• 대한공업교육학회지
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• v.30 no.1
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• pp.37-45
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• 2005

The purpose of this study is to find out the relationship between the Multiple Intelligence and the technological problem solving and the differences between the two. There were a group of 200 third grade middle school students that were comprised of 100 boys and 100 girls and what the difference is exited between the boys and the girls. To measure the students' Multiple Intelligence, MI(Multiple Intelligent)Test designed by Youngrin, Moon was used. As the testing instrument of the Technological problem Solving, we use the test developed by National Center for Research on Evaluation, Standards, and Students Testing(CRESST). The results were; First, In comparison with the boys and girls' multiple intelligence part, there were individual differences in musical intelligence, bodily-kinesthetic intelligence, logical-mathematical intelligence, and naturalistic intelligence of multiple intelligence. Second, In comparison to the technological problem solving part, there were individual differences in self-regulation and there was a mild difference in understanding of the contents. Third, The multiple intelligence related with the self-regulation is continuous with logical-mathematical intelligence, intra-personal intelligence and linguistic intelligence. Fourth, The multiple intelligence related with the technological problem solving strategy is continuous with logical-mathematical intelligence and musical intelligence. Fifth, The multiple intelligence related with the understanding of the contents is continuous with the logical-mathematical intelligence and naturalistic intelligence. To improve the students' technological problem solving ability, it is required the development of the curriculum which focus on the improvement of logical-mathematical intelligence, musical intelligence, intra-personal intelligence, linguistic intelligence and naturalistic intelligence of the students.

• 대한공업교육학회지
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• v.31 no.2
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• pp.64-82
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• 2006

This study investigated what effects multiple intelligence, through which the diverse intelligence abilities of a learner are identified, has on technological problem solving ability according to sex. And it was carried out to present a way to reduce the gap between boys and girls in technological problem solving ability. The subject was 833 middle school students in the third grade (boys: 423, girls: 410) whose schools are located in a megalopolis or more large area. And the instruments developed by Yong-Lyn Moon(2001) and in CRESST(1998) were used. The results of this study are as follows. First, it appeared that there were statistically meaningful differences at six items in multiple intelligence between boys and girls. The six items were bodily-kinesthetic intelligence, logical-mathematical intelligence, naturalistic intelligence, musical intelligence, interpersonal intelligence, and introspective intelligence. Second, in technological problem solving ability, it appeared that boys and girls showed statistically meaningful differences at self-regulation and problem solving strategy. Third, it appeared that logical-mathematical intelligence, linguistic intelligence, introspective intelligence, and natural intelligence had an effect on boys in the way of self-regulation and logic-mathematical intelligence, introspective intelligence, naturalistic intelligence, and linguistic intelligence did on girls. Fourth, it appeared that logical-mathematical intelligence, musical intelligence, and bodily-kinesthetic intelligence had an effect on boys in the way of problem solving ability and linguistic intelligence and musical intelligence had on girls. Fifth, it appeared that logical-mathematical intelligence did an effect on both sexes in drawing up the understanding of contents. On the basis of the results of this study, the area related to multiple intelligence directly or indirectly should be developed in the course of designing the primary and secondary curriculums to reduce the gap between boys and girls in multiple intelligence. With these efforts, the scholastic attainments gap caused by the difference of multiple intelligence will be overcome.

• 제어로봇시스템학회:학술대회논문집
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• 1997.10a
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• pp.652-655
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• 1997

An exploration for an intelligence paradigm has been delineated. Artificial intelligence and artificial life paradigms seem to fail to show the whole picture of human intelligence. We may understand the human intelligence better by adding the emotional part of human intelligence to the intellectual part of human intelligence. Emotional intelligence is investigated in terms of composing machine as a modern abstract art. Various algorithmic composition and performance concepts are currently being investigated and implemented. Intelligent mapping algorithms restructure the traditional predetermined composition algorithms. Music based on fractals and neural networks is being composed. Also, emotional intelligence and aesthetic aspects of Korean traditional music are investigated in terms of fractal relationship. As a result, this exploration will greatly broaden the potentials of the intelligence research. The exploration of art in the view of intelligence, information and structure will restore the balanced sense, of art and science which seeks happiness in life. The investigations of emotional intelligence will establish the foundations of intelligence, information and control technologies.

• The Journal of Industrial Distribution & Business
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• v.12 no.1
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• pp.31-46
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• 2021

Purpose: The purpose of the study is to analyze the characteristics of emotional intelligence and the variables related to emotional intelligence in a comprehensive manner. In addition, the study intends to present research trends and future research directions of emotional intelligence in a Korean context by analyzing the effects of emotional intelligence and its mechanisms. Research Design, Data, and Methodology: 77 KCI listed studies were selected for the analysis, and the research perspective of emotional intelligence, measurement instruments, empirical research and research methods were analyzed. In addition, research directions were suggested based on the analysis results. Results: The results of the analysis were as follows: First, previous researchers used the ability model of emotional intelligence the most. Second, Previous studies tended to focus on behavioral factors as dependent variables affected by emotional intelligence, in addition to attitudes, affection. Third, there were few studies on the antecedents of emotional intelligence, however, most studies dealt with the consequences of emotional intelligence. Fourth, few studies dealt with moderators between emotional intelligence and dependent variables. Fifth, on the research type, most studies were quantitative studies, however, a few of them were qualitative studies (Literature review, in-depth interview). Sixth, with regard to the analysis level, almost all studies were conducted on the individual level of emotional intelligence, and most studies featured a cross-sectional research design (longitudinal research design was rare). Conclusion: First, from the perspective of emotional intelligence, additional research should be focused on not only the ability model of emotional intelligence but also on the trait model or the mixed model in the future. Second, since emotional intelligence is a multidimensional construct, it is necessary to study the profile of emotional intelligence by employing people-centered as well as variable-centered methods. Third, with regard to empirical studies, additional research is needed with respect to not only the emotional intelligence of the subordinate, but also the emotional intelligence of the supervisor (leader) and the emotional intelligence of the group. Fourth, it is necessary to actively utilize not only cross-sectional design but also longitudinal design, and qualitative research and meta-analysis methods should also be adopted.

• Korean System Dynamics Review
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• v.7 no.1
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• pp.5-26
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• 2006

Ever increasing dependence of organization on information technology stimulates interactions between individuals and groups in the process of knowledge creation, which overall impies that a reciprocal mechanism lies within the structure of the growth of group intelligence. Individual's intelligence may affect the group intelligence, and vise versa. However, the level of group intelligence is not necessarily determined by the sum of individual's intelligence but the quality of the interactions among the individuals. This study thus aims to conceptually identify the dynamic structure of interactions among the factors influencing the group intelligence level, which is believed to be used as a tool to measure the difference of intelligence between groups. To achieve this goal several attempts were made. First, determinants of intelligence at indiviual level and group level and similarities and differences between individual's and group intelligence were identified from the previous research. Second, causal loop diagrams were developed, which show how individual's intelligence influences group intelligence and vise versa. Third, it was attempted to identify and interpret which feedback loops are most influential in either improving or hapering group intelligence as a whole. Since this study remains only at exploratory level, a more detailed and workable model for field applications has to be developed in the future.

• Korean Medical Education Review
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• v.15 no.1
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• pp.46-53
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• 2013

The purpose of this study was to analyze the relationship among medical students' learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students' learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.

• Korean Security Journal
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• no.58
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• pp.107-135
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• 2019

The purpose of this paper is to compare and analyze the similarities and differences between the security environment, information organization and information activities of Korea and the United States. The comparison will provide insight into Korea and other national intelligence agencies, as well as methodological advances in information research, by providing insight into the overall information and a broad understanding As the history, culture and national power of Korea and the U.S. are different, the organization and activities of intelligence agencies are also different. First of all, in terms of environment, the U.S. carries out intelligence activities for national interest and security in a wide range of areas ranging from North American continental countries to South America, the Middle East, Asia and Asia, while South Korea's intelligence activities are mainly aimed at North Korea and neighboring countries around the Korean Peninsula. In terms of information organization, U.S. intelligence agencies are separate, whereas domestic and foreign intelligence agencies are separate, whereas Korean intelligence agencies are a type of integrated intelligence agency that combines information and investigation, unlike the U.S. In the U.S., the U.S. also operates as an intelligence community, and there are many flexible organizations such as non-tier organizations and centers. Intelligence activities by U.S. intelligence agencies are mainly focused on analysis and overseas processing activities, while Korean intelligence agencies still account for a large portion of domestic information activities. Despite these differences, Korea's intelligence agency was created by imitating U.S. intelligence agencies, and thus has similar aspects in terms of evaluation of security, organization and activities. However, this similarity is shared by all intelligence agencies, so the article will focus on analyzing differences. Finally, for the development of Korean intelligence agencies, the establishment of an intelligence community and efficient control of the National Assembly will be proposed.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.97-116
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• 2003

The purpose of this study was to examine the relationship between children's cognitive intelligence and emotional intelligence and to examine the relationship of each subordinate factors. Also, this study investigated whether there is a difference in emotional intelligence according to level of intelligence and gender. The subjects consisted of 104 children enrolled in a kindergarten in the Kangnam area. These children were given two tests, Multimensional Cognitive Abilities Tests for Children(MCAT-C) and Emotional Intelligence Test(EIT). The results of this study are as follows. First, there was a significant relationship between cognitive intelligence(IQ) and emotional intelligence. And there were some correlation between intelligence(IQ) and regulation of emotion(the subordinate factor of emotional intelligence). Second, there was a statistically significant difference in the total score of emotional intelligence, empathy, regulation of emotion(the subordinate factor of emotional intelligence) according to intelligence level. Third, there was a statistically significant difference in emotional intelligence according to gender. Girls received relatively higher scores than boys in the total score of emotional intelligence, empathy, regulation of emotion(subordinate factors of emotional intelligence).

• Cartoon and Animation Studies
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• s.50
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• pp.423-452
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• 2018

The possibility of future industrialization of artificial intelligence was studied through aspects of artificial intelligence art and movie. The field of artificial intelligence is developing by imitating humans through past and present, so it can be inferred that it is important to grasp the future image presented in movie and artificial intelligence art. Human values are represented differently in artificial intelligence films and arts. Artificial intelligence film and art are concerned with the external and internal aspects of human values, respectively. The AI movie looks at similar external aspects in human and AI shape and function, but artificial intelligence art deals with human alienation and lack of communication due to artificial intelligence technology development. Artificial intelligence in movies is a direction to visualize the imagination for artificial intelligence technology, and artificial intelligence art is expressed in the way of making and implementing works using technology. The future of artificial intelligence, which we have shown in imagination in movies today, is being realized technologically. Artificial intelligence art reflects the problems of artificial intelligence technology that can be appeared through current technology, and human problems that may arise from artificial intelligence technology development. Movies and artificial intelligence art reflect the current problems, and through them we can see the future of artificial intelligence. The future of artificial intelligence in movies is an artificial intelligence service that provides human convenience, cyborg artificial intelligence industry, industry that uses exoskeleton robot and exoskeleton suit, and artificial intelligence secretary. If we look at the future of artificial intelligence through the artificial intelligence art in terms of the problems of artificial intelligence technology and the problem of human value, there are artificial intelligence to learn from trial and error or mistakes, self-expression and communication by lifelogging, recovery of miscommunications by a reflective thinking, and an expansion of the area of artificial intelligence artist through human uncertainty. The future industrialization potential of artificial intelligence as study through aspects of artificial intelligence art and movie is an industry that extends the five senses, an industry that improves the insufficient physical ability of the human, an industry that enhances the physical ability of the human being, and an industry that maintains psychological and mental well-being.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.115-128
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• 2004

In this study, we examined the relationship among Multiple Intelligence constructs and the relationship among the sub-areas and analysed the development of the Multiple Intelligence according to age and gender to evaluate Korean children's Multiple Intelligence structures that teachers evaluated based on MIDAS-MYC. The subjects of the study consisted of 158 4-5 year old children (71 4-year-old group(boy 38, girl 33); 87 5-year-old group(boy 40, girl 47)) in Seoul and Gyeonggi. We found several results which are as follows. 1) Reliability on each area of intelligence in MIDAS-MYC was good. 2) The result of confirmatory factor analysis using the model of structural equation modeling was consistent with the results of other studies that children's Multiple Intelligence consists of eight intelligent areas that are independent to each other but are relative to each other. In particular, interpersonal-intrapersonal intelligence, languistic-intrapersonal intelligence, languistic-Interpersonal intelligence, and languistic-logic/math intelligence were high correlation. However, physical/motion-naturalist intelligence and musical-logic/math intelligence were low correlation. 3) Children's multiple intelligence differed according to age and sex, the 5-year-old was higher than 4-year-old and girls were higher than boys in a general way. 4) There was high correlation between the result of evaluation based on MIDAS-MYC and the result of teacher's subjective evaluation about children's Multiple Intelligence.