• International Journal of Concrete Structures and Materials
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• v.3 no.2
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• pp.91-95
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• 2009

Reclaimed asphalt pavement (RAP) is abundant substitute for natural aggregate in many areas. It is obtained by crushing of old road pavements in milling machine during rehabilitation and reconstruction process. In this study, reclaimed asphalt pavement mortars (RAPM) have been produced with different cement dosages and replacement ratios. The destructive and nondestructive tests have been conducted on specimens to determine physical and mechanical properties of RAPM. The free and restrained shrinkage tests on RAPM have been conducted to predict fractural behavior of mortars. The aim of the shrinkage tests was to delay crack formation and improve strain capacity of mortars before cracking. The results showed that RAPM exhibits lower elasticity modulus; however the tensile capacity was improved for deformation before cracking.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.11a
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• pp.131-132
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• 2003

창의력 검사와 지능 검사와의 상관이 높게 나타남에 따라 창의력 검사가 지능 검사와 차별화된 능력을 측정하고 있는 지에 의문이 생겨났다. 본 연구에서는 유동성 지능과 결정성 지능을 측정하고, 이들과 창의력 검사와의 상관 관계를 조사함으로써 두 검사 사이에서 나타나는 상관관계의 원인을 탐색하고자 하였다. 이를 위해 창의력 검사로 널리 이용되는 Torrance Tests of Creative Thinking (TTCT)의 도형과 언어검사, 유동성지능을 측정하는데 대표적으로 이용되는 Raven's Advanced Progressive Matrices (RAPM), 유동성지능과 결정성지능 모두를 측정하는 Wechsler Adult Intelligence Scale (WAIS)을 과학고와 일반고 50명의 학생들을 대상으로 실시하였다. 실험결과 TTCT 도형과 언어 검사 모두 RAPM과의 상관은 유의미하지 않았으나 WAIS와의 상관은 유의미했다. WAIS 지능점수에 따라 학생들을 두 개의 그룹으로 구분했을 때 지능이 높은 그룹에서는 TTCT와 RAPM, WAIS의 상관결과가 모두 유의미하지 않았다. 지능이 낮은 그룹에서는 TTCT와 RAPM과의 상관은 유의미하지 않았으나 TTCT 도형 검사와 WAIS와의 상관은 유의미했다. TTCT와 WAIS 11개 소검사간의 상관 상관을 알아보았다. 분석결과 유동성지능을 잘 대표하는 소검사인 토막짜기, 모양맞추기, 숫자외우기는 TTCT 도형과 언어 검사 모두에서 유의미한 상관을 보이지 않았으며, 결정성지능을 잘 대표하는 소검사인 기본지식문제는 TTCT 도형과 언어 검사 모두에서 유의미한 상관을 보였다. WAIS 11개 소검사를 독립변인으로 하고 TTCT 전체 점수를 종속변인으로 하여 회귀분석을 한 결과 TTCT 도형과 언어 검사 모두 WAIS 소검사중의 기본지식문제가 TTCT 전체점수에 가장 높은 영향력을 미쳤다. 지능이 높은 그룹과 낮은 그룹에 대해 WAIS 11개 소검사와 TTCT 전체점수와의 상관을 구한 결과, 지능이 높은 그룹에서는 유의미한 상관을 의미는 소검사가 거의 없었던 것과는 달리, 지능이 낮은 그룹에서는 결정성지능을 대표하는 소 검사와 TTCT 도형검사 점수간의 상관이 유의미하게 나타났다. 이상의 결과를 통해 TTCT는 도형과 언어 검사 모두 유동성지능 보다는 결정성지능과 상관이 있음을 알 수 있는데, 이는 창의력 검사가 문제 해결 상황에 기존의 지식을 이용하는 능력을 측정하고 있기 때문으로 추정된다. 또한 지능이 낮은 그룹에서 높은 그룹에 비해 창의력 검사와 지능 검사 사이의 상관의 정도가 높았는데, 이는 일정 수준까지는 창의적 능력이 결정성 지능에 의해 제한을 받으나 일정 수준 이상의 결정성 지능을 갖게 되면 더 이상 결정성 지능이 창의적 능력을 제한하지 않기 때문인 것으로 해석된다.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.123-143
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• 2007

In this study, intelligence and creativity of students selected for the mentorship program at the Science-gifted Education Center were tested and those levels were related to the examination for the mentorship program. Diverse psychometric tests(WAIS, RAPM, TTCT-verbal, TTCT-figural) were administered to the students in both courses(biology course: n=19, physics course: n=21) at the Science-gifted Education Center. Students selected for the mentorship program had high intelligence scores(WAIS IQ>98%). On the other hand, their creativity scores were not as high as their intelligence scores. In the correlation analysis between those scores and examinations for the mentorship program, examination for the biology program was correlated with WAIS and TTCT-verbal, whereas that for the physics program was correlated with RAPM. These results show that students for the mentorship program have higher score in intelligence than in creativity and the examination for the mentorship program tests mainly intelligence. Thus, educational effort should include an emphasis on the assessment of creativity.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.317-332
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• 2012

We investigated brain activity during the performance of the intelligence task by a science high school student group (n=8) and a foreign language high school student group (n=5). Both groups scored in the top 1% on intelligence tests (science high school group: RAPM mean score=34.0, WAIS mean IQ=139.6; foreign language high school group: RAPM mean score=33.8, WAIS mean IQ=147.2). Analysis of brain activity during the performance of the intelligence task showed that both groups had brain activity in certain areas, including the left and right prefrontal cortex, parietal cortex, and anterior cingulate. The science high school group showed the highest activity in the right parietal cortex, which is related to visuo-spatial working memory, whereas the foreign language high school group showed the highest activity in the left prefrontal cortex, which is related to verbal working memory. The foreign language high school group showed higher brain activity than the science high school group in the left precentral gyrus which is related to the motion of the tongue and lips. These results show that the science high school group utilized the visuo-spatial area, whereas the foreign language high school group utilized the verbal area during the performance of the intelligence task. This suggests that the major thinking process differs depending on the gifted students' primary field of study, although they are doing the same task.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.101-125
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• 2005

We applied functional magnetic resonance imaging (fMRI) techniques to examine whether general intelligence (g) could be assessed using a neurobiological signal of the brain. Participants were students in a national science academy and several local high schools. They were administered diverse intelligence (RAPM and WAIS) and creativity tests (TTCT-figural and TTCT-verbal). Forty of them were scanned using fMRI while performing complex and simple g tasks. In brain regions of greater blood flow in complex compared with simple g tasks, the gifted group with an exceptional g level was not significantly different from the average group with an ordinary g level: both of them activated the lateral prefrontal, anterior cingulate, posterior parietal cortices. However, the activation levels of the gifted group were greater than those of the average group, particularly in the posterior parietal cortex. Correlation analysis showed that the activity of the posterior parietal cortex has the highest correlation ($(r=0.73{\sim}0.74)$) with individual g levels and other regions also have moderate correlation ($(r=0.53{\sim}0.66)$). On the other hand, two-sample t test showed a striking contrast in intelligence tests scores between the gifted and the average group, whereas it did not show in creativity tests scores. These results suggest that it is within the bounds of possibility that a neurobiological signal of the brain is used in the assessment of the gifted and also suggest that creativity has to be given a great deal of weight on the assessment of the gifted.