부록 : 제 1 회 ( 1984 학년도 ) 졸업생 졸업 논문 요약 / 매김말의 시제 연구

송명자 새얼어문학회 1985 새얼語文論集 Vol.1 No.-

敎授 評價를 통해 본 大學生의 不適應 樣相 分析

宋明子,金瀅翰,文錫湳 東亞大學校 學生生活硏究所 1987 學生硏究 Vol.16 No.-

This study aimed to elucidate the situations and patterns of maladjustment of college students in the areas of the selection of major field, academic achievement; and mental hygiene. The data analyzed in this study were obtained from 156 professors of Dong-A University. The questionnaire used in the study was consisted of 19 items with regard to the causes of maladjustment in the areas mentioned above, evaluations on the seriousness of the problem realities of the guidance activities, and the opinions for the solution of maladjustment problems. The following conclusions were obtained from the study. First, the inadequate choice of one's major field in college is one of the serious causes of maladjustment in college life. More than 90% of professors indicate that they have offered help and guidance for the ill placemented college students at least between one and three persons a year. The level of the evaluation on the seriousness of the problem was quite high, too. To prevent from the inadequate choice of major field it was suggested that the guidance program for a better choice of major field in connection with high school personnels be necessary. Second, it was revealed that most of the professors believe in the academic progress of those students who had experienced a warning for low achievement by way of the improvement of study method and psychological encouragement. Academic maladjustment seems to be a problem that can be treated by the professors of the students' department. Third, it was reported that students' mental health was one of the serious problems most professors confront in student guidance. Many problems of mental health were regarded beyond the control of professors in general. Thus, the necessity of professional personnel and institute was indicated in adition to the educational programs to promote college students' mental health.

정직성의 본질과 정직성 교육에 관한 고찰

송명자 한국청소년정책연구원 1995 한국청소년연구 Vol.- No.21

寒天의 構成糖質에 關하여

宋明子,朴京子 梨花女子大學校 藥學硏究所 1965 梨花藥學硏究 Vol.- No.6

各種 寒天의 구성당을 分離 檢討한 結果 그 구성당은 galactose, xylose, fucose 等이며 寒天 種類에 依한 差異는 없었다. The result of investigation about the constructive Sugars of agar, is consists of galactose, xylose, fucose etc, and there is no difference in kinds of agar.

課題의 情報處理負荷量에 따른 具體的操作構造 發達의 同時性 分析

宋明子 東亞大學校 1981 東亞論叢 Vol.18 No.1

Sychrony is a concept that the acquisition or development of a family of related logical operations should be expected at about the same time because they are on the same underlying cognitive structures. Consequently the sign of synchrony in structural development at a stage leads to the verification of the existence of "structure d'ensemble", and further to that of validity of Piagetian concept of stage in cognifive development. Despite the importance of synchrony in Piagetian theory, studies on the theme did not produce the same result. Among others, "horizontal decalage", nonsynchronic acquisition of concepts which are based on the same operatory structures, is a factor which makes the empirical verification of synchrony difficult. Various factors involved in the experimental process of intellectual behaviro of children have effect on their performance level. An analysis of preceding studies supporting or denying synchrony revealed that it is a phenomenon determined by the degree of controlling these factors. Therefore, these factors make the conditions that verify synchrony. The conditions governing synchrony includes range of operation, structural and performance demand of the task, measure, and response criterion. It has been pointed out that, of the conditions of synchrony, task is the one most affecting children's performance level. The studies conducted so far considered horizontal decalage as resulting from perceptual salience of the value that constitute the task and understandably major concern in the control of perceptual salience was directed to the structural characteristics of Piagetian task. Now that it is made clear that it is very difficult to make a systematic approach to horizontal decalage in connection with the structure of Piagetian task, the assertion that it be dealt within terms of functional aspects such as performance demand or information processing load, is gaining ground. This study aimed to examine the synchrony of development of logico-mathematical groupings in concrete operational stage. In this study, the author limited the range of operation to multiplicative classification and multiple seriation in order to decrease horizontal decalage by the difference of the task structure. But developmental interrelation between the two operations is not meant to be limited to the two groupings but generalized to all the groupings of concrete operational stage. The author also controlled uniformly all the other possible structural conditions of the task which are likely to have effect on the performance level of the two operations. The criterion of judgment was controlled so as not to make errors in evaluating operational level. Fill-in measure was used as Piaget did. Thus in the context in which the conditions influencing the operational level of multiplicative classification and multiple seriation are brought undercontrol, this study attempted to examine the interrelatien between the two operations in their performance level according t the information processing load of the task. In this study the number of attributes that constitute the matrix was treated as information processing load of the task, since it can be ragarded as the number of schemes that children should activate simultaneously in the course of information processing as Pascual-Leone and Toussaint maintained. This was to ilucidate the effect the functional aspect of the task has on the synchrony that could not be controled in the structural aspect of Piagetian task. The hypotheses set up in this study were as follows: Hypothesis I: The performance level of multiplicative classification and multiple seriation will vary with the information processing load of the task. Hypothesis II:The time of synchrony between multiplicative classification and multiple seriation will vary with the information processing load of the task. The main study was preceded by three pilot studies to make sure the validity of the task and to control the effect of presentation order. The subjects were 180 boys and girls sampled equally in number from six groups ranging from six to twelve years of age. The tasks consisted of 18 sets of MC and MS tasks of six types respectively with varying combinations of attributes. The tasks were of two-attributes, four-attributes and six-attributes. The children were required to choose the cards that match with the attributes of-the columns and rows of the task and fill in the two empty cells of six kinds of 3×3 matrix task. Obtained data were analized by three-way analyysis of variance of repeated measure. According to the results of variance, the differences of the performance level of the children by age, operation and number of attributes were significant on the level of p<.01. That is to say, the performance level of the children was in proportion with their age, the performance level of the children in the multiplicative classification was higher than that of multiple seriation, and the performance level of the children dropped as the number of attributes increased. The following conclusions were obtained from the results and discussions of this study. Firstly, the number of attributes of the task can be regarded as an index indicating the information processing load of the task. However, in this study information processing load of the task brought about no difference between the performance level of multiplicative classification and that of multiple seriation. Therefore, it can hardly be said that information processing load of the task dirctly influences the performance levels of the two operations. Secondly, Information processing load of the task scarcely showed consistent change of the time of synchrony between the operations of multiplicative classification and multiple seriation. This was due to the fact that multiplicative classification develops before multiple seriation. Thirdly, if the range of the age of empirical verification of the synchrony between multiplicative classification and multiple seriation were not limited to the concrete oprational stage but widened the number of attributes of the task were increased, the information processing load of the task would be an important factor responsible for horizontal decalage between the two operations. Thus, if the information processing load of the task were to be reduced, the performance level of the two operations would likely be equalized at the younger age of the children:whereas, if information processing load of the task were to be increased, the performance level of the two operations would likely by equalized at the older age of the children. Thus, the time of synchrony will vary with the information processing load of the task. In conclusion, horizontal decalage can be regarded as going beyond the scope of Piagetian concrete operational stage, and synchrony as the phenomenon characteristic of the phase of the functional maturity of operation.

問題解決思考 : 무엇이 어떻게 發達하는가?

宋明子 啓明大學校 행동과학연구소 1989 啓明行動科學 Vol.2 No.1

문제해결 발달에 관한 종래의 절차 또는 방략 중심의 접근이 상이한 과제의 해결에 공통적으로 적용될 수 있는 기저사고과정을 적절히 설명하지 못했다는 전제 위에서 , 본고에서는 문제해결 사고에 관여되는 제 요인을 식별하고 그 발달양상 및 발달기제를 살펴보고자 하였다. 검토된 주요내용을 다음의 몇가지로 요약할 수 있다.첫째, 효율적인 문제해결사고는 기저가 되는 지식기만, 구체적 과제에서 활용할 수 있는 수행 및 생성 능력, 해결 절차를 통제하는 상위인지의 세 측면으로 구성된다. 그러나 상이한 과제에의 포괄적용력 (cross -modality) 의 측면에서 볼때 모든 과제와 모든 해결 절차에 가장 보편적인 문제해결 사고의 요인은 상위 인지능력이라 할 수있다. 둘째, 문제해결의 플을계획하고 방략을 생성하는 등 아동의 문제해결사고의 기본적 기능은 생득적 경향성에 의촌한다. 경험을 통해 획득되는 것은 세부적인 절차지식과 이의 정교화 및 구조화이다. 셋째, 문제해결사고는 연령에 따라 발달하냐 그 발달수준이 연령에 의해 결정되는 것은 아니다. 입학전 아동기에 이미 아동은 문제해결에 필요한 기초적인 지식기반을 갖추고 있으므로 적절한 경험이나 훈련에 의해 문제해결 사고를 촉진할 수 있다. 네째, 문제해결사고는 장기적이며 지속적인 경험에 의해 발달되는 요인과 연습 또는 훈련에 의해 촉진되는 요인으로 구분될 수 있다. 지식기반과 scheme 의 발달은 전자에 속하나 생성능력과 작용기역의 발달은 비교적 후자에 속하는 것으로볼 수 있다. 상위인지능력의 단기적 훈련 가능성은 더 많은 검토를 필요로 한다. 다섯째 , 문제해결사고의 촉진을 위해 Vygotsky의 접근을 도입한 훈련프로그램을 개발할필요가 있다. 이를 위해서는 문제해결에 관여되는 모는사고 요인의 마시적 분석과 가장 하위 수준으로부터 최종목표 수준에 이료기까지의 요인간의 위계적 배열이 선행되어야 하며, 각 사고수준에 적합하도록 성인의 조력방법을 적절히 적응, 변화시켜 나가는 역동적인 상호작용과정의 모형이 정립되어야 한다.

大學 新入生의 道德的 事態判斷 水準 및 槪念化 樣相의 分析

宋明子,趙鏞夏,薛耆汶,李京淑 東亞大學校 學生生活硏究所 1988 學生硏究 Vol.17 No.-

This study was conducted in order to analyze freshmen's level of cognitive judgment of moral situations and their conceptions of moral situation in different conceptual domains. The research questions to be answered in this study were as follows : 1) What are freshmen's levels of the judgment in moral situations, and are the levels differentiated according to their sex and majors? 2) What are the justifications in each domain? In other words, how do justifications of nonpermissibility, generality, and rule-independency differ in such domains as moral, conventional, and personal? 3) How are freshmen's conceptions of moral situation characterized? Subjects in this study were 200 freshmen(131 boys and 79 girls) randomly sampled from Dong-a University. The instruments were Kim's(1985) Test of Moral Development Judgment which was translated from Rest's(1979) DIT, and 9 interview situations for moral judgment and justfication developed by the current researchers on the basis of Turiel's theory. Subjeects were presented with six moral dilemas and 9 moral situations by 10 research aides who are seniors of education department of dong-A University, specially trained for this study. Data were analyzed statistically to answer the research questions. The major findings of this study were as follows: 1) More freshmen attained level P in terms of judgment of moral situations, while some other students did levels three and four. Therfore, it is considered that a large amount of freshmen start the principled-stage thinking. 2) Many freshmen showed high degree of transitional phase(4½) as level P according to frequencies in each moral stage. This reflects the apparent regression from the hightest stages to stage 2 during freshmen's campus life. Additionally, this kind of regression is found in arts and physical education students rather than other students. 3) There is no sex difference in the levels of freshmen's moral judgment. 4) Freshmen justified the transgressions in moral situations on permissibility and generality. Therefore, they appear to view moral issues as more legitimately subject to moral domain. In part, they tend to view moral issues as subject to conventional domain in that they justify the affairs related to peers of elders on rule-dependence. 5) Freshmen's domain distinction was apparent in that they justified conventional issues on generality. However, they are also seem to moralize since they partly view conventional issues containing relationships with parents as subject to moral domain. 6) Freshmen justified personal issues on rule-dependence and generality. Therfore, it is concluded that they justify the personal issues as subject to conventional domain. 7) Freshmen are more likely to reason about moral issues as personal obligation and sort them as under moral domain. However, within-domain differences in justifications are apparent in that freshmen treated the moral issues as subject to customs or traditions, or personal choice. 8) A strong moralizing is evident in that freshmen conceived conventional issues in terms of other's welfare rather than conventional reason. 9) The within-domain consistence is obvious in that freshment reasoned about personal issues as personal and sort them as under personal domain. However, it is found freshmen's moral conceptions are dependent on situations because some students justified personal issues on other's welfare or obligation while other sutdents did on moral reasons and conventional sanctions or customs.

Piaget 理論에 있어서 發達段階의 槪念

宋明子 東亞大學校 敎育大學院 1977 敎育大學院 論文集 Vol.4 No.-

Piaget is considered one of the stage-theorists who hold that all people pass through a series of qualitztively different stages of organization in development and that the ordering of these stages is invariant. To Piaget development means the transition from one stage into the next through self-regulation of the organism, equilibration process, The concept of stage is a key to Piaget's developmental theory, for he bases his theory on the concept of equilibrium, and offers the possibility of general developmental stage not limited to one field by presenting more systematic criteria for the stage. The five criteria for the stage as presented by Piaget are as follows. The first criterion states the necessity of a constant order of succession of the different levels that consitute a developmental sequence. According to Piaget, this attribute can be found in many of the developmental phenomena. The second attribute, integration, means that the acquisitions of a given stage should integrate those of the preceding stage. Integration entails the two processes of restructuring and coordnation; the former involves the process in which the characteristics of the preceding stage are transformed and enriched into a higher indistinguishable new structure, and the latter the integrative property directly working at the level of the interstage developmental relations within the same period. The third characteristic represents the consolidative process of a new stage that must always involve at once an aspect of achievement of the preceding level and an aspect of preparation for the ehavior of the following level. Horizontal decalage and the temporal lag of the classificatory ability of the child within the 3-attribute matrix are good examples of this characteristics of consolidation. The fourth criterion, a total structure(structure d'ensenble) indicates that the acquisition of a partcular operation at a given stage implies simultaneous mastery of all the tasks grounded on this operation in spite of the similarity or difference of the objects. The distinction between stages can exist through the developmental synchronism of the operations interconnected within a total structure. To Piaget stage means the transition from one state of equilibrium into another by means of the self-regulation of the organism, which is his fifth criterion, equilibration process. he explains the characteristics of the equilibration by the gradual increase of the field, mobility and stability of equilibrium. The concept of stage in Piaget's theory seems to leave as much room for controversy to many theorists as it is the core of his theory. Among other things, the rigidity of his criteria for the stage, heavy dependence on cognitive functions, neglect of environmental effect, no reference to mechanism responsible for the qualitative change, and lack of experiment in support of the role of experience and training may be singled out as problems of his stage-theory.

大學生의 領域別 問題傾向에 관한 硏究

崔震昇,宋明子 東亞大學校 學生指導硏究所 1975 學生硏究 Vol.6 No.-

認知發達理論의 觀点에서 道德性 發達段階間의 變遷에 관한 槪觀

宋明子 東亞大學校 學生指導硏究所 1978 學生硏究 Vol.9 No.-