R. Sternberg의 성공 지능이론에 대한 교육심리학적 고찰

하대현 고려대학교 교육문제연구소 2003 敎育問題硏究 Vol.0 No.19

이 논문은 R. Sternberg의 성공 지능의 이론적 성격을 개관하고, 교육적 시사점을 제시하고자 한 것이다. 이 논문의 내용은 교육심리학적인 관점에서 크게 이론적인 부분과 교육 실제 부분으로 나뉜다. 먼저 이론적인 부분에서는 성공 지능이론의 관점이 전통적인 IQ에 근거한 관점과 어떻게 다른지를 제시하면서 그 이론의 성격과 특징을 개관하였고, 다음에 성공 지능이론과 관련된 주요 논쟁(예, 지능 개념의 확장, 성공지능이론의 내용 범위와 구조, 일반요인간의 관계)에 대해 필자의 견해를 밝혔다. 교육 실제 부분에서는 성공 지능이론이 수업 실제(수업 목표, 수업 내용 및 방법, 평가 등)에 제공하는 원리를 중심으로 교육적 시사점을 제시하였다. 결언 부분에서는 성공 지능이론에 대한 긍정적인 평가와 부정적인 평가를 간략하게 진술하였다. The purpose of this paper was to review a triarchic theory of successful intelligence proposed by R. Sternberg and to discuss its implications for education. The paper was largely divided into three parts. The first part, on the nature of the triarchic theory, consisted of two sections. In the first section, the basic nature of three broad abilities (analytical, creative, and practical abilities) that comprise the triarchic theory was presented and then a dozen of the main differences between successful intelligence view and conventional IQ-based view were offered to make distinctive features of the triarchic theory clear. In the second section, several major controversies on successful intelligence were discussed, such as the extension of concept of intelligence, relationships among three abilities, and relationships between practical intelligence and psychometric g. The second part, on the implications of the triarchic theory for education, dealt with 12 principles of instruction and assessment for successful intelligence provided by Sternberg. The third part, as a conclusion, contained both positive and negative evaluation for the triarchic theory of successful intelligence.

수 유추 문제해결에 사용되는 메타요소적 전략계획에 관한 연구

하대현 인제대학교 1992 仁濟論叢 Vol.8 No.1

The purpose of this study was to isolate metacomponents for strategy planning and performance components for encoding and reasoning used in numerical analogy solution, and to investigate the relationships between individual differences in the speed of executing these component processes and reference tests for perceptual speed and reasoning ability. Subjects (N=44) participated in two sessions. In the first session, they took 6 reference tests. In the second session, they solved numerical analogy items which were generated by computer according to specified rules and formats. The numerical analogy items were presented both in a mixed condition in which each analogy within a given set of 10 items was of a different format and in a blocked condition in which all analogies within a given set of 10 items were of the same format. Two important findings were reported. First, global planning showed high and significant correlation with the reasoning test composite. Of particular interest was the fact that this correlation was negative, indicating that longer global planning latencies were associated with lower reasoning scores. Second, encoding scores were significantly correlated with the reasoning test scores. This correlation was also nagative, indicating that poorer reasoner spent more time encoding the terms of an analogy item than did better reasoner. The results generally supported the assumption that greater intelligence is associated with more rapid execution of components of information processing. Four limitations of this study were noted : (1) a less sophisticated measure of local planning, (2) lack of the use of alternative models, (3) a ceiling effect, and (4) a practice effect.

MI 이론의 경험적 타당화 연구 : 지능의 복수성의 교육적 활용효과

하대현 한국교육심리학회 2009 학교심리와 학습컨설팅 Vol.1 No.1

정서지능의 지능성: 그 이해와 오해

하대현 인제대학교 아동ㆍ가족복지연구소 1996 아동ㆍ가족복지연구 Vol.1 No.-

본 논문의 주요 목적은 새로운 지능 개념으로서의 정서 지능(EI)를 이해하고, 그 개념의 타당성과 한계를 규명하고자 하는 것이다. 이외에 본 논문의 또 다른 목적은 현재 EI 개념에 대해 일반인들이 오해하고 있는 내용과 그 원인을 밝히고자 하는 것이다. 이런 목적하에 본문의 체제는 크게 세 부분으로 구성된다. 첫 번째 부분에서는 EI 개념을 현대 지능이론과 연구의 맥락 안에서 이해하기 위해서 먼저 Salovey와 Mayer의 EI 개념의 일반적인 성격을 개관하고, 그 특징적 내용을 지능의 본질, 측정, 훈련의 세 관점에서 분석한다. 두 번째 부분에서는 현대 지능이론가들의 EI 개념에 대한 비판점을 중심으로 새로운 지능 개념으로서의 EI의 타당성과 한계를 논의한다. 끝으로 세 번째 부분에서는 EI 개념의 어떤 내용이 왜 일반인들에게 오해되고 있는지를 밝히고, 아울러 EI에 대한 향후 연구 과제들을 제시한다. The purpose of this paper is to understand the intelligence of emotional intelligence(EI) and to examine its validity and limitations as a new concept of intelligence. In addition, another purpose is to show what and why laypersons have misunderstandings about EI. Under these purposes, the main body of this paper is largely divided into three parts. In the first part, in order to understand EI in the context to contemporary theories and research traditions of intelligence, first of all, the general nature of the EI proposed by P. Salovey and J. Mayer in both 1990 and 1997 is reviewed and then some important features of EI are clarified in terms of three perspectives such as the basic nature, the meausrement or assessment, and the training of intelligence. In the second part, some degree and/or kind of the validity and limitation of EI are discussed on the basis of some of modern theorists' criticisms of it. In the final and third part, what contents of EI make laypersons misunderstood and why they have them do are discussed. And the paper concludes with some suggestions for future research on EI.

새로운 지능 개념으로서의 정서 지능의 이해 : 그 타당성과 한계 Its Validity and Limitations

하대현 숙명여자대학교 사회 교육과학연구소 1997 사회 교육과학연구 Vol.2 No.-

본 논문의 목적은 현대 지능이론과 연구의 맥락 속에서 정서지능(EI)을 이해하고, 또한 새로운 지능 개념으로서 EI의 타당성과 한계를 타진하고자 하는 것이다. 이런 목적하에 본 논문의 체제는 크게 세 부분으로 구정된다. 첫번재 부분에서는 현대의 새로운 지능이론으로서 R.Sternberg의 삼위일체 지능이론. H.Gardner의 다지능이론, Salovey와 Mayer의 EI 개념의 특징을 각각 개관하고, 그 특징적 내용들을 지능의 본질, 측정, 훈련의 관점에서 비교 분석한다. 다음에 그들을 통한하는 하나의 지능모형을 소개한다. 두번재 부분에서는 EI개념에 대한 현대 지능이론가들의 비판점을 중심으로 새로운 지능 개념으로서의 EI의 타당성과 한계를 논의한다. 끝으로 세번재 부분에서는 현재 EI 개념에 대한 일반인들이 오해하고 있는 내용과 EI 연구의 향후 연구 주제들을 제언한다. The purpose of this paper is to understand the intelligence of emotional intelligence(EI) and examine its validity and limitations as a new concept of intelligence. In addition, another purpose is to show what and why laypersons have misunderstandings about the EI. Under these purposes, the main body of this paper is largely divided into three parts. In the first part, in order to understand the EI in the context of contemporary theories and research traditions of intelligence, R. Sternberg´s triarchic theory of intelligence(TTI), H. Gardner´s multiple intellgences(MI), and P. Salovey and J. Mayer´s EI are reviewed respectively, and then some important features of EI are compared with those of TTI and MI in terms of three perspectives such as basic nature, measurement or assessment, and training of intelligence. And a comprehensive model of intelligence integrating with TTI, MI, and EI is presented. In the second part, some degree and/or kind of the validity and limitations of EI are discussed on the basis of some of modern theorists´ criticisms of the EI. In the final and third part, what contents of EI make laypersons misunderstood and why they have them do are discussed. And the paper concludes with some suggestions for future research on EI.

청소년 교육에서의 특성복합체의 의미와 그 유용성

하대현 한국청소년문화연구소 2011 청소년 문화포럼 Vol.- No.26

아동의 정보처리 속도의 개인차와 지능간의 관계 연구

하대현 淑明女子大學校 兒童硏究所 1995 兒童硏究 Vol.8 No.1

The purpose of this study was to investigate the relationships between individual differences in the reaction times(RTs) and greference tests by using Hick's paradigm. Forty- one fifth grade students participated in two sessions. In the first session, they took two kinds of g reference tests, including Raven's Advaneced Progressive Matrices. In the second session, they individually participated in a RT experiment in which they were told that, when a light went on, they must press the button located below that light. Their RTs were recorded with the time interval from the onset of the light until the response button was pushed. RT tasks in this experiment were divided into four RT conditions depending on the number of exposed light, and it was hypothesized that subject's performance in each RT condition would require bits of information expressed as the log to the base 2 of the number of buttons exposed( Hick' law). Correlational analyses offered several important findings. First, since the correlations between RTs derived from Hick's paradigm and g reference tests were relatively high and significant, Jensen's hypothesis that individual differences in g would be partially due to RTs on relatively simple tasks was supported. However, differently from Jensen's earlier findings, these correlations did not increase linearly with the bits of information. Second, RT showed a tendecy to increase linearly with the bits of information. Also, the slope of this line showed high and significant correlations with g(r=.46 and r=.34). However, these positive correlations were counterintuitive in that more intelligent children processed a single unit of information at slower rate. Third, mean or median RT more highly correlated with g than did the variability in RT. The result suggested that individual differences in RT may in part reflect differences in the efficiency of neurophysiological mechanisms, as Jensen hypothesizes, rather than differences in attentional control, as Carroll hypothesizes.

성공 지능이론의 구인타당성

하대현 안암교육학회 2009 한국교육학연구 Vol.15 No.1

이 논문의 목적은 R. Sternberg의 지능 이론에 기초한 지능검사를 제작하고, 성공 지능이론을 구성하는 분석, 창의, 실제 능력의 구인타당성과 관련된 논쟁적인 가설을 검증하고자 하는 것이었다. 새롭게 제작된 KSTAT(Korea Sternberg Triarchic Abilities Test)를 우리나라 중학생 2,132명에게 실시하고 구한 두 가지 주요 결과는 다음과 같다. 첫째 창의 능력과 실제 능력은 일반지능 g와 각각 .40과 .45의 유의한 상관을 나타냈다. 둘째 분석, 창의, 실제 능력간의 상관은 상호독립적인 관계가 아니고 상호의존적인 관계를 나타냈다. 즉 분석 능력과 창의 능력은 .60, 분석 능력과 실제 능력은 .56, 그리고 창의 능력과 실제 능력은 .52의 비교적 높고 유의한 상관을 나타냈다. 이러한 결과들은 Sternberg의 가설을 대체로 지지하지 않는 것이었다. 논의 부분에서는 성공 지능이론의 구인타당성 검증과 관련된 향후 과제로서 세 능력과 학업 성취와 관계와 성공 지능 구인의 측정 과제를 제언하였다. The purpose of this paper was to examine construct validation of triarchic abilities(analytical, creative, and practical abilities) that comprise a theory of successful intelligence. Newly developed Korea Sternberg Triarchic Abilities Test(KSTAT) was administered to 2,132 junior high school students to verify two hypotheses: 1)analytical ability would correlate with g or psychometric measures higher than creative and practical abilities. 2) Relationships among analytical, creative, and practical abilities would be relatively independent. Two important findings were obtained. First, correlational analyses revealed that creative and practical abilities correlated significantly with g or psychometric measure (such as vocabulary) in same magnitude or a little higher than analytical ability, indicating lack of construct validity. Second, inter-correlational analyses showed that three abilities were highly overlapped(r = .50 - .60). It was concluded that theses results did not support the two hypotheses proposed by R. Sternberg. Finally, relationships between three abilities and school achievement and issues on measurement of triarchic abilities, especially practical intelligence were discussed.

면접고사의 합리적 방법과 문제에 대한 토론

하대현 한국교육평가학회 1989 교육평가연구 Vol.3 No.2

교육학 관점에서 본 창의성 함양의 필요조건

하대현 한국예술종합학교 2001 논문집 Vol.4 No.-