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감성지능의 형성과정에 대한 발달심리학적 일고찰
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감성지능의 형성과정에 대한 발달심리학적 일고찰.hwp
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감성지능의 형성과정에 대한 발달심리학적 일고찰.hwp
[Size :
65 Kbyte
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자료설명
정서적 생활의 가장 오래된 뿌리는 후각 즉, 정확하게 말하자면 후각엽(olfactory lobe)으로 냄새를 맡아 분석하는 세포들이다. 모든 살...
본문/내용
정서적 생활의 가장 오래된 뿌리는 후각 즉, 정확하게 말하자면 후각엽(olfactory lobe)으로 냄새를 맡아 분석하는 세포들이다. 모든 살아있는 존재는 그것이 영양가있든, 독이 있든, 성적 대상자이든, 맹수이든, 먹이이든 공기 속에 전달되는 뚜렷한 분자표시가 있다. 원시시대의 후각은 생존을 위해 가장 두드러진 감각이었다. 후각엽으로부터 정서의 오래된 중심부분이 진화하기 시작했으며 결국 뇌간의 상층부을 에워쌀만큼 성장하게 되었던 것이다.
초기단계에서 후각센타는 냄새를 분석하는 신경세포의 폴은 층에 불과하였다. 세포의 한 층이 냄새를 받아들여 적절한 범주 즉, 먹을 수 있는냐, 독이 있는가, 성적 접촉이 가능한지, 적인지 먹이인지를 분류하였다. 두 번째 세포층이 신경계통의 통하여 신체로 하여금 어떤 일을 하도록 예를 들면, 물어라, 접근하라, 도망하라, 따라가라 등의 반사메시지를 보내는 역할을 한다.
최초의 포유류가 등장하면서 감정두뇌의 중요한 층위(계층)가 나타났다. 뇌간을 둘러싸고 있는 이 층위는 아랫쪽을 한입 베어먹은 롤빵처럼 생겼는데, 그 속으로 뇌간이 모여든다. 이 부분이 반응(생각)을 하고 뇌간과 경계를 이…(생략)
초기단계에서 후각센타는 냄새를 분석하는 신경세포의 폴은 층에 불과하였다. 세포의 한 층이 냄새를 받아들여 적절한 범주 즉, 먹을 수 있는냐, 독이 있는가, 성적 접촉이 가능한지, 적인지 먹이인지를 분류하였다. 두 번째 세포층이 신경계통의 통하여 신체로 하여금 어떤 일을 하도록 예를 들면, 물어라, 접근하라, 도망하라, 따라가라 등의 반사메시지를 보내는 역할을 한다.
최초의 포유류가 등장하면서 감정두뇌의 중요한 층위(계층)가 나타났다. 뇌간을 둘러싸고 있는 이 층위는 아랫쪽을 한입 베어먹은 롤빵처럼 생겼는데, 그 속으로 뇌간이 모여든다. 이 부분이 반응(생각)을 하고 뇌간과 경계를 이…(생략)
참고문헌
참고문헌
박아청, 최원경(1996). 또래의 정서상태에 대한 아동의 개입전략. 교육심리연구, 한국교육학회 교육심리연구회, 제10권 제2호, 147-170.
피터 샐로비교수 초청강연회(1996). 새로운 지능의 개념:감성지능. 삼성생명 사회정신건강연구소, 서울대 교육연구소, 1996. 11.25.
최의숙(1988). 공감훈련이 간호계 학생의 공감능력 향상에 미치는 효과. 동아대학교 교육대학원 석사학위논문.
홍화진(1987). 아동의 공감발달과 친사회적 행동과의 관계. 이화여자대학교 대학원 석사학위논문.
Albert, S.J.(1974). The effects of video taped modeling and written materials in teaching affective attending responses to undergraduate students. Unpublished dissertation. University of Virginia.
Avery, A.W.,Rider, K.,& Haynes-Clemments.(1981). Communication skills training for adolescents: A five-month follow-up. Adolescence, 16, 289-298.
Batson,C.D.(1987). Prosocial motivation:Is it ever truly altruistic? In L.Berksowitz(ed.), Advances in experimental social psychology(pp.65-122), New York:Academic Press.
Batson,C.D.,Fultz, J.,& Schoenrode, P.A.(1987). Distress and empathy: Two qualitatively distinct vicarious emotions with different motivational consequences. Journal of Personality, 55, 19-39.
Bengtsson, H.,& Johnson,L.(1992). Perspective-taking, empathy, and prosocial behavior in late childhood. Child Study Journal, 22(1), 11-22.
Eisenberg,N,& Strayer,J.(1987). Critical issues in the study of empthy. In N.Eisenberg & J.Strayer(Eds.), Empathy and its development.(pp.3-13), Cambridge:Cambridge University Press.
Ekman, P. & Davidson, R.(Eds.).(1994). Questions About Emotion. New York: Oxford University Press.
Ekstein, R.(1972). Psychoanalysis and education for the facilitation of positive human qualities. Journal of Social Issues, 28, 71-86.
Fernald, A.,& Simons,T.(1984). Expanded intonational contours in mothers` speech to newborns. Developmental Psychology, 20, 104-113.
Feshbach, N.D.(1979). Empathty training: A field study in affective education. In S.Feshbach & Fraczek(Eds.), Aggression and behavior change(pp.234-249). New York:Praeger Publisher A Divvision of Holt, Rinehart and Winston/츈,Inc..
Fischer, W.F.(1963). Sharing in pre-school children as a function of the amount and type of reinforcement. Genetic Psychology Monographs, 68, 215-245.
Gardner, H.(1993). Multiple Intelligence: The Theory in Practice. New York: Basic Books.
Gardner, H(1995). Cracking Open the IQ Box. The American Prospect. Winter
Gardner, H.& Hatch,T.(1989). Multiple Intelligences Go to School. Educational Researcher, 18, 8.
Goleman,D.(1995). Emotional Intelligence. New York: Banstam Books.
Herrnstein, R. & Murray, C.(1994). The Bell Curve: Intelligence and Class Structure in American Life. New York: Fress.
Hoffman, M.L.(1982). Development of prosocial motivation:Empathy and guilt. In N.Eisenberg(Ed.),The development of prosocial behavior(pp.281-314), New York:Academic Press.
Hyson, M.C.,& Izard, C.E.(1985). Continuites and changes in emotional expression during brief separation at 13 and 18 months. Developmental Psychology, 21, 1165-1170
Izard , D.E.(1982). Measuring emotions in infants and children. New York: Cambridge University Press.
Izard, C.E., Hambree, E.A.,Dougherty, L.M., & Cross,C.L.(1983). Changes in two-tonineteen-month-old infants` facial expressions following acute pain. Developmental Psychology, 19, 418-426.
Mehler, J.,Bertoncini, J.,Barriere, M.,& Jassik-Gerschenfeld, D.(1978). Infant recognition of mother`s voice. Perception, 7, 491-497.
Moore,J.E.(1980). Facilitating children`s social understanding through cognitive conflict and role playing. Unpublished doctoral dissertation, University of Toronto.,
Perry, D.G.,& Parke, R.D.(1975). Punishment and alternative response in children. Genetic Psychology Monograph, 51, 545-551.
Salovey, P. & Mayer, J.D.(1990). Emotional Intelligence. Imagination, Cognition, and Personality 9.
Sears, R.R., & Maccoby, E.E., & Levin, H.(1957). Patterns of child rearing. New York: Harper & Row.
Sternberg, R.J.(1985). Beyond I.Q. New York: Cambridge University Press.
Trotter, R.J. (1983, August). Baby face. Psychology Today, 14-20.
Vaillant, G..(1977). Adaptation to Life. Boston: Little, Brown.
Vogelsong, E.L.(1975). Preventive therapeutic programs for mothers and adolescent daughters:A follwow-up of relationship enhancement versus discussion and booster versus no-booster methods. Unpublished doctoral dissertation, Pennsylvania State University.
A Exploratory Study on the Formation and Development of Emotional Intelligence
The purpose of this study was to explore fundamental characteristics of the emotional intelligence and its formation and development In this study the emotional intelligence was specified into three parts as emotional abilities including self-control capacity and empahthy. Emotions such as empathy and self-control over other people`s violation of standards are present early in development and undergo developmental change through childhood and beyond. It was identified that these emotions provide a natural base for the child`s acquisition of moral values, both orienting children toward moral events and motivating children to pay close attention to such events. We have discussed a number of ideas about the way to increase the emotional abilities.
박아청, 최원경(1996). 또래의 정서상태에 대한 아동의 개입전략. 교육심리연구, 한국교육학회 교육심리연구회, 제10권 제2호, 147-170.
피터 샐로비교수 초청강연회(1996). 새로운 지능의 개념:감성지능. 삼성생명 사회정신건강연구소, 서울대 교육연구소, 1996. 11.25.
최의숙(1988). 공감훈련이 간호계 학생의 공감능력 향상에 미치는 효과. 동아대학교 교육대학원 석사학위논문.
홍화진(1987). 아동의 공감발달과 친사회적 행동과의 관계. 이화여자대학교 대학원 석사학위논문.
Albert, S.J.(1974). The effects of video taped modeling and written materials in teaching affective attending responses to undergraduate students. Unpublished dissertation. University of Virginia.
Avery, A.W.,Rider, K.,& Haynes-Clemments.(1981). Communication skills training for adolescents: A five-month follow-up. Adolescence, 16, 289-298.
Batson,C.D.(1987). Prosocial motivation:Is it ever truly altruistic? In L.Berksowitz(ed.), Advances in experimental social psychology(pp.65-122), New York:Academic Press.
Batson,C.D.,Fultz, J.,& Schoenrode, P.A.(1987). Distress and empathy: Two qualitatively distinct vicarious emotions with different motivational consequences. Journal of Personality, 55, 19-39.
Bengtsson, H.,& Johnson,L.(1992). Perspective-taking, empathy, and prosocial behavior in late childhood. Child Study Journal, 22(1), 11-22.
Eisenberg,N,& Strayer,J.(1987). Critical issues in the study of empthy. In N.Eisenberg & J.Strayer(Eds.), Empathy and its development.(pp.3-13), Cambridge:Cambridge University Press.
Ekman, P. & Davidson, R.(Eds.).(1994). Questions About Emotion. New York: Oxford University Press.
Ekstein, R.(1972). Psychoanalysis and education for the facilitation of positive human qualities. Journal of Social Issues, 28, 71-86.
Fernald, A.,& Simons,T.(1984). Expanded intonational contours in mothers` speech to newborns. Developmental Psychology, 20, 104-113.
Feshbach, N.D.(1979). Empathty training: A field study in affective education. In S.Feshbach & Fraczek(Eds.), Aggression and behavior change(pp.234-249). New York:Praeger Publisher A Divvision of Holt, Rinehart and Winston/츈,Inc..
Fischer, W.F.(1963). Sharing in pre-school children as a function of the amount and type of reinforcement. Genetic Psychology Monographs, 68, 215-245.
Gardner, H.(1993). Multiple Intelligence: The Theory in Practice. New York: Basic Books.
Gardner, H(1995). Cracking Open the IQ Box. The American Prospect. Winter
Gardner, H.& Hatch,T.(1989). Multiple Intelligences Go to School. Educational Researcher, 18, 8.
Goleman,D.(1995). Emotional Intelligence. New York: Banstam Books.
Herrnstein, R. & Murray, C.(1994). The Bell Curve: Intelligence and Class Structure in American Life. New York: Fress.
Hoffman, M.L.(1982). Development of prosocial motivation:Empathy and guilt. In N.Eisenberg(Ed.),The development of prosocial behavior(pp.281-314), New York:Academic Press.
Hyson, M.C.,& Izard, C.E.(1985). Continuites and changes in emotional expression during brief separation at 13 and 18 months. Developmental Psychology, 21, 1165-1170
Izard , D.E.(1982). Measuring emotions in infants and children. New York: Cambridge University Press.
Izard, C.E., Hambree, E.A.,Dougherty, L.M., & Cross,C.L.(1983). Changes in two-tonineteen-month-old infants` facial expressions following acute pain. Developmental Psychology, 19, 418-426.
Mehler, J.,Bertoncini, J.,Barriere, M.,& Jassik-Gerschenfeld, D.(1978). Infant recognition of mother`s voice. Perception, 7, 491-497.
Moore,J.E.(1980). Facilitating children`s social understanding through cognitive conflict and role playing. Unpublished doctoral dissertation, University of Toronto.,
Perry, D.G.,& Parke, R.D.(1975). Punishment and alternative response in children. Genetic Psychology Monograph, 51, 545-551.
Salovey, P. & Mayer, J.D.(1990). Emotional Intelligence. Imagination, Cognition, and Personality 9.
Sears, R.R., & Maccoby, E.E., & Levin, H.(1957). Patterns of child rearing. New York: Harper & Row.
Sternberg, R.J.(1985). Beyond I.Q. New York: Cambridge University Press.
Trotter, R.J. (1983, August). Baby face. Psychology Today, 14-20.
Vaillant, G..(1977). Adaptation to Life. Boston: Little, Brown.
Vogelsong, E.L.(1975). Preventive therapeutic programs for mothers and adolescent daughters:A follwow-up of relationship enhancement versus discussion and booster versus no-booster methods. Unpublished doctoral dissertation, Pennsylvania State University.
A Exploratory Study on the Formation and Development of Emotional Intelligence
The purpose of this study was to explore fundamental characteristics of the emotional intelligence and its formation and development In this study the emotional intelligence was specified into three parts as emotional abilities including self-control capacity and empahthy. Emotions such as empathy and self-control over other people`s violation of standards are present early in development and undergo developmental change through childhood and beyond. It was identified that these emotions provide a natural base for the child`s acquisition of moral values, both orienting children toward moral events and motivating children to pay close attention to such events. We have discussed a number of ideas about the way to increase the emotional abilities.
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