• 영재교육연구
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• 제17권2호
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• pp.280-306
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• 2007

본 논문은 영재성의 중요한 요소 가운데 하나인 지력(知力)에 초점을 두어, 이에 대한 생득설과 경험설의 입장과 그에 대한 영향력에 대한 다양한 연구들을 종합 분석하고, 이와 관련된 몇 가지 논의를 함으로써 영재성을 이해하는 데에 목적을 두고 있다. 다양한 연구 내용들을 검토한 결과, 인간의 지력은 절반 정도는 타고난다는 것이 보편적인 입장이었다. 하지만 중요한 것은 그것이 평생 고정되는 것이 아니라 후천적 경험에 의해 변하고 발달한다는 점이다. 결국 지력이 중요한 요소인 영재성 자체는 잠재력으로 타고나는 것이지만, 그것은 여러 가지 환경 요인에 따라 그 발현의 여부나 정도가 결정된다는 것이다. 따라서 영재교육에 관한 오늘날의 주요 관심은 생득 요인과 후천 요인의 정도에 대한 논쟁보다는, 그 영재성을 후천적으로 어떻게 최대로 발현시킬 것인가에 있다. 영재성은 뛰어난 유전 요인과 특별한 환경 요인이 역동적으로 상호작용하여 쌍방향의 절묘한 증폭 현상이 일어날 때 비로소 촉발되고 발달한다는 점에서, 그것을 도식적으로 설명하는 데에 깊은 난관이 있음을 이해할 수 있다.

• Advances in robotics research
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• 제2권1호
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• pp.59-68
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• 2018

Autonomous mobile service medical robots (AMSMRs) are one of the promising developments in contemporary medical robotics. In this study, we consider the essential technical and intellectual abilities needed by AMSMRs. Based on expert analysis of the behavior exhibited by AMSMRs in clinics under basic scenarios, these robots can be classified as intellectual dynamic systems acting according to a situation in a multi-object and multi-agent environment. An AMSMR should identify different objects that define the presented territory (rooms and paths), different objects between and inside rooms (doors, tables, and beds, among others), and other robots. They should also identify the means for interacting with these objects, people and their speech, different information for communication, and small objects for transportation. These are included in the minimum set required to form the internal world model in an AMSMR. Recognizing door handles and opening doors are some of the most difficult problems for contemporary AMSMRs. The ability to recognize the meaning of human speech and actions and to assist them effectively are other problems that need solutions. These unresolved issues indicate that AMSMRs will need to pass through some learning and training programs before starting real work in hospitals.

• 대한가정학회지
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• 제27권1호
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• pp.181-194
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• 1989

This study examined the characteristics of the relationship of HOME, socio-demographic variables and children's intellectual and social abilities. The subjects of this study were 80 children at age four and their mothers. Instruments included inventory of home stimulation (HOME) and the inventory of socio-demographic variables and K-Binet scale, social naturation scale, and the social-emotional developmental rating scale. The results obtained from this study were as follows: 1. HOME, socio-demographic variables had a significant positive correlation (.37∼..66) with children's intellectual ability. 2. HOME, Socio-demographic variables had a significant positive correlation(.26∼..67) with children's social ability. 3. The variables that significantly predicted children's intellectual ability were play materials, breadth of experience and quality of langage environment. 4. The variables that significantly predicted children's social ability were play materials, economic status of the home and parent education. 5. The results of the causal model showed that the kind of variables that affected children's intellectual ability directly were direct stimulation, parent's education, indirect stimulation, and the emotional climate of the home. 6. The results of the analysis of the causal model showed that the kind of variables that affected children's social ability directly were direct stimulation, parent's education, economic status of the home.

• 한국융합학회논문지
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• 제13권2호
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• pp.215-222
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• 2022

이 연구의 목적은 블랜디드 러닝이 지적장애 학생의 스마트 폰 및 애플리케이션 사용 능력에 미치는 효과를 파악하는 것이었다. 전라남도와 광주에 소재하는 특수학교와 특수학급에 재학하고 있는 고등학교 학생 30명을 연구대상으로 선정하였고, 각 15명씩 실험집단과 통제집단에 배치하였다. 실험집단은 직접교수와 앵커드 교수, 체험교육 및 지역사회 중심 교수를 결합한 블랜디드 러닝 수업에 참여하였고, 통제집단은 전통적인 교사 중심의 강의식 수업에 참여하였다. 평가는 사전평가와 사후평가를 하였고, 중재가 끝나고 2주 후 유지평가를 하였다. 연구자료는 반복측정 이원분산분석을 이용하여 분석하였다. 연구 결과, 실험집단은 통제집단보다 스마트 폰과 애플리케이션 사용 능력에 있어 유의미하게 향상하였다. 그러므로 블랜디드 러닝은 지적장애 학생에게 스마트 폰과 애플리케이션을 지도할 때 유용하게 사용할 수 있는 교수방법이 될 수 있다.

• 대한가정학회지
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• 제11권3호
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• pp.314-328
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• 1973

Highly developed and Complicated modern society demands earlier development of a human intelligence. Thus the trend of ecucations nowadays has been rapid increase of efford in the field of child education. As a result experiments to find out the ways of developing child intelligence have been repeatedly carried out and various theories concerning them have been expressed. The aim of this study is to review such theories and researches. Generally, the ways how to develop child intelligence are divided into tow parts. One is by means of operating mental abilities of a child and the other is providing abundant environment to a child for the facilitation of such mental operation. A. Mental Operation The intelligence of a child is more likely to be developed by thorough and precise training of following four mental abilities. 1. Ability of classification 2. Ability of analogy 3. Ability of variation 4. Ability of inference B. Environment Child intelligence is also more likely to be developed by providing him next four environments. 1. When the parents maintaina moderate expectation and have know-ledge of the child's mental development. 2. When the parents follow the standard linguistic form and provide the child with ample opportunities for the verval expression. 3. When the parents provide tools and materials and opportunities for the cultural experiences. 4. When the parents furnish immediate rewards to the child's intellectual achievements and help him form a positive self-concept with regard to the intellectual abilities.

• 치위생과학회지
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• 제19권1호
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• pp.31-38
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• 2019

Background: This study aimed to investigate the effects of critical thinking and good communication skills on the problem-solving abilities of dental hygiene students. Methods: A total of 508 dental hygiene students were convenience-sampled from 3 universities. Results: The results revealed that critical thinking had the highest intellectual fairness score of 3.60, and systematicity was the lowest at 3.19. The values for communication skills were high in reaction, social adequacy, and concentration, with an average of 3.65. Problem-solving abilities were in the following order: clarification of the problem, seeking solutions, and decision making. According to general characteristics, more extroverted personalities possessed higher levels of critical thinking, communication skills, and problem-solving abilities (p<0.01). Critical thinking scores were high (p=0.016) in students who responded that peer relationship was difficult; however, their communication skills were the lowest (p<0.001). Additionally, problem-solving abilities were highest among students who reported a difficult peer relationship (p=0.001). The higher the satisfaction with dental hygiene academics, the higher the critical thinking, communication skill, and problem-solving ability (p<0.001). Critical thinking showed a high positive correlation with variables in the following order: clarification of the problem, performing the solutions, seeking solutions, decision making, and evaluation and reflection. The communication skills were also related to these variables listed above (p<0.01). With critical thinking, confidence, watchfulness, intellectual passion/curiosity, sound skepticism, objectivity, and systematicity all influenced the problem-solving ability. Conclusion: Communication skills were influenced by noise control, putting on the other's shoe, social tensions, and efficiency, which affected the problem-solving ability. Dental clinics require dental hygienists to have critical thinking to make analytical judgments and effective communication skills to solve human relation problems with patients and care-givers. Therefore, these skills should be developed in dental hygiene students to improve their problem-solving abilities.

• 한국콘텐츠학회논문지
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• 제9권11호
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• pp.140-150
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• 2009

본 연구는 개인의 지적능력 개발을 위한 기초연구로서 개인의 특성 차이를 대뇌모형으로 정의하였으며, 개인의 특성에 따라 선호하는 온라인 게임의 요소가 어떤 차이가 있는지 설문을 통하여 확인하고 활용가능성을 살펴보았다. 뇌 성향은 곧 개인의 지적능력을 관장하며 인격, 기호, 성격, 의사결정 및 행동의 패턴 등을 정의한 것이라 말할 수 있으며 창의성과 밀접한 관련이 있다. 이러한 뇌 성향에 근간을 둔 대뇌반구모델(Cerebral Hemispheric Model-CHM)을 바탕으로 2가지 Model로 개인의 성향을 구분하였다. 설문을 통하여 대뇌반구모형별 게임요소의 요소상관표를 작성, 대뇌반구모형별 게임요소의 차이를 확인 할 수 있었다. 또한 정의된 대뇌반구의 개인성향별 게임 선호요소를 바탕으로 각 개인의 뇌 성향을 확인하고 확인된 뇌 성향 이외의 다른 뇌 성향을 개발하기 위한 컨셉(Concept) 가이드라인을 제시하고, 이를 통하여 개인의 뇌 사고성향 개발을 바탕으로 하는 교육용 게임에서부터 다양한 장르의 컨텐츠를 사용자의 성향에 최적화하여 즐거움을 느끼며 자기개발을 할 수 있는 기초 연구 자료가 될 수 있으며, 개인의 사고성향 개발을 통하여 지적 능력을 향상시킬 수 있을 것이다.

• 융합정보논문지
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• 제9권4호
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• pp.139-145
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• 2019

본 연구의 목적은 지적장애를 가진 학생을 대상으로 장기간의 음악줄넘기 운동프로그램을 적용시킨 후에 신체균형능력과 신체구성성분에 어떠한 차이가 있는가를 알아보고, 지적장애인들을 위한 운동프로그램 계획에 대한 정보를 제공하는데 있다. 참가한 피험자들은 M특수학교에 재학중인 학생을 두 집단으로 구분(운동집단 10명, 비운동집단 10명)하였다. 이들의 나이는 17~19세 이다. 운동집단의 학생들은 음악줄넘기 운동을 12주 동안 일주일에 3일, 하루 60분씩 실시하였다. 이 연구에서 측정된 항목은 동 정적 평형성 및 신체구성성분이었다. 이 연구결과, 음악줄넘기 운동프로그램 후에 동적 및 정적 평형성이 향상되었다. 또한 체중과 체지방율이 유의하게 차이가 있었다. 따라서 지적장애인들에게 12주 동안의 음악줄넘기 운동은 신체의 균형감각 향상과 신체구성성분의 개선에 효과적이었다.

• 한국가구학회지
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• 제20권4호
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• pp.262-273
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• 2009

An investigation was conducted to know a prospect of woody toy in Korea for physical, psychological and intellectual development. It was told that toys that stimulate cognitive development are appropriate for the child's capabilities, responsive to the child's movements, provide feedback when manipulated, and require imagination or fantasy. Toys particularly useful in the development of these abilities include dolls, figures, cuddly toys, puppets, costumes, and construction toys. Therefore, a toy is a wonderful object, indispensable to physical, psychological and intellectual development, both for those who have the capacity to integrate into society and for those who encounter difficulties. If we can replace a plastic toys by a environmental wooden toys, we can contribute to child development that is especially to promote creativity, artistic, problem-solving, language and social skills. In addition, we can support the ability of wood toy manufacturers to market their products in a responsible way and contribute to strengthen the competitiveness of our commodities on international markets.

• 동의신경정신과학회지
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• 제19권1호
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• pp.97-105
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• 2008

Objective : The objective of this study is to investigate the intellectual characteristics of the specific language impairment(SLI) and the borderline intelligence-language disorder (BI-LD). Method : 30 Children participated in this study, IS children with SLI(K-WISC-ill FIQ above 85, Test of Problem Solving score below -1.25SD, verbal comprehension factor index of K-WISC III below 80), 14 children with BI-LD(K-WISC-ill FIQ $70^{\sim}85$, Test of Problem Solving score below -1.25SD, verbal comprehension factor index of K-WISC III below 80). All students were evaluated with K-WISC III, Test of Problem Solving. full-scale IQ (FSIQ), \ verbal intelligence quotient (VIQ), Verbal Comprehension Index, and Test of Problem Solving score were compared between two groups. Result : All subtests scores of PIQ in the SLI were significantly higher than those in the BI-LD. there was no significant difference in the subtests scores of VIQ. In the VIQ subtests, Information, Arithmetic, Comprehension score were higher in the SLI compared to the BI-LD, but the score of Similarities and Vocabulary were similar between two groups. Conclusion: These results suggest that inspite of the difference of PIQ, SLI and BI-LD have similar language abilities, and there are some different intellectual characteristics between SLI and BI-LD