Reflection-Impulsivity Dimension of Cognitive Style and its Measure : A Critical Review

Kyung Lin Kim(金慶麟) 경북대학교 사회과학연구소 1982 社會科學 Vol.1 No.-

한국 기업체 중간관리자의 리더쉽에 관한 연구

김경린(Kyung Lin Kim),김영환(Young Hwan Kim),한백희(Back Hee Hahn) 성곡언론문화재단 1991 성곡논총 Vol.22 No.-

한글 낱말의 처리단위

이준석(Joon-Suk Lee),김경린(Kyung-Lin Kim) 한국인지과학회 1989 인지과학 Vol.1 No.2

敎科의 內容構造와 學習者의 認知構造

金慶麟 慶北大學校 師範大學 1981 敎育硏究誌 Vol.23 No.-

This paper reviews several attempts to examine the structure of a given subject mattter (content structure) and its representation in student's memory(cognitive structure) within a general framework of current models of semantic memory. A new method is then presented for extracting representation of content structure and cognitive structure and for examining correspondence between them. The method is based on the target partition analysis which is an incorporation and extension of quadratic assignment paradigm, latent partition analysis, and hierachical clustering scheme. It is shown that this method can be embedded within the general models of semantic memory, network models in particular, to produce quantitative and graphic representations of cognitive structures. These representations can be obtained for subject matters or for individuals and in some cases the nature and extent of individual differences in cognitive structure can be also characterized. The findings of related studies reported in the present, paper demonstrate validity of the method. There was a convergence between different measures of cognitive structure. A comparision of cognitive structure, cognitive abilities, and achievement data indicated that learning of structure may differ from learning mapped by traditional achivement tests. Cognitive structure corresponded more closely to content structure at the end of instruction than at beginning, suggesting that the measure may be sensitive to instructional treatment effect as well as individual variation.

現代心理學의 理論的 變移

金慶麟 경북대학교 사회과학연구소 1988 社會科學硏究 Vol.4 No.-

This paper reviews systems and theeories in contemporary psychology. The major purpose of this article was to examine certain structural and paradigmatic changes within psychology. Since there was not a single paradigm generally accepted within psychology, psychology may be considered to be preparadigmatic (Kuhun, 1962). However, a paradigm need not have one single paradigm at a given time and it could be considered to govern not a subject matter but rather a group of practioners(Kuhn, 1970). Thus, this paper was tried to identify certain paradigmatic changes within psychology according to the revised conception of scientific paradigm, behaviorism, cognitivism, psychoanalysis, and humanistic psychology. These systems had different views on the underlying assumptions on the human nature and person-environment interaction. Two prototype assumptions for characterizing the underlying structure of psychological paradigms are ① "Person constructs reality" and ② "Reality constructs person" (Buss, 1979). Thus, psychological revolution is considered to invovle a shift from either ① to ② or from ② to ①. Accordingly, psychological revolution could be conceptualized as structural transformation of the subject-object relation of person and reality or environment, Structuralism was replaced by behaviorism as the paradigm in mainstream psychology. Cognitive approaches have transformed the subject-object relation of behaviorism. psychoanalysis has taken a structural view of "Reality constructs person." whereas humanistic psychology has a structural formulation of "Person constructs reality" as an opposition to both psychoanalysis and behaviorism. However, there have also been certain eclecical or synthetic views within psychology. A dialectical approach(Buss, 1979) emphasizes the reciprocal, interactive relationship between person and reality such that each may serve as both subject and object. Bandura's (1977) social learning theory assumes a reciprocal relationship among person, environment, and behavior, Social behaviorism (Staats, 1981) takes an evolutionary perspective on mainstream behaviorism according to biological, ecological, and social contexts and constraints of human behavior. Currently, it is fair to say that there is a paradigm crisis within psychology. Psychology has two facets of both scientific culture and humanistic culture, in nature, and this multi-faceted nature of the discipline has also contributed to complexity of psychological structure. To resolve the crisis, there has been a continuing effort to synthesize a unified and intergrated theory of psychology within a framework of information-processing approach or behaviorism or humanistic approach, on the one hand. On th other hand, active attempts to build miniature models of a given field of psychological studies by considering multi-variates and multi-dimensionalities of psychology have also been suggested.

略號化의 多樣性과 具體性 : 中多符號의 統合機制

金經麟 경북대학교 1988 論文集 Vol.45 No.-

Three models that characterize how multiple coding in memory may occur were tested in the present study. Three experiments were designed to test validity of three multiple coding models (independent model, additive-component model, and maximum-rule model) using single and double probes which are different in processing levels(structural vs. semantic) and degrees of relation between two probes. Independent model assumes functional independence of the associations between single cues and their common targets. Hence, in a double probe, the single-cue associations may be considered to be combined independently. According to the additive component model, a target memory trace is assumed to include informational components associated with the name of the trace, and retrieval of the name will occur if the information in such components is matched by the information in a retrieval cue. However, the maximum-rule model argues that if a target name is retrieved when cued by less potent of probes, it will also be retrieved when it is cued by the more potent of the two. Accurate predictions of double-probe retrieval probabilities(recall) were provided by an additive-component model in case of combining a structural probe and a semantic probe. However, the maximum-rule model predicted most accurately multiple coding of two semantic probes regardless of degree of relation between them. These findings suggest that the mechanisms of multiple coding depend upon processing level and degree of relation between double probes. The results were also discussed within a conceptual framework of encoding variability hypothesis and semantic-space model of memory traces and their structure.

個人差와 記憶範圍

金慶麟 慶北大學校 1985 論文集 Vol.39 No.-

Individual differences in memory span have major importance from both a psychometric and an information-processing point of view. However, there have been a lot of controversies on the nature and sourses of individual differences in memory span. This study was undertaken to identify underlying processes of various memory span tasks from a simultaneous-successive information intergration model (Das, Kirby, & Jarman, 1979) and a hierachical model of intelligence (Jensen, 1970) and to examine possible roles of information-processing strategies and memory search rate for memory span differences. Ninety college students were administered 10 memory tasks(4 subtests of the culture-fair intelligence test, memory-for-design test, word naming speed, color naming speed, free-recall task, short-term memory task, and serial learning task) and 8 types of memory span task, different with respect to type of material (number vs. letter), mode of presentation (visual vs. auditory), and order of recall (forwarding vs. backwarding). Twenty subjects were also administered a type of Sternberg memory scanning task to measure scanning rate in order to find span-scan relation. Scores of memory tasks and memory span tasks were intercorrelated and factor-analyzed with a common factor model using varimax rotation. Scores of memory span tasks were also applied a repeated measure (2)×(2)×(2) ANOVA. Correlation coefficients were calculated between memory span and IQ, scanning rate, storage and retrieval component scores of free recall, and clustering score, respectively. Substantial inter-and intra-individual differences in memory span were found with different varieties of memory span task. While forwarding-memory span tasks required mainly successive processing and Level Ⅰ ability, backwarding-memory span tasks showed high loadings on both successive and simultaneous processing factor and required Level Ⅱ ability as well as Level Ⅰ ability. Correlation of memory span with IQ was higher for backwarding-memory span tasks than for forwarding-memory span tasks, which required less degree of information transformation and encoding than backwarding-memory span tasks. However, there was no differential effect of nature of material and mode of presentation on degree and direction of relationship between memory span and information-processing strategies and scanning rate. These findings were discussed within theoretical frameworks of successive-simultaneous information intergration model, Jensen's model, and a model of working memory (Baddeley & Hitch, 1974). It was also suggested that performance models of memory span should reflect variant nature of short-term memory and information-processing demands of memory span tasks in order to examine multi-dimensional nature of the tasks.

報酬分配過程과 管理行動에 關한 心理學的 硏究

金慶麟,金榮煥,崔光善 慶北大學校 1989 論文集 Vol.47 No.-

The effects of group goal, group age and group relationship on manager's reward allocation processes were examined through two experiments. The subject's task was to decide annual salary increase for subordinates with varied performance appraisals. Exp. Ⅰ was designed to examine how the choice of the reward allocation principles varied according to group age and subject's goal which was either to increase subordinate's performance or to promote subordinate's teamwork. Exp. Ⅱ was designed to examine how the choice of the reward allocation principles varied according to group age in- and out group distribution. Major results were as follows., (a) Subjects of young group were inclined to choose a relative equity norm and a relative equality norm, respectively. (b) Subjects of old group were inclined to choose the equality principle in each goal. (c) One of the two distribution principle(equity or equality) for in- and out group reward distribution were chosen by subjects of young group. (d) For subordinates of in- and out group, the equality principle was chosen more frequently than the equity principle by subjects of old group. These results were discussed from the point of manger's reward allocation process as managerial behavior. It was concluded that manager's choice of reward allocation principle was determined by manager's manegerial strategy.

記憶檢査의 試行이 把持에 미치는 效果 : A Level-of-Processing Interpretation

金慶麟 경북대학교 사회과학대학 1983 社會科學 Vol.2 No.-

Memory test has usually been used as a retention test to measure the degree and nature of retention of the learners. In addition to this function of memory test, researchers have shown that memory test can also be used as a memory modifier which has powerful effects on the accessibility of the stored information. Three experiments were undertaken to examine the effects of initial recognition test on the subsequent recall of the target items. Experiment 1 examined the effect of initial recognition alternatives or target-distractors relationships(related vs. unrelated items) of initial recognition test on recall of the target items. Experiment 2 studied the differential effects of initial recognition test on free recall and cued recall of the target items. Experiment 3 examined the differential effects of initial recognition test on subsequent delayed recall for different performance levels of the subjects. Initial recognition test with related alternatives in which both target and distractors are semantically related can benifit delayed recall more than recognition test with unrelated items. There were no differential effects of initial reconition test on free recall and cued recall of the target items. Further research will be necessary to identify the nature of mental operations(scanning and reconstruction mode) which are influenced by recognition trial and recognition alternatives. The magnitude of memory-test effects was lower than repetition effect of dual presentation trials, but it was much higher than the effect of a single presentation trial. The effect of initial recognition on subsequent recall was relatively greater for the lower performers than for the higher. These findings were also discussed within a conceptual framework of a levels-of-processing approach and encoding specificity hypothesis. The present findings strongly suggest that learning can occur on test trials and that study/test procedure is an important strategy for optimal learning. However, more research would be necessary to examine boundary conditions of the effects of test trials.

大學生의 學習樣式과 그 測定

金慶麟 경북대학교 사회과학연구소 1986 社會科學硏究 Vol.2 No.-

Current research concerned with individual differences in cognition has emphasized the importance of learning style construct as a useful concept in accounting for variance in academic performance. Thus, this study was undertaken to examine conceptual nature of the construct an to develop and carry out validation study of a Korean version of the Inventery of Learning Processes (ILP) originally developed by Schmeck, Ribich, & Ramanaiah(1977). The KILP was derived by factor analyzing college students' responses to a pool of 104 items (62 items from the ILP AND 42 new items) describing learning processes and learning strategies. On the basis of factor loadings on the four explainable factors, 52 items were finally chosen. The "deep processing" factor contains 14 items which assess the extent to which students critically evaluate, conceptually organize and compare informations in learning tasks. The "methodological study" factor contains 17 items which assess the degree to which students adopt appropriate an systemetic study method. The "fact retention" factor contains 7 items which describe the extent to which students process details and specific parts of new information regardless of whatever information-processing strategies they might employ. The "elaborative processing" factor contains 14 items assessing the degree to which students translate new information into their own terminology and generate concrete example from visual imagery to encode new items. These four factors were significantly correlated with academic performance and study habits and skills of college students. However, the deep processing and elaborative processing factor were found to be general and useful factors in exlapining variance in academic performance across learng tasks. But the methodological study and fact retention factor were found to be rather task-specific and task-dependent learning styles. Students with high scores on deep processing and elaborative processing were found to be the most efficient learners. The KILP was a reliable and valid scale for assessing learning styles of college students. However, further research would be necessary to examine construct validity of the scale in depth and breadth.