There are two purposes of this paper. One is to present a brief introduction to item response theory in conjunction with marketing research. The other is to present a review of current use of item response theory in representative marketing research journals. Several item response theory relevant papers were recently published in various marketing research journals. Because models under item response theory from simple to complex were used without any systematic introduction in marketing research, this paper briefly presents main concepts in item response theory. An encyclopaedia entry (Kim, 2015) and two graduate-level textbooks (Baker & Kim, 2004, 2017) are mainly referred and used for the first purpose. A content analysis was done for the second purpose with 28 item response theory relevant articles on marketing research journals. Articles are sorted based on the classification framework by Thissen and Steinberg (1986). Many articles reviewed relied on some type of unidimensional dichotomous item response theory models. Articles published recently within 10 years that used item response theory models were more complicated both mathematically and statistically than other previously published articles in marketing research journals. The taxonomic tabulations in this study should aid marketing researchers who are planning their continuous training in item response theory, and faculty who design or teach courses on marketing research methods for advanced undergraduate and graduate students.

An advocate of the exclusive use of Hangul asks to an advocate of mixed use of Chinese characters. We don't have any problems in delivery of meaning by only using of Hangul, and don't get any educational effects by teaching Chinese characters, then why do we have to study Chinese characters mixed that are the remnants of Japanese colonial era, why do we increase studying burden and private education? On the other hand, an advocate of mixed use of Chinese characters ask to an advocate of the exclusive use of Hangul. We can't communicate clearly by only using of Hangul, and ㄴstudying Chinese characters strengthen thinking power, then why do we have to stop the mixed use of Chinese characters that is effective in education of students. There are big differences of opinion each other. How can we harmonize these two conflicting thoughts. In results, We have to stand not on the scene of a dispute but on the field of an education, and we have to watch and judge this problem as we think about my own child. Which is effective in understanding any vocaburary, and in improving Korean language ability? This question is the only one standard of choicing way to go. Learning and communicating capabilities, thinking and creating powers of students are the most important factors in judging way to go. Any other factors have to be excluded.

사회자본과 같은 소셜게임의 사회적 영향에 관한 연구들은 다수 있었으나 연구 간의 상반된 결과로 인해 그 영향력을 명확히 할 수 없었다. 이에 본 연구에서는 소셜게임 이용이 사회자본을 증가시킬 것이라는 가설을 해석수준 이론을 도입하여 확인하였다. 해석수준과 사회자본, 게임이용시간/종류 등에 대한 설문을 실시하여 각 수치간의 상관관계와 상호작용을 분석하였다. 그 결과, 상위해석수준 사람들에게서 교량형 자본과 소셜게임 이용시간 사이에서만 긍정적 관계를 확인할 수 있었다. 이 특징은 타 온라인 게임에서는 나타나지 않아 소셜게임의 관계망적 특성이 이용자들 간의 긍정적인 관계의 증가와 관련이 있음을 알 수 있다. 한편으로는 해석수준이론이 매체의 긍정적 활용연구에 있어 중요한 관점임을 확인하였다.