based automated coding is influenced more by the decision structure of the task and the explicitness of the available information than by model performance itself. Therefore, the scope of LLM application should be more carefully examined from the perspectives of task type and judgment characteristics, and the systematic design of human-AI hybrid validation strategies is required.

본 연구는 7 Minute Screen의 Enhanced Cued Recall Task(ECR)가 초기 알쯔하이머형 치매와 노인 우울증 집단을 변별하는 데 있어서의 유용성에 대해 알아보고자 하였다. ECR 과제는 학습과 인출 단계에서 동일한 단서를 제공하여 기억의 효율성을 높임으로써 주의나 비효율적인 전략 등과 같은 다른 인지 영역이 기억에 미치는 영향을 최소화하기 위하여 제작되었다. 초기 알쯔하이머형 환자 집단 21명과 기억력 저하를 호소하는 우울증 환자 집단 21명을 대상으로 ECR, Korean version of Mini-Mental State Examination(K-MMSE)의 기억 회상 과제, K-Auditory Verbal Learning Test (K-AVLT)를 시행하였다. 판별 분석 결과, 알쯔하이머형 치매 집단과 노인 우울증 집단에 대한 전체 분류 정확률은 100%로 나타났으며, 두 집단을 구분하는 데 중요한 변인은 ECR 과제의 총점과 K-AVLT의 재인 점수였다. 또한 ECR 과제는 K-MMSE 기억 회상 과제보다 더 높은 민감도, 특이도를 보였다. K-AVLT의 5회 회상 시행과 비교해서도 더 높은 특이도를 보였으며, 지연 회상, 재인 과제와도 유사한 민감도, 특이도를 보였다. 본 연구 결과는 초기 알쯔하이머형 치매 집단과 노인 우울증 집단을 변별하는 데 있어 ECR 과제의 유용함을 시사하였다.

The purpose of this study is to evaluate the discriminative validity of the Enhanced Cued Recall Task(ECR) for early AD. The ECR induces semantic processing and coordinates encoding and retrieval for maximum recall by using the same category cues at learning and retrieval. Therefore the ECR reduces the influence of inefficient strategies or other cognitive process such as attention. There were 2 groups in this study: 21 early AD subjects; 21 geriatric depression subjects, who complained of memory decline, but, the results of comprehensive neuropsychological evaluation showed no impairment. The ECR, 3-word recall task of Korean Mini-Mental State Examination (K-MMSE), Korean Auditory Verbal Learning Test(K-AVLT) were administered. Discriminant analysis indicated that the overall percentage of correct classification was 100%. ECR total score, K-AVLT recognition, delayed recall scores were highly correlated with Function which discriminate early AD group from geriatric depression group. The ECR had a higher sensitivity and specificity than the 3-word recall task of K-MMSE and similar sensitivity and specificity to K-AVLT delayed recall and recognition. In conclusion, this study suggests that the ECR may be very useful for discriminating genuine memory impairment of early AD from memory complaints of geriatric depression.

고빈도 음절로 시작되는 단어가 저빈도 음절로 시작되는 단어에 비해 어휘판단 시간이 느려지는 효과를 음절 빈도 효과라 하고, 이 효과는 시각 단어 재인에서 음절 처리를 포함한 네 수준 모형을 지지해 주는 중요한 효과로 알려져 있다. 그러나 음절 빈도는 계산 방식에 따라 타입 빈도(동일한 첫 음절을 포함한 음절 이웃 단어의 개수)와 토큰 빈도(음절 이웃 단어들의 누적 빈도)로 다르게 구분되고 각각이 단어 재인에서 다른 효과를 보일 수 있다는 주장에도 불구하고 한국어 음절 빈도 효과에서는 그 효과를 구분하지 않았다. 본 연구는 억제적 어휘판단 시간으로 대표되는 음절 빈도 효과가 음절 타입 빈도로 설명되는지 아니면 음절 토큰 빈도로 더 잘 설명되는 지를 기존 연구의 재분석을 통해 검증하였다. 분석 결과 어휘판단 시간의 증가는 음절 토큰 빈도의 증가에 의해 설명되었고, 반대로 유사 단어 자극의 어휘판단 시간의 증가는 음절 타입 빈도 및 표기 이웃 크기의 증가에 의해 설명되는 것으로 검증되었다. 이에 본 연구 결과를 바탕으로 음절 토큰 및 타입 빈도가 시각 단어 재인에서 이론적으로 어떤 의의를 갖는지를 설명하였다.

Syllable frequency effect plays an important role in finding evidence supporting the hypothesis, incorporating syllable unit between letter and whole word level. The syllable frequency effect is defined as the inhibitory effect of words starting with high syllable frequency in lexical desition tasks. According to some studies, syllable frequency can be divided into two values. First is the type frequency which indicates the number of syllabic neighbors sharing the first syllable of a target word. Second is the token frequency which means the accumulated word frequency of the syllabic neighbors. Although type and token syllable frequency can make different effect, there is no evidence in Korean. This study conducted the meta-analyses to access whether the inhibitory syllable frequency effect could be expected by syllabic type or token frequency. The results showed that the syllabic token frequency played a critical role in the inhibitory effect in Korean syllable frequency effect and we explained the role of token and type frequency in visual word recognition model.

본 연구는 AI 챗봇의 대화스타일과 업무유형의 상호작용이 사용자의 지속사용의도에 미치는 영향을규명하였다. 기존 기술수용연구가 충분히 설명하지 못한 AI 상호작용의 사회적, 정서적 속성을반영하기 위해, 본 연구는 인공지능장치 수용모델(AIDUA)를 이론적 기반으로 채택하고 고정관념내용모델(SCM)의 따뜻함과 유능성을 핵심 심리기제로 설정하였다. 이를 위해 사회지향적 대화스타일과과업지향적 대화스타일, 창의적 업무와 루틴 업무를 결합한 2×2 영상 기반 실험을 설계하고, 관리직군종사자 320명의 응답을 분석하였다. 분석 결과, AI 대화스타일과 업무유형의 상호작용은 지속사용의도에유의한 영향을 미쳤다. 구체적으로 창의적 업무에서는 사회지향적 대화스타일이 과업지향적대화스타일보다 더 높은 지속사용의도를 유발하였으나, 루틴 업무에서는 두 대화스타일 간 유의한차이가 나타나지 않았다. 또한 따뜻함과 유능성은 모두 지속사용의도에 긍정적 영향을 미쳤으나, 업무유형에 따른 차별적 간접효과는 따뜻함에서만 확인되었다. 이러한 결과는 AI 챗봇의 지속사용이단순한 기능적 효용에 제한되지 않고 업무 맥락에 따라 형성되는 사회적 판단과 정서적 평가에 의해달라질 수 있음을 보여준다. 본 연구는 AIDUA의 2차 평가과정을 SCM의 따뜻함과 유능성으로구체화함으로써 AI 수용연구를 확장하고, 업무 특성에 부합하는 AI 대화스타일 설계의 필요성을제시한다.

This study investigates how the interaction between AI chatbot communication style and task type influences users’ continuance intention. To capture the social and affective aspects of AI interaction that are not fully explained by traditional technology acceptance models, this study adopts the Artificially Intelligent Device Use Acceptance Model (AIDUA) as an overarching acceptance framework and applies the Stereotype Content Model (SCM), focusing on warmth and competence as key psychological mechanisms. A 2×2 video-based experiment was conducted by manipulating communication style (social-oriented vs. task-oriented) and task type (creative vs. routine). Data were collected from 320 employees in managerial positions. The results show that the interaction between AI communication style and task type significantly affects continuance intention. Specifically, for creative tasks, a social-oriented communication style leads to higher continuance intention than a task-oriented style, whereas no significant difference appears for routine tasks. In addition, both warmth and competence positively influence continuance intention, but only warmth shows a task-dependent indirect effect. These findings indicate that continuance intention toward AI chatbots is shaped not only by functional utility but also by context-specific social judgments and affective evaluations. The study extends AI acceptance research by specifying AIDUA’s secondary appraisal through warmth and competence and offers implications for context-sensitive chatbot design in organizations.

급성 스트레스 상황에 따른 Type D 성격의 자율신경계 반응을 심박률 변동성을 중심으로 조사하였다. Type DS-14의 점수에 근거하여 Type D 집단(n=23명)과 non-Type D 집단(n=23명)을 구성하였다. 심박률 변동성(heart rate variability, HRV)을 이용하여 기저선, 스트레스 단계 및 회복 단계 동안의 심박활동을 측정하였으며 스트레스 과제로는 Stroop 색채단어 검사가 사용되었다. 반복측정 변랑분석을 통해 두 집단의 심박활동을 비교하였으며, 회귀분석을 통해 Type D 척도와 스트레스 취약성 척도가 기저선 상태에서의 심박활동의 변화를 예측할 수 있는지를 알아보았다. 연구 결과, Type D 집단은 non-Type D 집단보다 고주파수(high frequency, HF) 활성화가 더 낮았고 저주파수(low frequency, LF) 활성화는 더 높았다. 스트레스 과제 수행 시, non-Type D 집단에서는 교감신경계 활성화 지표(LF component, LF/HF)가 증가하고 부교감신경계 활성화 지표(HF component)가 감소하는 것이 관찰된 반면, Type D 집단에서는 심박활동 비율상의 유의한 변화가 나타나지 않았다. 또한, Type D 척도의 총점수, 부정적 정서 소척도와 사회적 억제 소척도는 기저선 상태에서의 심박활동 반응에 대한 유의한 예측인자로 나타났다. 이러한 결과는 Type D 성격이 non-Type D 성격에 비해 교감신경계 활성화 비율이 높거나 또는 부교감신경계 활성화 비율이 낮음을 시사한다. 즉, Type D가 스트레스에 취약한 성격임을 시사하며, Type D에서 관찰된 심박 활동 양상, 즉 높은 교감신경계 혹은 낮은 부교감신경계 활성화는 Type D 성격이 심장혈관 장애 등을 포함한 정신신체 질환과 관련될 수 있음을 시사한다.

This study investigated the responses of the autonomic nervous system of individuals with Type D personality during an acute stressful situation. Twenty-three female students of Type D personality and 23 female students with non-Type D personality. Stroop Color-Word Task was used to induce a stressful situation, heart rate variability (HRV) was used to measure the responses of the autonomic nervous system during the baseline, acute stress, recovery periods. To analyze the data, the repeated measures analysis of variance was used to compare the autonomic nervous system of the Type D group to that of the non-Type D group. Regression analysis is used to determine if the Type D scale and stress vulnerability predicted the activities of the autonomic nervous system during the baseline period. The results of this study demonstrated that the Type D group's normalized low frequency (LF norm) and ratio of low frequency to high frequency (LF/HF ratio) were higher than those for the non-Type D group, while its normalized high frequency (HF norm) was lower than that for the non-Type D group in all three periods. There were no statistically significant differences among the three periods in terms of LF norm, HF norm, and LF/HF ratio in the Type D group. The study demonstrated that the total scores of the Type DS-14 and scores of social inhibition and negative affect were independent predictors of LF norm and HF norm during the baseline. The Type D group showed increased activation of the sympathetic nervous system and/or decreased activation of the parasympathetic nervous system. These results support the hypothesis that the Type D personality is vulnerable to the stress. Also, the highly activated sympathetic and/or lowly activated parasympathetic nervous systems, which were observed in the Type D group during the baseline, indicated that the Type D individual is susceptible to psychosomatic disorders.

본 연구는 만 4-5세 유아의 놀이행동 유형에 미치는 실행기능의 영향에서 과제지향행동과 교사-유아 관계의 조절된 매개효과를 검증하고자 하였다. 이를 위해 서울과 경기 소재 유아교육기관에 재원 중인 유아 107명과 해당 유아의 어머니 107명, 교사 72명을 대상으로 유아의 놀이행동, 실행기능, 과제지향행동, 교사-유아 관계에 관한 자료를 수집하였고, 종속변수에 미치는 영향력을 통제하기 위해 유아발달수준을 공변인으로 설정하였다. 연구자료는 SPSS 25.0과 SPSS Process Macro 4.0(Hayes, 2022)을 이용하여 매개효과, 조절효과, 조절된 매개효과를 검증하였다. 주요 연구결과는 첫째, 유아의 실행기능과 사회적 놀이의 관계를 과제지향행동이 완전매개하였다. 둘째, 유아의 실행기능이 사회적 놀이, 거친 놀이, 방관자적 놀이에 미치는 영향을 교사-유아 친밀감이 조절하는 것으로 나타났다. 셋째, 유아의 실행기능이 과제지향행동을 통해 거친 놀이에 미치는 경로에서 과제지향행동에 대한 교사-유아 친밀감의 조절된 매개효과가 나타났다. 이러한 결과로 교사-유아 친밀감 수준에 따라 실행기능과 과제지향행동이놀이행동에 미치는 효과가 다르게 작용함을 확인하였다. 따라서 놀이행동 유형마다 유아의 참여 수준에 영향을 끼치는 실행기능과 교사-유아 관계의 중요성을 강조하였다.

This study aimed to examine moderated mediation effect according to the task-focused behavior and teacher-child relationship on the influence of children’s executive function on play behavior type. The participants included 107 children(aged 4-5 years) and their mothers, and 72 teachers. Mediation(Model 4), moderation(Model 1), and moderated mediation (Model 15) models were analyzed using SPSS 25.0 and PROCESS macro 4.0 programs(Hayes, 2022). The study shows, first, task-focused behavior mediated the relationship between children's executive function and social play behavior. Second, the teacher-child intimacy moderated the effects of the children’s executive function on the social play, rough-tumble play, and reticent play. Third, the indirect effect of executive function through children’s task-focused behavior on rough-tumble play was moderated by teacher-child intimacy. These results suggest that the effect of the executive function on the play type through task-focused behavior is different according to the level of teacher-child intimacy. Therefore, the importance of the children’s executive function and teacher-child relationship that influences the level of participation of children in play behavior type was emphasized.