[김경린 시선] 車窓 외 6편

김경린 문예운동사 2019 문예운동 Vol.- No.142

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.

熟考的-速應的 認知樣式의 性質과 測定 : A Critical Review

金慶麟 경북대학교 사회과학대학 1982 社會科學 Vol.1 No.-

本稿는 個人의 人性的 差異 뿐만 아니라 情報處理過程의 個人差를 나타내는 熟考的-速應的 認知樣式 變因의 性質과 이의 測定道具로 개발된 Kagan의 MFF(the Matching Familiar Figures)檢査의 信賴度 수감적 및 辨別的 妥當度에 관한 기존 硏究結果를 綜合分析한 것이다. Kagan & Kogan(1970)에 의하면 熟考的-速應的 認知樣式은 反應의 不確實性이 높은 課題遂行場面에서 個人이 해결가능한 假說의 妥當性을 熟考하는 정도를 나타내는 槪念的 速度(conceptual tempo)를 의미하며, MFF檢査는 "類似한 그림 맞추기"課題에서 被驗者가 나타내는 反應時間과 誤謬의 數에 따라 個人을 熟考型과 速應型으로 分類하고자 한 것이다. 그러나 이 檢査는 信賴度가 크게 높지 않고 또 反應時間과 誤謬의 次元을 어떻게 관계지울 것인가에 대한 理論的, 方法論的 問題가 많이 지적되고 있으며, 이것이 檢査의 妥當性을 크게 制限시키고 있다. 熟考型은 速應型에 비해 知的 課題遂行過程에서 더 조심스럽게 解決假說을 評價할 것이라는 墓本假說마저 拒否되는 경우가 있으며, 課題의 性質 및 狀況의 條件에 따른 交互妥當性 역시 制限되고 있다. 아울러 認知樣式變因과 여타의 知的, 非知的 心理的 特性간의 관계도 분명하지 못하다. 따라서 認知樣式變因의 이해가 個人의 情報處理 및 認知過程의 個人差를 밝히는데 중요한 含意를 갖는다는 점을 고려할 때, 反應時間과 誤謬의 次元만이 아니라 熟考型, 速應型 被驗者들의 假說評價 및 情報處理方略의 差異에 대한 綜合的인 檢討가 이루어져야 할 것으로 보인다.

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.

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.

21세기를 향하는 현대시의 시뮬레이션

김경린 문예운동사 1998 문예운동 Vol.- No.60

도시계획과 인간의 원형복귀문제

김경린 대한지방행정공제회 1966 도시문제 Vol.1 No.1

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.