• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.109-128
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• 2013

The purpose of this study is to verify the validity of KEDI Leadership Inventory (Simplified) for elementary and secondary school student. The existing Leadership Inventory is outdated by excessive or insufficient items. To verify reliability and validity of this KEDI Leadership Inventory (Simplified), we analyze internal consistency of scale for reliability and construct validity, convergent and discriminative validity. criterion-related validity. The internal consistency of the scale is relatively high from .610 to .838 for elementary school student, and from .734 to .936 for secondary school student To verify construct validity, we analyze a confirmatory factor analysis using AMOS whether revealed that the structural equation model including 5 construct validity in KEDI Leadership Inventory(Simplified) showed fit index at a satisfactory level as follows. The major fit indexes are showed as follows; CFI (.954), TLI (.943), RMSEA (.068) in the scale for elementary school student, CFI (.935), TLI (.915), RMSEA (.070) in the scale for secondary school student. Futhermore, to secure criterion-related validity, this KEDI Leadership Inventory(Simplified) showed significant correlations with student's leader position in their classroom for r=.358 (p<.01), and gifted education students are significantly higher .50 than no gifted student. This KEDI Leadership Inventory (Sim'plified) is made up of parsimonious 20 items, so that teachers can be convenient to identify intra-inter personal leadership characteristics of a student and recommend the student for gifted education institution.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.16 no.1
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• pp.90-97
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• 2005

Objectives : The present study was conducted to investigate a correlation of ADS and KEDI-WISC measures. Methods : The data of 91 children were used. On KEDI-WISC, PIQ, VIQ, and 11 subtest measures, and on ADS, 4 variables (ommission error rate, commission error rate, response time mean, and response time deviation) were analyzed. Results : The correlations of Ommission Error Rate and Coding, Digit Span, and Arithmetic, the correlations of Commission Error Rate and Object assembly, Picture Completion, Arithmetic, Digit Span, and Coding, the correations of Response Time Mean and Coding, and the correlations of Response Time Deviation and PIQ, and Coding were significant. Conclusion : ADS variables and several IQ scores are significantly related.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.2
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• pp.186-194
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• 1999

Objective：This study was conducted to examine the Draw-A-Person test as a non-verbal indicator of concrete and abstract thinking. Method：Thirty child-psychiatric children and 27 normal children were individually assessed with Draw-A-person Test and KEDI-WISC, and the scores were compared between similarity test and DAP. Results：The results showed significant differences between the groups. In clinical group, there were significant correlations with DAP scores and similarity test scores, especially abstract scores on DAP were highly correlated with similarity test scores. Results indicate characteristics of abstract thinking may be more discernable on the DAP than concrete thinking in clinical group.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.1 no.1
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• pp.55-64
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• 1990

The purpose of the present study is to investigate cognitive characteristics of ADHD children by comparing their performances on KEDI-WISC according to age and EEG variables. Subjects were 56 ADHD children who visited Seoul National University Children's Hospital during the period from January, 1988 to March, 1989. Group differences on age and EEG variables were tested by ANOVA, and Hierarchical Cluster Analysis was performed to investigate how ADHD children were classified based on their performances on KEDI-WISC. The results Indicated that ADHD children showed low scores on Coding, Digit Span, and Comprehension subtests, suggesting their attention deficits and impulsivity. ADHD children were clustered Into three groups based on only FSIQ. In post-hoc tests three groups showed different cognitive strengths and weaknesses on KEDI-WISC. Group differences on age were not significant, and abnormal EEG group showed lower PIQ than normal EEG group, suggesting the possibility that their attention deficits were related to neurological factors.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.24-33
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• 1994

This study is aimed at categorizing the CAl programs through analyzing the 82 science CAl programs developed by KEDI( Korean Educational Development Institutes ) and the 19 science CAl programs developed by the teachers who won the prizes in the first national educational software contest. The findings are as follows. 1) The main types of science CAl programs developed by KEDI are hybrid design type of tutorials and simulations, tutorials, and hybrid design type of instructional games and drill and practice. The other type of programs are very few. 2) The main types of science CAl programs developed by the teachers, who won the prizes in 1st educational software contest, are tutorials and hybrid design type of tutorials and simulations. There is no other type of programs except only two simulation type programs. 3) The science CAl programs developed by KEDI as well as by teachers who won the prizes in the contest are biased in two or three types, and the trend is severe in the programs developed by the teachers.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.8 no.1
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• pp.101-112
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• 1997

The purpose of this study was to examine usefulness of KEDI-Individual Basic Learning Skills Test as a diagnostic tool of learning disorders(LD). Learning disorder group consisted of two subgroups, verbal learning disorder group(VLD, n＝34) and nonverbal learning disorder group(NVLD, n＝14). Comparison group consisted of Dysthymia Disorder subgroup(n＝11) and Normal subgroup(n＝20). Performance of intelligence test and achievement test was examined in all 4 subgroups. In KEDI-WISC, VLD subgroup revealed primary problems in vocabulary, information and verbal-auditory attention test. NVLD group revealed primary problems in almost all performance tests such as visual acuity, psycho-motor coordination speed and visual-spatial organizations ability subtest. In KEDI-Individual Basic Learning Test, VLD group revealed primary problems in phonological coding process, word recognition and mathematics. For successful classification of LD children, the importance of achievement test and intelligence test was discussed by discriminant analysis and factor analysis. The results indicate that KEDI-Individual Basic Learning Skills is of considerable usefulness in diagnosing LD, but must be used in subtests, and additional tests must be conducted for thorough exploration of LD.

• Korean Journal of Biological Psychiatry
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• v.13 no.2
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• pp.70-81
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• 2006

Objective : The purpose of this study was to investigate the differences of the cognitive performance, emotional and behavioral problems among the attention-deficit/hyperactivity disorder(ADHD) groups that show the difference between visual and auditory attention. Method : Using 'ADHD Diagnostic System(ADS)', visual attention and auditory attention of 98 children diagnosed as ADHD were measured. According to the omission and commission error of ADS, they were divided into three groups ; 1) the group whose each visual omission and commission error scores were higher than each auditory omission and commission error scores(VV group), 2) the group whose each auditory omission and commission error scores were higher than each visual omission and commission error scores(AA group), 3) the group that was the rest of VV and AA group(M group). And the results of both the subscales of Korean Educational Development Institute-Wechsler Intelligence Scale for Children(KEDI-WISC) and the subscales of Korean Child Behavior Checklist(K-CBCL) among three groups were compared. Finally, the correlation between the visual omission, visual commission, auditory omission, auditory commission error and the results of KEDI-WISC, K-CBCL were investigated. Results : The results were as follows ; 1) In 98 ADHD children, the number of VV group(N=56) was higher than that of AA (N=10) and M group (N=32). 2) All mean scores of the subscales of KEDI-WISC of VV group were higher than those of M and AA group. The score of verbal IQ(p=.039) of VV group was significantly higher than that of AA group and the scores of block design(p=.015), Kaufman's factor 2(p=.045), performance IQ(p=.004) were significantly higher than those of M group. The score of full IQ(p=.004) were significantly higher than that of M and AA group. 3) The mean scores of all K-CBCL subscales of VV group were higher than those of M and AA group, except the score of Somatic complaint subscale. The score of Social subscale(p=.041) of VV group was significantly higher than that of AA group. The score of Withdrawn subscale(p=.021) of AA group was significantly higher than that of VV group. 4) There were no significant correlation between the scores of visual omission/commission error and those of each subscale of KEDI-WISC. But, there were many significant correlations between the scores of auditory omission/commission error and those of each subscale of KEDI-WISC. 5) There were significant correlation between the score of the visual omission error and that of Thought problem subscale(r=.205, p=.043) of K-CBCL. There were significant correlation between the scores of the auditory omission error and those of Social subscale(r=-.319, p=.001), Social problems subscale(r=.206, p=.042), Thought problem subscale(r=.235, p=.021). Finally, there were significant correlation between the scores of auditory commission error and those of Social subscale(r=-.241, p=.017), Thought problem subscale(r=.235, p=.020). Conclusion : The ADHD children whose auditory attention ability were higher than visual attention ability had relatively better cognitive performance and less emotional/behavioral problems than the others. The more comprehensive experiment will be needed about the cognitive performance, emotion and behavior problems of the ADHD children showing the difference between visual and auditory attention.

• 대학교육
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• s.133
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• pp.87-93
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• 2005

• Journal of Gifted/Talented Education
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• v.3_4 no.1
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• pp.103-118
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• 1994

• Communications of Mathematical Education
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• v.2
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• pp.119-147
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• 1997