• Journal of the Korea Safety Management & Science
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• v.15 no.2
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• pp.63-69
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• 2013

The purposes of this study are to survey stereotypes of control-display relationships for seven principal controls in passenger cars using the paper-pencil and hardware tests, and to examine stereotype strength of the paper-pencil test through comparing the stereotypes for the controls derived by the two methods. Ninety two and 60 college-aged students participated in the paper-pencil test and the real car simulation of the hardware test, respectively. There are dominant motion-directions for all controls in the paper-pencil test, while in the hardware test, there are dominant motion-directions for six controls including head light, high beam, door window, ignition key, door key and door lock controls. The stereotypes of motion-directions for six controls obtained by the paper-pencil test were the same as or similar to those by the hardware test. It was inferred from this that the congruence of the stereotypes by the two methods might be attributed to two simple motion-direction principles of 'clockwise for increase' and 'upward for increase.' Although it is known that the hardware test would be best for obtaining accurate stereotypes between controls and displays, this study implies that if the paper-pencil test is well designed, the paper-pencil test can produce the same results as the hardware test at low cost and without consuming time.

• Journal of the Korea Safety Management & Science
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• v.17 no.2
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• pp.201-206
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• 2015

This study aims to investigate test-retest reliability or reproducibility of the paper-pencil test for investigating stereotypes of seven principal controls of passenger cars. The controls include wiper, head light, high beam, door window, ignition key, door key and door lock. Sixty two college-aged students participated in the paper-pencil tests and the tests were conducted twice with an in-between period of 4 weeks. The results showed that the stereotypes of motion-directions for the seven controls by the two paper-pencil tests were the same, and that the percentage agreements between two tests by subjects were ranged from 60.0% to 80.6%. There was a weak linear relationship between averaged rates of responses for the stereotypes of motion-directions for the seven controls and percentage agreements by subjects. Based on these results, it is concluded that the paper-pencil test collects reliable or reproducible data on the stereotypes of motion-directions for passenger cars' controls within four weeks.

• Journal of the Ergonomics Society of Korea
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• v.32 no.3
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• pp.267-271
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• 2013

Objective: The purpose of this study is to examine the test-retest reliability of paper-pencil test for investigating population stereotype of burner-control linkages of four-stove gas ranges. Background: Much of the research on gas-range stereotype strength has been performed using the paper-pencil test. While the use of the paper-pencil tests has the advantage of collecting data in a large group of subjects against reasonable costs, concerns regarding the reliability of the paper-pencil test has also been stated. Method: Three paper-pencil tests classified by intervals of test-retest were performed, in which eight types of burner-control arrangements were investigated. Sixty eight subjects were test-retested within two weeks, 85 subjects were test-retested within four weeks and 58 subjects were test-retested three times in series with interval of two and four weeks. Results: Chi-square test showed that three intervals of test-retest including two, four and two & four weeks have not statistically significant effect on subjects' responses irrespective of eight types of burner-control linkages dealt with in this study(p>0.10). Concordance rates of subjects' responses ranged between 73.5% and 100.0% for two-week test-retest, between 67.1% and 97.6% for four-week test-retest, and between 65.5% and 100.0% for two- and four-week serial test-retest. The concordance rates were linearly correlated with proportion of subjects' responses for stereotypes of burnercontrol linkages. Conclusion: It is concluded that the paper-pencil tests for investigating gas range relevant stereotypes could reproduce reliable results compared to baseline test within interval of four weeks. Application: The results of this study would be useful as an ergonomic guideline when designing the paper-pencil tests for stereotype relevant studies.

• Journal of the Korean Society of Safety
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• v.28 no.3
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• pp.114-117
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• 2013

The purpose of this study is to empirically investigate accuracy of paper-pencil test used in surveying control-display stereotype. For doing this, three paper-pencil tests dealing with stereotype for control-burner relationship of four-stove gas range, in which three different gas range images were provided, were performed and the results were compared with those of existing studies. The result of the paper-pencil test using simple image composed of line and circle was different from that of the real model simulation, while the results of the other two tests and a previous study providing more realistic images were the same as that of the real model simulation. Furthermore, the proportion of responses coinciding with the real model simulation increased as images used became closer to real range. It is concluded that the paper-pencil tests well designed using realistic images may produce the same stereotype as the real model simulation.

• Therapeutic Science for Rehabilitation
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• v.2 no.1
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• pp.48-56
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• 2013

Purpose : To identify the correlation between CBS and pencil and paper test, and to test the sensitivity of above tests about unilateral neglect. Mostly used tool of pencil and paper test is line bisection and albert test. CBS is behavioral neglect test. Methods : The subjects of study were 44 stroke patients with left hemiplegia. Data were analyzed for Pearson correlation, paired t-test and ANOVA using SPSS program. The significance level was ${\alpha}<.01$. Results : The results of the study was as follow: 1. CBS had a significant correlation of line bisection and Albert test. 2. CBS was more sensitive than the pencil and paper in unilateral neglect. 3. CBS had high correlations with ADL than the pencil and paper test. Conclusion : The result showed that CBS was more useful than a pencil and paper test to distinguish unilateral neglect and available to diagnose anosognosia. Therefore, it should be considered applying CBS to inspect and cure unilateral neglect.

• Journal of the Korean Operations Research and Management Science Society
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• v.27 no.3
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• pp.135-144
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• 2002

The purpose of this study is to examine the effects of computer-based creativity training. Four groups of vocational high school students totaling 151 were used as experimental subjects. Two dimensions of treatment were designed. One treatment dimension is the use of computer medium in education： computer based vs. paper-pencil setting of education. The second treatment dimension is the method of creativity training: technique-oriented training program vs. factor-oriented training program. Both a pretest and a post-test were administered to all participated students. The tests were composed of a Creative Figural Test and a Creative Product Test. After the pretest 8 sessions of creative training were delivered as intended in the design of the experiment. The Dost-test was arranged a week after the completion of the training sessions. The results of the study include： First, all the 4 groups showed certain amount of improvements in their scores of Creative Figural Test, while no improvements was observed in the creative product test score. Second, the technique-oriented creativity training was more effective than the factor-oriented under the context of computer-based education, and the factor-oriented training was more effective in the paper-pencil setting. The results suggest that different pedagogical approaches should be employed for computer-based training as compared to the paper-pencil education.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.59-76
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• 2002

This study, through the cases occurred in mathematics pencil-paper test, after analyzing the types and the factors of misunderstanding, was to seek to pursue the alternatives to diminish the misunderstanding caused in paper test. When classifying misunderstanding shown in pencil-paper test, four types are found - unsuitable edit, unsuitable organization, formal/typical habits, and unsuitable question situation. One Way, considering accomplishment rate based on existence and nonexistence of misunderstanding factors, the testing paper, that is, type A with misunderstanding factors, showed that the accomplishment rate is 10 percent below the testing paper, type B excluding misunderstanding factors. Also, after distinguishing only items including misunderstanding factors, in comparison with the accomplishment rate, the results showed about 22% difference. And in the type of misunderstanding factor, when system was unsuitable, the degree of misunderstanding appeared seriously. The more complicated many types were, the higher the number of misunderstanding cases appeared. Based on these study results, the conclusions are the followings : First, teachers should try to develop examination papers for exact evaluation. Second, teachers, while students are solving the questions, misunderstanding recognize what are the misunderstanding factors they feel. Third, in the pencil-paper evaluation, the work that teachers should consider importantly, is to analyze students' thought process. Fourth, teachers should try for smooth communications with students.

• Journal of the Korean Data and Information Science Society
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• v.18 no.4
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• pp.1073-1079
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• 2007

The purpose of this study is to present the relationship between the computer learning and the paper and pencil learning through the math learning (simple computation and complex computation) and the cartoon learning and text learning. The canonical correlation and pairwise t-test of the SMR asymmetry brainwaves of the left and the right brain show the brainwaves with the respect to the manner in which they process information during the specified task by identifying the relative activity of the brainwaves of the left and the right brain. SMR brainwave which known as the scientific measure tool for the activity and the function of the neuronal cell were found to predict the level of the awakening to check the readiness of study preparation. Computer education as a medium of the individualized and the repetitive education shows the difference from the paper and the pencil test in the respect of the differences and the relationship of the SMR brainwave of the learning process.

• Therapeutic Science for Rehabilitation
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• v.7 no.1
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• pp.27-35
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• 2018

Objective : The aim of this study was to identify correlation between KF-NAP and Pencil-Paper test(Line bisection test, Letter cancellation, Albert's test) and to determine the high sensitive assessment tool for spatial neglect. Method : Thirty-two stroke patients who admitted to an inpatient rehabilitation unit at the medical center in Seoul from September, 2014 to September, 2015 were included in our research. They all have spatial neglect (male=19, female=13, the average age 61.8). KF-NAP and Pencil-Paper test were performed within 7 days. The detection of spatial neglect was analyzed by total scores of each assessments. Results : The highest sensitivity assessments of spatial neglect was KF-NAP. The detection of spatial neglect through KF-NAP was 93.8% (Line bisection test 53.1, Letter cancellation 53.1%, Albert's test 37.5%). Line bisection test (r=.430), Letter cancellation(r=.641), Albert's test(r=.398) and KF-NAP scores had significant correlation(p<0.05). Conclusion : KF-NAP is higher sensitive in comparison with Pencil-Paper test for detection of spatial neglect as the assessment tool of spatial neglect during activities daily livings of patients and neglect severity could be assessed with KF-NAP. Therefore, KF-NAP is recommended for assessment of spatial neglect.

• Research in Mathematical Education
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• v.11 no.1
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• pp.75-85
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• 2007

This paper analyzes the difficulties with the learning of sequence and series of the second-year students who participated in a year long whole class at the university level. The research was carried out at the end of students' third semester. These students were randomly selected. They were applied to one paper and pencil test containing eight task items on sequence and series. In this study, qualitative method (case study design) was used to explore students' difficulties and misunderstandings in learning sequence and series. Students' responses to the questions were divided into three categories: These were "correct", "partial correct" and "false or no responses". Students' responses to the paper and pencil test were evaluated. The results show that students had difficulties and misunderstandings in series and sequence.