한국판시지각발달검사(K-DTVP-III) 측정모델의 연령 간 측정동일성 검정

문수백,김정민 한국발달장애학회 2017 발달장애연구 Vol.21 No.4

본 연구의 목적은 K-DTVP-III 측정모델의 연령에 다른 집단간 측정동일성을 검정하려는데 있다. 문수백(2016)이 K-DTVP-III표준화를 위해 전국적인 표준화계획에 따라 만4세∼12세 아동 1800명을 대상으로 수집된 표준화 자료에 Amos24.0의 CFA모델의 다중집단비교 절차를 이용하여 집단간 측정동일성을 검정한 결과, K-DTVP-III 측정모델이 학령전 아동집단과 학령기 아동집단간에 동일한 요인구조뿐만 아니라 하위검사들의 각 요인별 요인부하량까지 동일한 것으로 나타났으나 요인간 공분산계수의 동일성모델은 통계적으로 유의하지 않은 것으로 나타났다. VMI요인과 MRVP요인간의 상관계수는 학령기 아동집단에서 보다 학령전 아동집단에서 더 낮은 것으로 나타났으며 이는 학령전 아동집단의 경우 GVI와 VMI지수를 아동의 시지각 능력으로 해석할 경우 MRVP에 의해 측정된 순수 시지각능력 수준을 동시에 고려해야 함을 시사해준다. Testing Measurement Invariance of the K-DTVP-III Across Age Groups Soo-Back Moon First author: Professor, Daegu Catholic University, Dept. of Child Studies (iqmoon@hanmail.net) ·Jung-Min KimCorresponding author: Professor, Daegu Catholic University, Dept. of Child Studies (jungminkim@cu.ac.kt) The Korean-Developmental Test of Visual Perception-III (K-DTVP-III) is an individually administered measure of visual perceptural abilities for use with Korean children aged four through twelve The K-DTVP-III has five subtests that measure theoretically different but highly interrelated visual perception and visual-motor abilities. The K-DTVP-III can be administered by psychologists, occupational therapists, educators, diagnosticians, and others who are interested in examining the visual perceptual status of children aged 4 through 12. The purpose of this study was to examine the measurement invariance of the K-DTVP-III CFA model across age groups by using multiple group CFA with K-DTVP-III standardization data. Measurement invariance of the K-DTVP-III was tested by fitting a series of multiple-groups CFA models with parameter constraints across age groups. Results indicated that the covariance structure parameter of the K-DTVP-III was not invariant across groups. Correlation coefficient between VMI and MRVP of preschool age group was significantly lower than that of school age children. These results suggest that MRVP should be considered when interpreting the GVI and VMI indexes as children’s pure visual perceptual ability in case of school-age children.<Key words> Visual perceptual ability, Measurement invariance test, DTVP-III

개인지능검사와 행동관찰의 중요성

문수백 한국발달장애학회 2001 발달장애연구 Vol.5 No.2

Observing the child carefully during the evaluation is an important part of the evaluation process. Make notes of the child’s behavior, rather than relying on memory. Attend to the child’s attitude toward examiner and the test situation, attitude toward self, work habits, reaction to test items, reaction to failure and praise, language, visual-motor skills, and motor skill. Some of the keys to successful testing of infant and preschool children include listening to the children’s communications and timing your communication appropriately 개인지능검사와 같이 검사실 중에 관찰된 피검사자의 행동은 검사결과의 해석에 중요한 정보가 된다. 검사자는 검사상황이 바뀔 때마다 피검사자의 행동을 면밀히 관찰할 수 있도록 관찰 목룍표를 작성하여 체계적으로 그리고 객관적으로 정보를 수집해야 한다. 검사상황이나 검사자에 대한 태고, 검사문항에 대한 반응이나 문제해결 습관, 반응결과에 대한 태고, 수용언어나 표현언어 시-청강 기능등이 주로 인지능력검사에서 주요 관찰행동이 된다. 특히 어린 아동들을 대상으로 검사를 실시할 경우 검사자는 아동의 언어소통 능력의 수준에 맞추어 융통성 있게 검사지시문을 전달하고 반응을 확인할 수 있어야 한다.

Piagetd의 인지발달 단계별 계열적-동시적 처리과정 프로파일 분석

문수백,양경수 대구효성가톨릭대학교 교육연구소 1997 교육연구논집 Vol.5 No.-

The purpose of this study is to find out if the sequential processing ability and the simultaneous processing ability are consistent in each stage of Piaget’s cognitive development, and to provide a proper educational program which fits every individual and positive data for the improvement of teaching and learning methods, while analyzing the profile for any differences between these two processing ability in each stage(Pre-operational stage, concrete-operational stage, and formal-operational stage) 232 students(kindergarten: 115, elementary third grade: 57, sixth grade: 60) were randomly sampled for this study. K-ABC-K, which Kaufman & Kaufman(1983), originally developed for assessing children’s intelligence(K-ABC: Kaufman Assessment Battery for Children) and later translated into Korean by Moon(1988), was used as a measuring instrument. In order to classify the Piaget’s cognitive development stages, conservation tasks and a balance beam were used: Piaget’s conservation tasks(number, mass, liquid, weight, bulk conservation) was used for the distinction between pre-operational stage and concrete-operational stage, and balance beam, invented by Piaget’s was used for the distinction between concrete-operational stage and formal-operational stage. As statistical processing methods, a principal component analysis and a principal factor analysis were conducted with an SPSS factor analysis program in order to see if there were a sequential processing factors and a simultaneous processing factor in each stage of Piaget’s cognitive development. To find out the difference between sequential processing and simultaneous processing ability in each stage of the cognitive development, a repeated t-test was used. A result of this study is as follows: First, at the stages of Piaget’s cognitive development, pre-operational stage, concrete-operational stage, and formal-operational stage, a K-ABC subscale of mental processing, a sequential processing factor and a simultaneous processing factor appeared consistently in each stage. Second, among the Piaget’s cognitive developments, the children, who are in pre-operational stage, concrete-operational stage, and formal-operational stage where this study was focused, proved that they have a special profile of sequential and simultaneous processing ability. In other words, those children who were considered to be in the cognitive development of the pre-operational stage by the Piaget’s tasks, had a high-simultaneous processing and low-sequential profile regardless of their ages. Third, those children who were classified into the concrete-operational stage, and formal-operational stage according to Piaget’s tasks, have a high-sequential processing and low-simultaneous profile.

한국판 KABC-II 보충하위검사의 심리측정적 대체능력분석

문수백 한국발달장애학회 2015 발달장애연구 Vol.19 No.2

The Kaufaman Assessment Battery for Korean Children, Second Edition(KABC-II) is an individually administered measure of the processing and cognitive abilities of children and adolescents aged three through eighteen. KABC-II is grounded in two modern theoretical models: the Cattell-Horn-Carroll(CHC) psychometric model of broad and narrow abolites, and Luria's neuropsychological theory of processing. 18 subtests of the KABC-II are of two types, core and supplementary. The core subtests provide all of the scale and global scale indexes. It is permissible to make one substitution of a supplementary subtest for an unusable core subtest when a core test has been spoiled, according th instruction provided in the KABC-II Administration and Scoring Manual. The purpose of this study was designed to determine the psychometric evidence for replacing core subtests with supplementary subtests by using Confirmatory factor analysis. For each age group, the results of this analysis support Kaufman's recommendation regarding the substitution of supplementary subtests for core subtets. 한국판 KABC-II는 만3세~18세 아동의 정보처리와 인지능력을 측정하기 위해 CHC심리측정이론과 Luria의 신경심리학적 정보처리이론에 기반을 두고 개발된 개인지능검사이다. 한국판 KABC-II는 모두 18개의 하위검사로 구성되어 있으며 각 연령집단별로 핵심검사와 보충검사로 선택되어 실시된다. 검사 실시 과정에서 특정 하위검사가 성공적으로 실시되지 못할 경우 검사실시 요강에 설정된 규정에 따라 오직 한 개의 보충검사가 대체검사로 선택되어 실시된다. 본 연구의 목적은 각 연령집단별로 대체하위검사로 설정된 보충하위검사가 핵심검사와 동일한 수준의 측정능력을 가지고 있는지를 알아보려는데 있다. 이를 위해 한국판 KABC-II 전문가 지침서에 보고된 각 연령집단별 상호상관행렬 자료와 CFA측정모델을 이용하여 각 연령집단별로 설정된 CFA모델에서 핵심검사와 대체검사간 요인부하량을 등가로 제약한 대체모델을 설정한 다음 AMOS22.0을 사용하여 비제약모델과 함께 모델적합도를 추정하고 적합도 차이를 검정하였다. 적합도 추정과 통계적검정을 통해 모든 대체모델의 적합도가 적합도기준을 충족시키는 것으로 나타남에 따라 대체검사의 대체능력이 양호한 것으로 확인되었다.

한국판 P. T. I. 와 K-ABC 간의 공인자 분석

문수백,신정숙 한국유아교육학회 2001 유아교육연구 Vol.21 No.2

본 연구의 목적은 한국판K-ABC 와 한국판 P.T.I.간의 공인자분석을 통해 한국판P.T.I.의 각 소검사에 내재되어 있는 정보처리적 속성을 분석해 냄으로써 P.T.I. 지능검사를 사용하여 아동의 지능을 측정하고자 하는 교육자나 임상심리학자들에게 P.T.I.검사 결과에 대한 처방적 해석을 할 수 있는 객관적이고 유용한 정보를 제공하려는데 있다. 이를 위해 한국판 K-ABC와 P.T.I.검사를 실시하여 얻어진 하위검사 원점수를 이용하여 공인자분석을 실시한 결과, P.T.I.의 어휘능력, 유사성 찾기, 크기와 수개념 검사는 동시처리 요인에만 유의한 요인 부하량을 가지는 것으로 나타났으며 형태변별 검사와 희상능력 검사는 순차처리 요인과 동시처리 요인에 모두 유의미한 요인부하량을 가지는 것으로 나타났다. 그리고 상식 및 이해검사는 습득도 요인에만 유의미한 요인 부하량을 가지는 것으로 나타났다. A Joint factor analysis was conducted using six subtests of P.T.I. and seven K-ABC subtests as variables. Subjects were 192 children age 4-7 years. The Scree-test produced three significant factors, each interpretable from the K-ABC model. P.T.I. Picture Vocabulary, Size and Number, and Similarity Scale loaded highly on the Simultaneous Processing factor; From Discrimination and Immediate Recall Scale were associated with the Mental Processing scale; and Information and Comprehension Scale were closely associated only with the Achievement dimension. These results provide useful guidelines for interpreting a child's performance on each subscale of the P.T.I. in terms of the mental processing approach used to solve the task. However, the psychometric results must be coordinated with the examiner's clinical observations of the child's problem solving strategies during administration of the P.T.I. to understand more completely the processing demands of the Picture Vocabulary, Size and Numbers, Form Discrimination, Immediate Recall, Information and Comprehension, and Similarity.

Examining the Effects of Substituting Supplementary Subtests on Composite Score Reliability of WISC-IV Indexes in the Context of the CFA Measurement Model

문수백 한국발달장애학회 2012 발달장애연구 Vol.16 No.1

The effects of replacing core subtests with supplementary subtests on composite score reliabilities were evaluated for the WISC-IV Indexes in the context of the CFA measurement model by using Raykov's procedure for estimating reliability of construct measurement. According to Wechsler's specifications for substituting supplementary subtests for core subtests, 13 CFA measurement models were specified and reliability coefficients for each model was estimated by using Raykov's formula for estimating factor rho coefficient. The results of this analysis partially support Wechsler's recommendations regarding the substitution of supplementary subtests for core subtests. Nine out of 13 substitutions were found to reduce the reliability of Index score. Especially, Processing Speed indexes have the lowest composite reliabilities among four Indexes.

한국판 KABC-II의 확인적 요인분석

문수백 한국발달장애학회 2014 발달장애연구 Vol.18 No.1

KABC-II, CFA model, CHC model KABC-II는 아동과 청소년들의 심리적, 임상적, 심리교육적, 그리고 신경심리학적 평가를 위한 목적으로 개발된 개인지능검사이다. KABC-II는 인간의 인지기능을 뇌의 세 개의 영역으로 특징지우는 Luria의 신경심리학적 이론과 인지능력을 광범적 능력과 한정적 능력군들 간의 위계적인 구조로 특징 지우는 Cattell-Horn-Carroll의 CHC이론에 근거를 두고 있다. 본 연구의 목적은 확인적 요인분석을 통해 각 연령별로 설정된 KABC-II의 심리측정적 이론구조가 한국판KABC표준화자료에서도 신뢰롭고 타당한 구조로 존재하는지를 확인하려는데 있다. 한국판KABC-II의 표준화자료에 대한 연령집단별 CFA모델의 적합도와 모수치를 추정한 결과 KABC-II에서 설정된 각 연령별 측정모델이 자료에 양호하게 부합되며 그리고 수렴적 타당도와 변별적 타당도를 가지는 것으로 나타났다. The Kaufman Assessment Battery for Children, Second Edition(KABC-II) is an individually administered measure of the processing and cognitive abilities of children and adolescents afed three through eighteen. It is designed to make an important contribution to psychological, clinical, psychoeducational, and neuropsychological evaluations as all levels between preschool and high school. The KABC-II is grounded in a dual theoretical foundation: Luria's neuropsychological model and the Cattell-Horn-Carroll hierarchical organization of broad and narrow cognitive abilities. Confirmatory factor analysis (CFA)is an integral part of the construct validation of any test that measure a range of cognitive abilities. This is especially true for a test like the KABC-II that was designed in part to be consistent with a psychometric model of the structure of abilities The purpose of this study was to assess the underlying factor structure of the Korean version of KABC-II(K-KABC-II) in relation to the CHC theory of intelligence using confirmatory factor analysis with the K-KABC-II standardization sample. Results of the CFA revealed that the broader factor +g CHC model for each age group has extremely good fit to the data, as indicated by the fit statistics.

WISC-IV 보충하위검사의 심리측정적 대체능력 검증

문수백 한국발달장애학회 2011 발달장애연구 Vol.15 No.1

The Wechsler Intelligence Scale for Children, Fourth Edition was markedly different from its predecessors in terms of item content and structure. The latest revision includes five new subtests, eliminates the VIQ and PIQ, and provides factor-based indexes in addition to a FSIQ. The 10 core subtests are grouped into four domain index (Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed) The 10 subtests are combined to yield a FSIQ. In addition, there are five supplemental subtests that may be substituted, if necessary, for one or more of the core subtests, according to instructions provided in the WISC-IV Administration and Scoring Manual. This research was designed to determine the psychometric evidence for replacing core subtests with supplementary subtests by using confirmatory factor analysis. The scoring structure of the WISC-IV was supported in these analyses. There is significant substitutability between core and supplementary subtests of Working Memory. However, the psychometric evidence does not support the substitutability of supplementary subtests of Verbal Comprehension, Perceptual Reasoning, and Processing Speed. WISC-IV는 검사구성의 이론적 근거와 검사구조면에서 WISC-III와 두드러진 차이를 갖고 있다. 새롭게 개발된 다섯 개의 하위검사가 포함되고 모두 15개의 하위검사로 구성되어 있다. 15개의 하위검사 중 10개의 하위검사를 핵심검사로 그리고 다섯 개의 하위검사를 보충검사로 구분하여 실시하도록 구성되어 있다. 그리고 전통적으로 이어온 언어성IQ-동작성IQ 해석체계를 버리고 언어이해지표-지각추리지표-작업기억지표-처리속도지표의 4요인 해석체계를 체택 하고 있다. 본 연구의 목적은 구조방정식모데링의 확인적 요인분석 절차를 이용하여 보충하위검사의 심리측정적 대체능력을 확인해 보려는데 있다. 이를 위해 미국판 WISC-IV 실시 및 해석요강에 보고된 2,200명으로부터 수집된 표준화자료의 하위검사간 상호상관행렬자료를 이용하여 각 하위지표별 보충검사의 심리측정적 대체능력을 분석하였다. 작업기억지표의 보충검사와 핵심하위검사간에는 완벽한 호환가능성이 있는 것으로 나타났으나 언어이해지표, 지각추리지표 그리고 처리속도지표의 보충검사들은 핵심하위검사를 적절히 대체할 수 있는 심리측정적 근거를 가지지 못한 것으로 나타났다.

선다형-성취검사에 있어서 부분지식 사정을 위한 새로운 검사실시모형 탐색

문수백 ( Soo Back Moon ) 대구가톨릭대학교 사회과학연구소 2004 사회과학논총 Vol.3 No.-

초등학생의 정의적 특성의 발달

문수백,김수희 대구효성가톨릭대학교 1997 연구논문집 Vol.56 No.1

This study was conducted to investigate the impact of the school on an affective development in elementary school students. The subjects were 1004 students, 502 grls and 502 boys, collected at random from N and T elementary school in Kyungnam and Kyungbuk, Korea. The data were analyzed by using MANOVA(Multivariate Analysis of Variance) process of SPSSPC+. The major findings were as follows. The self concept, study motivation, study habit and attitude toward school differ among grade. In affective characteristic, only the attitude toward school was significantly differed in sex but the others were not.