• 대한가정학회지
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• 제34권3호
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• pp.271-282
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• 1996

Different aspects of morality, namely, moral belief, moral judgement and moral behavior have been studied seperately. This study examined the development of these three aspects of morality in relation to internal attribution in one sample. A total of 371, third -and sixth- grade children from Masan city were responded to questionnaires on moral belief, moral judgement, and attibutional tendency. In addition, children's moral behavior was measured by the teachers' 5-item rating scale. As results, there were signigicant but low correlations among three components of morality. There were developmental differences in moral belief and moral judgement but there was no age difference in moral behavior. Compared to third graders, sixth graders were higher in moral judgement but lower in moral belief. Social experience as well as cognitive development on moral relativity could explain this paradoxical developmental trend in moral belief. There was a sex difference only on moral behavior : Girls were rated higher in moral behavior than boys. Internal attribution was significantly correlated with all three aspects of morality, .15 with moral belief, .45 with moral judgement, .14 with moral behavior, respectively. There was a significant developmental difference but no sex difference in attributional tendency: Sixth graders reported higher internal attribution than third graders. However, there was no developmental difference in correlations among internal attribution and three aspects of morality. Most importantly, internal attribution explained morality better than either age -or sex- variable. It was suggested that educational programs on morality need to focus on the internalization of it.

• 품질경영학회지
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• 제20권2호
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• pp.109-117
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• 1992

An inspection task largely can be seen as a job divided up into a series of visual search and classification subtasks. In these subtasks, an Inspector must performs to compare the standard references proposed in visual environments and recalled in his memory with the visual stimuli to be inspected. It means that the judgement of similarity should be demanded on inspection tasks. Therefore, the inspector's ability for the judgement of similarity and the difference similarity between inspection materials are important factors to effect on performances in inspection tasks. In this paper, to analysis the effect of these factors on inspection time, an inspection task is designed and suggested by means of computer simulator. Especially, the skin conductance responses(SCR) of subjects are measured to evaluate the complexity of tasks due to the difference of similarity between materials. In the results of experiment, the more similar or different the difference of similarity between materials is, the shorter the inspection time is because of the reduction of task complexity. And, When the inspector's cognition for similarity between materials is consistanct, the inpsection time is improved. Concludingly, the consistency of reponses for similarity judgement becomes a measurement to present the performance levels. And the information of inspection time that due to the difference of similarity between materials must be considered in planning and scheduling inspection tasks.

• 대한간호학회지
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• 제30권1호
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• pp.183-193
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• 2000

This main purpose of this study was to assess the effects of two different types of ethics education on the moral judgement of clinical nurses. One type was free discussions among nurses with given specific moral issues and the other type was discussions guided by experts on specific moral issues. The study employed a quasi-experimental, nonequivalent pre test-post test design using two different control groups. The conceptual framework of the study was derived from the Kohlberg′s Moral Development Theory (1969) and the Greipp′s Ethical Decision-Making Model (1992). The data was collected during the period of October 14 through December 15, 1998. Sample consists of 32 nurses working in the ICU who met research criteria. 16 nurses were assigned to the free discussion group and 16 nurses to the group for the guided discussion with experts group. For the pre-test, the DIT which was developed by Rest (1984) and JAND by Ketefian (1998) were used with some modification by the author. After the education, only JAND was used to assess the changes in moral judgement. The collected data was analysed using SPSS PC program. The findings are as follows: 1. There was no significant difference between two groups in their general characteristics. Only difference which was statistically significant between two groups was that realistic score on Case 3/Medical Research and Autopsy was higher in the free discussion group. 2. Hypothesis 1: "There will be a difference on the moral judgement of nurses before and after they receive an ethics education". This hypothesis was supported partially. Those who had low scores on moral judgement before the education tended to have higher scores after the education on the same issues. And, after the education, the nurses tend to give lower scores on the dilemmas they had experienced frequently at work; while giving higher scores on those dilemmas they had no prior experience. 3. Hypothesis 2: "The effect of education may differ depended upon the moral development index [P(%)] score of nurses". The effect of education was different depend on moral development level. The group who′s P(%) scores was low at the pretest has higher scores in realistic moral judgement after the education, while the groups with middle or high P(%) scores went down after the education. These changes were statistically significant in some cases, thus, the Hypothesis 2 was partially supported 4. Hypothesis 3: "The method of ethics education will have different effects on the moral judgement of nurses". Even though several nurses attended the guided discussion stated that the education program broadend their perspectives the difference between two groups was not significant and this hypothesis was not supported. In conclusion, both types of ethics education had helped the nurses to acquire the skills to deal some nursing dilemmas. The effects of ethics education may differ according to the moral development index - P(%) score. However, because of some of the limitations of this study, mainly small sample size, short term education, unable to control other variables which may affect moral judgement of nurses, further research is warranted.er research is warranted.

• 산경연구논집
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• 제9권11호
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• pp.55-66
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• 2018

Purpose - Present research aimed at identifying the effects of ambient pride type on judgement difference between existing preference and final preference formed after being exposed to the preference inconsistent information from others representing a conflict between consumer's own perspective and the others' perspective. And this study also explored the roles of empathic concerns and motive type in the ambient pride type's effects on the judgement difference. Research design, data, and methodology - 2(information type: consistent versus inconsistent) × 2(pride type: hubristic versus authentic) between-subjects design was employed. Data for empirical analysis were from 252 undergraduate students who participated in questionnaire survey. To verify hypotheses, Anova and regression analysis were used. Results - First, there was the judgement difference among the experimental groups. The difference was greater at the authentic pride group than at the hubristic pride group. And the difference was greater at the inconsistent information group than at the consistent information group. The interaction effect of pride type and information type was significant. Second, when consumers who had made their preference were exposed to the inconsistent information from other, those of the hubristic pride group showed more defense motive and less empathic concerns than those of the authentic pride group. And there were the mediation roles of the empathic concerns and the interaction roles of the motive type in the effects of pride type on the judgement difference. Third, the self validity did not affect the difference even that become increased by defense motive rather than accuracy motive. Conclusions - This research could advance the information processing theory related to pride type by exploring the effects of the pride type on judgement difference between existing preference and final preference formed by the inconsistent information from others, and by identifying the mediation roles of the empathic concerns and the interaction roles of the motive type in the effects of the pride type. In view of the results from current study, marketers should make efforts of inducing defense motive and developing and communicating the consistent information to persuade consumers under hubristic pride who have the belief that attributes of their brand are better than those of the competitors' brand, and they also should conduct marketing acts by using the inconsistent information to persuade consumers under authentic pride who have the belief that attributes of the competitors' brand are better than those of their brand.

• 컴퓨터교육학회논문지
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• 제6권4호
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• pp.135-146
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• 2003

본 연구는 중학교 도덕과에서 ICT를 활용한 수업과 도덕적 판단력 및 학업성취도와의 관계를 알아보고, 학습자의 성별에 따라 학습효과가 다른가를 분석하고자 실시되었다. 연구대상은 중학교 1학년 남 녀 4학급 134명이며, 대상 학급 중에서 남 녀 각 1학급씩을 ICT 활용 수업집단과 전통적 수업집단으로 선정하였다. 수업집단별로 실험처치를 위해 16개의 도덕적 가치갈등 자료를 개발하여 10주 동안 처치하였다. 그 결과 ICT를 활용한 수업집단이 전통적 수업집단 보다 도덕적 판단력 점수의 향상도가 높았으나 학업성취도에 있어서는 유의한 차이가 나타나지 않았다. ICT를 활용한 수업집단에서 도덕적 판단력과 학업성취도는 성별에 따라 유의한 차이가 없었다.

• 한국간호교육학회지
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• 제8권1호
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• pp.17-28
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• 2002

The purpose of this study was to provide the basic sources for educational program that identifies moral judgement and ethical values of nursing students. The subjects consisted of 114 nursing students in college. Data were collected by the Korean Form of Moral Development Inventory(Shin, 1997) and Nursing Ethical Values(Lee, 1990) from March 5 to 21. 2002. The findings were as follows: 1. The mean score of the stage 5B was higher than the score of other stages. The mean score of P(%) was 39.15. No significant difference were found between P(%) and general characteristics. 2. The mean score of the nursing ethical values was 3.38. The nursing students took the position of deontology slightly. In nurse-colleague relationship area(4.22), the subjects should to taking evidently deontological position. 3. According to general characteristics, no significant difference was found except nurse-patient relationship area among subcategory of ethical values. The mean score of this area by influence person of moral development were significantly different at the .05 level. 4. The trend of subjects in action choices on 4 dilemmas of the DIT showed between-subjects variability. Action choices on 'Heinz and the drug', 'Doctor's dilemma', and 'webster' were 'pro' in most of subjects, whereas 'escaped prisoner' was 'con'. 5. The ethical values in human-life area associated with action choices on 'Heinz and the drug' was significantly different . And the nursing ethical values, human-life area, and nurse-nursing task relationship area were significantly different according to action choices on 'Doctor's dilemma'. 6. There was found little correlation between action choices on 4 dilemmas of the DIT and moral judgement. Also little correlation was shown between action choices on 4 dilemmas of the DIT and ethical values. No significant correlation were found between moral judgement and nurse ethical values.

• Child Health Nursing Research
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• 제7권1호
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• pp.118-140
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• 2001

The purpose of this study was to measure the effect of safety education program in preschool children for accident prevention and improve their health through more systematic method. Data were collected from 584 preschoolers(247 preschooler are assigned to experimental group and 337 preschoolers are assinged to control group) from 4 to 6 years old using APP paper test which consists of questions and drawings. To experimental group, safety education were done 4 times within the time of 30 minutes per 1 time using education books, drawings, OHP. The findings of this study are as follows: 1. There were significant difference in movement(χ²=18.732, p=.0000), behavioral character(χ²=27.785, p=.000), synthetic judgement(χ²=12.02, p=0.002). So, safety education program have effect on preschooler. 2. In the accident proneness on preschooler between experimental group and control group according to general characteristics, it proved significant difference in the case of accident prevention education were done, reasoning power(χ²=10.48, p=.005), movement speed(χ²=7.341, p=.025) and behavioral character(χ²=18.86, p=.000), in the case of housing pattern is private house(individual house, yard?), reasoning power(χ²=6.683, p=.035), movement speed(χ²=12.76, p= .002) and behavioral character(χ²=12.24, p=.002), in the case of housing pattern is mixed-type, movement speed(χ²=6.935, p= .031) and behavioral character(χ²=10.816, p=.004), in the case of housing pattern is over six stories, movement speed(χ²=7.543, p=.023), in the case of subjects' age is 4 years old, movement speed(χ²=16.5, p= .000) and behavioral character(χ²=12.18, p=.002), in the case of subjects' age is 5 years old, movement speed(χ²=7.519, p= .023), watchfulness(χ²=6.372, p=.041), behavioral character(χ²=14.74, p=0.001) and synthetic judgement(χ²=14.5, p=.001), in the case of subjects' sex is male, life safety(χ²=6.406, p=.041), movement speed(χ²=22.86, p= .000), behavioral character(χ²=13.72, p= .001) and synthetic judgement(χ²=13.82, p=.001), in the case of subjects' sex is female, reasoning power(χ²=12.57, p=.002) and behavioral character(χ²=13.16, p= .001), in the case of childrens have past accidental experience, traffic safety(χ²= 6.683, p=.035), in the case of childrens have no past accidental experience, reasoning power(χ²=8.384, p=.015), movement speed(χ²=20.6, p=.000), behavioral character(χ²=25.1, p=.000) and synthetic judgement(χ² =10.79, p=.005), in the case of children's order is first, reasoning power(χ²=11.15, p=.004), movement speed(χ²=11.92, p= .003) and behavioral character(χ²=7.003, p=.030), in the case of children's order is second, movement speed(χ²=6.694, p= .035), behavioral character(χ²=26.9, p= .000) and synthetic judgement(χ²=14.3, p= .001), in the case of nuclear family, reasoning power(χ²=8.777, p=.012), movement speed(χ²=19.0, p=.000), behavioral character (χ²=26.4, p=0.000) and synthetic judgement (χ²=9.999, p=.007), in the case of mothers' school career is under high school graduate, life safety(χ²=8.023, p=.018), movement speed(χ²=10.99, p=.004) and behavioral character(χ²=6.777, p=.034), in the case of mothers' school career is beyond college graduate, reasoning power(χ²=6.717, p= .035), movement speed(χ²=8.963, p=.011), behavioral character(χ²=25.03, p=.000) and synthetic judgement(χ²=15.19, p=.001), in the case of mothers' age ranged 31-34, movement speed(χ²=12.29, p=.002) and behavioral character(χ²=14.17, p=.001), in the case of mothers' age ranged 35-39, movement speed(χ²=9.859, p=.007), behavioral character(χ²=9.095, p=.011) and synthetic judgement(χ²=7.810, p=.020), in the case of mothers' age is over 40, life safety(χ² =5.593, p=.025), in the case of mothers' job is full-time, traffic safety(χ²=6.032, p=.049) and reasoning power(χ²=8.502, p= .014), in the case of mothers' job is part- time., movement speed(χ²=10.99, p=.004) and behavioral character(χ²=7.895, p= .019), in the case of mothers have no job, movement speed(χ²=6.410, p=.041), movement stability(χ²=6.879, p=.032), behavioral character(χ²=27.72, p=.000) and synthetic judgement(χ²=18.11, p=.000). The difference of accident proneness between experimental group and control group according to general characterists, it also showed that there were significant difference in behavioral character compared to other area.. From this findings, we can guess that safety education program change and guide preschoolers' behavioral character to desirable direction.

• 철학연구
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• 제143권
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• pp.267-290
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• 2017

헤겔은 "정신현상학"의 '이성' 장의 '관찰하는 이성'을 마무리하는 부분에서 '정신은 뼈다'라고 말하고, 이것이 '무한 판단'이라고 말했다. 본 연구는 이 판단의 의미를 밝히기 위해 특별히 다음과 같은 점을 주목하고자 한다. 첫째는 "정신현상학" '이성' 장에서 등장하는 '정신은 뼈다'는 판단에 대한 다양한 해석을 소개하고 비교 검토한다. 이러한 검토를 통해 "정신현상학"에서 이 판단이 갖는 의미를 이해하고자 한다. 둘째는 '무한 판단'의 의미와 관련한 칸트와 헤겔의 해석 차이를 살피고자 한다. 헤겔은 분명히 칸트가 말할 때의 '무한 판단'의 형식(S는 비(非)P)을 넘어 내용상으로 이해하는 측면이 크다. 헤겔이 이처럼 단순한 형식을 넘어서 내용상으로 확장하려한 이유를 해명하지 못한다면 헤겔이 말하는 무한 판단의 의미를 제대로 이해할 수 없을 것이다. 아울러 이 글은 단지 "정신현상학"에 한정하지 않고 "엔치클로패디"와 "대논리학"의 '현존재의 판단'에 나오는 '무한 판단'의 의미도 고려하고자 한다. 셋째, '정신은 뼈다'는 판단과 무한 판단에 관한 다양한 해석들을 검토하고 있다. 이러한 해석 중 특별히 이 문제를 정신분석학과 연관 지은 지젝의 해석에 주목한다. 우리는 주로 그의 해석을 검토하면서 그것이 칸트와 헤겔의 무한 판단의 의미를 얼마나 잘 드러내고 있는가를 고찰하고자 한다.

• 한국콘텐츠학회논문지
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• 제11권5호
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• pp.302-307
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• 2011

현행 형사소송법은 제326조에 면소사유를 규정하여 소송조건이 이에 해당할 때에는 면소의 판결을 하도록 하고 있다. 그러나 이러한 규정을 제한적 규정으로 볼 것인가 또는 예시적 규정으로 볼 것인가가 문제된다. 어떻게 보느냐에 따라 면소판결사유의 범위가 달라지기 때문이다. 따라서 이에 대한 고찰을 할 필요성이 있다. 고찰결과 면소사유는 제326조에 규정된 사유에 제한하는 것이 타당하다. 공소권남용 등 비전형적 소송장애사유들은 제327조 2호의 공소기각판결들을 하면 되고, 굳이 법률규정에도 없는 사항을 면소판결의 사유라고 자의적으로 적용하여 위헌의 소지를 남길 필요가 없기 때문이다. 또한 공소기각판결은 공소제기의 절차가 법률에 위반하여 무효인 때라고 규정함으로써 일반조항의 성격을 갖고 있기 때문에 유연한 해석의 길이 열려있는데 비해서 면소의 규정은 그렇지 않기 때문이다. 따라서 제326조에 규정된 사유는 어디까지나 제한규정이라고 보아 비전형적 소송조건은 면소사유에 포함시켜서는 안 된다.

• 과학교육연구지
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• 제38권1호
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• pp.196-204
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• 2014

영재성에는 인지적 특성과 함께 비인지적 특성이 포함되어있다. 그동안 영재교육에서 영재의 정의적 영역은 인지적 교육에 비해 소홀히 다루어왔다. 본 연구의 목적은 인성교육 프로그램이 초등과학영재 학생들의 도덕 판단력에 미치는 영향을 분석하는 것으로, 인간관계 중심의 6대 덕목인 '정직, 약속, 용서, 책임, 배려, 소유'의 인성교육 프로그램을 4주 동안 실행하였다. 그리고 도덕적 판단력 검사 KDIT를 통해 수업 적용 전과 후를 비교하고, 인성교육 프로그램의 효과와 성별에 따른 차이가 있는지를 알아보았다. 그 결과는 다음과 같다. 첫째, 인성교육 프로그램은 영재학생들의 도덕적 판단력을 향상시키는데 효과적인 것으로 나타났다. 둘째, 초등 과학영재 남학생과 여학생 집단 간의 차이는 유의미하지 않았다.