한국 정신장애의 역학 조사 연구[I] : 각 정신장애의 유병률

조맹제,함봉진,김장규,박강규,정은기,서동우,김선욱,조성진,이준영,홍진표,최용성,박종익,이동우,이기철,배재남,신정호,정인원,박종한,배안,이충경 大韓神經精神醫學會 2004 신경정신의학 Vol.43 No.4

Objectives : This study aims to estimate the prevalence of the DSM-IV psychiatric disorders in Korean population using the Korean version of Composite International Diagnostic Interview (K-CIDI). Methods : Subjects were selected by taking multi-stage, cluster samples of 7,867 adult household residents, 18 to 64 years of age, in ten catchment areas. Total 78 trained interviewers administered the K-CIDI to the selected respondents, from June 1 to November30,2001. Results : Total 6,275 respondents completed the interview. Some 33.5% of respondents reported at least one lifetime disorder, 20.6% reported at least one-year disorder, and 16.7% reported at least one-month disorder. The most common lifetime disorders were alcohol abuse/dependence (17.24%), nicotine dependence/withdrawal (11.19%), specific phobia (5.16%), and major de-pressive disorder (4.25%). The lifetime prevalence of substance abuse/dependence (0.25%) and schizophrenia (0.16%) was very low. Nicotine and alcohol use disorder showed very high male/female ratio. Mood disorder and anxiety disorder were more prevalent among female than male. Conclusion : The prevalence of psychiatric disorders was high. In comparison with other studies, remarkable differences in distributions of psychiatric disorders across the areas and times were observed.

학습장애아의 학업적성과 독해전략에 대한 교수방법의 상호작용에 관한 연구

나동진 全北大學校 敎育大學院 1996 敎育論叢 Vol.16 No.-

A Study of the Interactions between the Aptitudes of the Learning Disabled Children and the Teaching Methods of Comprehension Strategies. The purpose of the study was to investigate which method reciprocal or direct, would be more effective on the training of reading comprehension strategies for the learning disabled children. The study was also to investigate whether or not toe effects of the two teaching methods would be differenciated by the students' working memory capacity and self-efficacy. Twenty eight fifth and seventh graders each were assigned into two experimental groups, each of which adopted direct and reciprocal teaching methods of comprehension strategies. Each group was trained for twenty sessions, each session consisting of about 40 minitues. The result was revealed that the comprehension rate of the two experimental groups was much higher than that of the control group. The reciprocal method was more effective than the direct method. Working memory capacity and self-efficacy had significant influence on the acquisition of the comprehension strategies. However, there was no interactive effect of teaching method and working memory. This is also true for the interactive effect of teaching method and self-efficacy.

腦轉移巢에서 組織診으로 確定된 Friedman 反應 陰性을 呈한 絨毛上皮腫의 一例

李豹鎭,李台鎬,李東植,張炳國 경북대학교 의학연구소 1964 慶北醫大誌 Vol.5 No.1

Mctastatic brain tumor in a case of choriocarcinoma with negative Friedman reaction has been experienced. There have been a few reports on such negative Friedman reaction in cases of choriocarcinoma. A review from some literatures concerning the matastatic choriocarcinoma in relation to Friedman reaction is discussed.

음운감수성이 읽기 능력의 발달에 미치는 영향에 관한 연구

나동진,조준수 全北大學校 敎育大學院 2002 敎育論叢 Vol.22 No.-

The purpose of the study was to investigate the relations of reading abilities to phonological sensitivity and the effects of phonological sensitivity training on the development of reading. It was hypothesized that, in the early childhood period, phonological sensitivity would be related to reading abilities and the training of phonological sensitivity would improve the reading abilities. Sixty kindergartners, average age of 66months, were participated in the experiment. A test of phonological sensitivity developed by the authors for the study was administered twice. before and after the experimental treatment. The subjects were provided with the training of phonological sensitivity for 6 weeks, 3 sessions a week, 30 minutes a session. The results confirmed the hypotheses of the relationship between phonological sensitivity and reading abilities and the effect of phonological sensitivity training on the reading abilities.

1980年代 學生運動의 變化와 指導方案

羅東晋,金鉉俊,權仁鐸 全北大學校 學生生活硏究所 1988 學生生活硏究 Vol.16 No.-

準據關聯檢査의 妥當度檢證에 關한 一硏究

羅東晋 全北大學校 學生生活硏究所 1984 學生生活硏究 Vol.12 No.-

Foa (1968) has proposed that inter-relationships among a set of dependent variables before and after experimental manipulation provides significant information, which must be lost when each variable is considered separately. It was assumed in this study that the inter-relationships among the responses to the objectives or the items from several related domains could be the basis of construct validity of a criterion-referenced test(CRT). The purpose of this paper is to show how the construct validity of a CRT could be examined in terms of the inter-relationships among of a set of dependent variables before and after instruction. Applying the facet theory, for analyzing and comparing structures, Foa has suggested that three kinds of behavioral changes can be defined, and all of them seem to occur empirically. The first kind of behavioral change the change of central tendency, is concerned with the spread of effect. When the effect of the experimental treatment is observed on a set of ordered variables, it may be predicted that the change will be maximal for a given variable, less strong for the variables in proximity to the first one, and still less so for variables further remote from it. While the first kind of change refers to the central tendency of the variables, the second kind is concerned with changes in the size of their relationship. Following the experimental manipulations, some of the variables may become more or less interdependent than before the experimental event. The third kind of change is a modification in order of the variables. This change may occur when certain relationships among variables increase while certain other ones decrease, so that the order of proximity of the variables is altered. If every facet and element of the CRT is properly defined, some interesting construct validity hypotheses could be derived in accordance with the Foa's approach. Hypotheses 1 : Change will be maximal for a given objective, less strong for the objective in proximity to the first one, and still less so for objectives further remote from it. Hypotheses 2 : Some or all the objectives may become more or less interdependent than before the instruction. Hypotheses 3 : The order of proximity of the objectives will be altered. In order to test hypothesis 1, suppose individuals were assigned to one of two groups ; one group receives instruction on content defined by a domain specification and the other does not. If the instruction is effective, change of the test scores in the experimental group, maximal for a given objective and less strong for the objective in proximity to the first one, would support the construct validity hypothesis. However, we should give much attention to the fact that hypothesis 1 is concerned with a "change score". Cronbach and Furby(1972) have simply suggested that the experimental problems concerning change scores could be solved in safer ways than that using the estimated change itself. The suggestion may hold true also in this case. Hypothesis 2 seems not to be sufficient by iteself. It should be specified according to domains of interest. The generalization or differentiation among objectives might be hypothesized on the basis of prior knowledge : generalization may be taken to indicate an increased relationship, and differentiation a decreased relationship. With psychomotor abilities, Fleishman(1972) has observed a phenomena similar to hypothesis 3. He found that as practice continues, the ralative importance of factors contributing to the designated objective changed significantly. If it can be predicted on the basis of prior knowledge that the order of one or more variables changes after instruction as in the hypothesis 3, which seems to be possible through domain specification, a criterion-referenced test might be developed in order that a facet design could be formulated. As described above, this study identified three kinds of behavioral changes defined logically on the basis of a designated facet and formulated construct validity hypotheses for criterion-referenced tests. Methods of testing the hypotheses and interpreting the results were also discussed. However these hypotheses are applied only to the estimated domain scores. There should be construct validation studies on allocation of examinees to mastery states, which is supposed to be one of the two main functions of the criterion-referenced test.

발달의 차에 따른 정교화 전략의 차별적 사용 필요성 고찰

나동진,장명순 全北大學校 敎育大學院 2000 敎育論叢 Vol.20 No.-

The application of appropriate strategies improves learning and memory. There appears to be developmental differences in the ability to effectively use a strategy, older children performing better than younger. Younger children have less elaborated knowledge base, Therefore, they have more difficult time accessing relevant knowledge to benefit from the strategy use. Also, because younger children require greater mental effort during strategy use, less information processing resources are available to maintain efficient learning. Because elaboration is more spontaneous in older subjects, the mental effort required to implement the strategy should decrease with age. Overall, developmental differences in memory can be attributed to corresponding age related changes in the spontaneous use of elaboration.

사고양식에 관한 연구동향과 교육적 의미

나동진,김효순 全北大學校 敎育大學院 2002 敎育論叢 Vol.22 No.-

This study was designed to investigate the nature of thinking styles on the self-government theory by Sternberg as an achievement variable for solving the individual difference of academic achievements in the various educational environment. To achieve this purpose, the followings were examined. First. the concepts of cognitive styles, learning styles and thinking styles should be clarified out by comparing of the definitions. characters and developing process. Second. the nature of the thinking styles should be investigated by inquiring of the relation between thinking styles and other variables including the personality types. academic achievements. self-esteem. socio-economics status and extra curriculum activities. Third. the method of instruction and assessment which was suitable to the student's thinking Styles should be given to the students for increasing the academic achievements at the classroom. Based on the major findings, the conclusions were drawn as follows: First. cognitive style and learning style were overlapped and used similarly until recently in the field of the education and training. But it would be said that cognitive styles were the subordinate concept of the learning styles and thinking styles are the unification of these styles. second, thinking styles must be one of the most influential achievement variables for predicting the academic achievements. So the accurate measure of the student's thinking styles and the method of instruction and assessment which was suitable to the individual thinking Styles should be given to the students. Third, the programs for the extension of thinking styles should be developed. Especially creative thinking styles should be improved because creative thinking styles affect the most for the academic achievements. However, it should be noted that the present study was the first of its kind, and thus it served only as an exploratory study. Not only the nature of thinking styles to academic achievements required further investigation. but also the practical study for solving the individual difference of academic achievements should be carried out in the various educational environment.

교육목표의 분류

나동진 全北大學校 敎育大學院 1995 敎育論叢 Vol.15 No.-

Bloom's taxonomy of educational objectives has been broadly applied to a variety of educational settings. including individual teacher's instructional designs. achievement tests, and nation-wide entrance examinations. However, the taxonomy has a serious flaw which has been scarcely noticed by most of educators and even educational theorists. This paper critisized the taxonomy in its logical and psychological validity. Then, this paper proposed a new approach to the taxonomy of edcational objectives, which adopted 4 classifying dimensions such as the types of knowledge, instructional environments, subjects, and learning styles.

CaCl_2의 酸化反應에 對한 速度論的 考察

趙統來,金鎭善 충남대학교 공업기술개발연구소 1976 工業技術開發硏究所論文集 Vol.3 No.2

The oxidation rate of calcium chloride has been investigated by measuring titrimetrically the evolution of Cl_2 as a function of the temperature, the partial pressure of oxygen and the surface area of CaCl_2. The following results were obtained: The rate controlling step is a interface chemical reaction. The oxidation rate of CaCl_2 is proportional to the surface area of the CaCl_2 and square root of the oxygen pressure. The activation energy of oxidation reaction of CaCl_2 is 27.3 Kcal.