현대 사회의 급속한 저출산 현상은 사회적 양육지원체계와 함께 보육시설의 질 높은 서비스를 요구하고 있다. 마찬가지로 아동학대와 같은 사회문제들이 연이어 발생하면서 학부모들은 자녀를 안심하고 맡길 수 있는 보육시설 및 인적 자원에 많은 관심이 증가하고 있다. 본 연구의 목적은 보육교사로서 역할을 잘 수행할 수 있는지 예측할 수 있는 보육교사의 보육적성과 유아에게 긍정적인 영향을 주는 교사와 유아 상호작용에 영향을 주는 관계를 살펴보고 이를 통해 교사의 역할에 대해 알아보고자 한다. 보육교사의 적성이 교사와 유아 상호작용에 대한 기초적인 정보를 제공하고, 예비교사와 현직교사들이 유아와의 긍정적인 상호작용 역할을 감당하는데 도움을 줌으로써 보육서비스의 품질을 높이고자 한다.

Pilot Aptitude Research Equipment (PARE) is a simulator developed to measure or research pilot aptitude and train for student pilots. Design of an ergonomic PARE operation console is required to operate the equipment effectively. This study carried out five steps : (S1) operator questionnaire survey, (S2) anthropometric design formula development, (S3) usability evaluation, (S4) improvement design, and (S5) validation considering both Physical User Interface (PUI) and Graphic User Interface (GUI) of PARE operation console. The operator questionnaire surveyed needs for each PUI and GUI part of the console from two PARE actual operators. In terms of PUI, the anthropometric design formula was developed by using design variables, body dimensions, target population characteristics, and reference posture related to the PARE console. In terms of GUI, the usability evaluation was conducted by three usability testing experts with a 7-point scale (1 : very low, 4 : neutral, 7 : very high) on GUI of the PARE operation console by seven usability criteria. The improved PARE operation console was designed to reflect the optimal values of design variables calculated from design formula, the results from usability testing, and the operator’s needs. The improvement effect was observed by 20 people who had experience with the PARE operation console. As a result of the validation, monitor visibility and cockpit visibility for the improved PUI design and visibility and efficiency for the improved GUI design were significantly increased by more than 90% respectively. The improved design of the PARE operation console in this study can contribute to enhance operation performance of the PARE.

This study is to investigate the correlation between language aptitude and vocabulary levels of 5th graders of a Korean elementary school. The participants of the study were 39 elementary school students in Daejeon Metropolitan City. Language aptitude was elicited using LLAMA B, D, E and F classified respectively into memory retention, sound recognition, sound-symbol correspondence, and inference and application. A vocabulary size test modified from the vocabulary size test (Nation, 1990) was injected to the students to investigate their vocabulary levels. A correlation between each LLAMA score and vocabulary size of students was tabulated for their correlationship along with their statistical significance of 95% probability rate. The findings are: Positive correlations were found between each language aptitude ability and vocabulary ability. Among them, the correlation between memory retention and vocabulary ability is only statistically significant. This finding implicates that memory retention is an important factor to learn and retain new words, and learning vocabulary with pictures is recommended to reinforce the connection between meanings and forms of new words.

This study investigated the effects of two types of corrective feedback (CF), recasts and metalinguistic feedback (implicit vs. explicit CF), on the development of implicit and explicit knowledge of English articles. It also examined the relationship between learners’ language aptitude, in particular language analytic ability, and their knowledge development through different types of CF. Six intact intermediate communication English classes (a total of 104 students and two English-speaking teachers) at a university participated in the present study. In CF groups, learners received recasts or metalinguistic feedback (MF) to the errors of the English articles during communicative activities, while no CF was given to the control group. The study employed a pretest-posttest-delayed posttest design, and four different tests were used to measure learner implicit and explicit knowledge. The study found both recasts and MF effective in the development of implicit knowledge and selective effects of recasts on the improvement of explicit knowledge. This suggests that both implicit and explicit CF bring about the development of implicit and explicit knowledge. In addition, language analytic ability was found to be closely related to learners’ gains through both CF and development of explicit and implicit knowledge of English articles.

목적 : 본 연구의 목적은 뇌병변 장애인의 기초 인지지각과 운전적성 능력과의 관련성을 알아보고 운전능력 향상을 위해 인지지각 훈련의 중요성을 제시하고자 하였다. 연구방법 : 2011년 1월부터 2011년 9월까지 N원 운전평가 클리닉에서 가상현실운전시뮬레이터를 이용한 운전평가가 의뢰된 뇌병변 장애인 31명을 대상으로 K-MMSE (Korean version-Mini Mental State Examination)와 MVPT(Motor-free Visual Perception Test)를 이용한 기초 인지지각능력검사를 실시하였고, 가상현실 운전시뮬레이터를 이용한 운전 적성검사를 실시하였다. 결과 : K-MMSE 총점과 운전적성검사 영역의 반응시간과 동시조작 및 종합적 태도력, MVPT 총점과는 핸들조작 및 판단력, 동시조작 및 종합적 태도력에서 통계적으로 유의한 상관성을 보였다. 결론 : 기초 인지지각이 운전적성 및 운전수행에 영향을 준다는 것을 예측할 수 있었고, 따라서 운전수행 기술 향상을 위한 인지지각 향상 훈련이 중요함을 제시할 수 있었다. 또한, 현재 국내 인지재활치료 현장에서 운전이라는 특성화된 수행 영역에 적합한 인지지각 평가 도구 및 인지지각 훈련 프로그램이 필요할 것으로 사료된다.

To use as a guideline for the development of a music aptitude test for 4-6th grade elementary school students in Korea, we evaluated the test items of music aptitude tests widely used in USA, in particular, the Intermediate Measures of Music Audiation (IMMA) and the Musical Aptitude Profile (MAP). IMMA was administered to 570 4th grade students and MAP to 1335 5-6th grade students in Seoul and Taegu, Korea. The reliability of IMMA was .85 for the 4th grade. The reliability of MAP was .82 for the 5th grade and .89 for the 6th grade. The mean of item difficulties of IMMA was .83 and that of MAP was .72. More than 75% of IMMA test items have discriminations below .2, and more than 43% of MAP test items have discriminations below .2. These results are significantly different from those of American students. The evaluations of test items of IMMA and MAP that are of particular interest are as follows. Test items with ascending melodies are more difficult than those with descending melodies. Test items with tied notes, rests, dotted notes, and tripples are more difficult. When two adjacent test items use the same melodies as in MAP, they influence each other. In summary, the reliabilities of both tests are high, but they are too easy for the Korean students and too many items have low discriminations. So it is not appropriate to use both tests for Korean students. More difficult test items such as those discovered in this study should be used for Korean students. The different results between Korean and American students indicate that music aptitude is sensitive to cultural difference, for example, Korean students' exposure to Korean traditional music. Therefore cultural difference should be seriously considered in designing a music aptitude test for Korean students.

본 연구의 목적은 측정학적 특성을 바탕으로 교직 적성･인성 검사 표준안이 교육대학원과 사대학에 동일하게 실시하는 것이 적절한지를 살펴보는 데에 있다. 이를 위해 수도권의 한 교육대학원과 사범대학에서 2013년부터 2017년까지 실시한 1396명의 교직 적성･인성 검사자료에 일반화가능도 분석을 수행하였다. 주요 분석결과는 다음과 같다. 첫째, 교육대학원 소속인지 또는 사범대학 소속인지를 나타내는 집단 효과가 교직 적성･인성 검사점수에 미치는 영향력은 상대적으로 작게 나타났다. 둘째, 교육대학원과 사범대학 집단을 구분한 교직 적성･인성 검사점수에 영향을 미치는 요인들의 상대적인 영향력은 집단에 상관없이 잔차, 영역 내 문항, 피험자, 피험자와 영역의 상호 작용, 그리고 영역 크기의 순으로 나타났다. 셋째, 교육대학원과 사범대학 집단 간 각 효과의 분산 성분 차이는 잔차 및 피험자와 문항의 상호작용에서만 통계적으로 유의하게 나타났다. 넷째, 교육 대학원과 사범대학 집단 간 일반화가능도계수와 의존도계수를 고려한 신뢰도 차이는 통계적으로 유의하게 나타나지 않았다. 따라서 경험적 근거를 바탕으로 교직 적성･인성 검사 표준안은 현행대로 사범대학과 교육대학원에 동일하게 적용 가능한 것으로 밝혀졌다. 마지막으로 본 연구의 제한 점과 후속 연구를 위한 제언을 제시하였다.