• 대한안전경영과학회지
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• 제15권2호
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• pp.63-69
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• 2013

The purposes of this study are to survey stereotypes of control-display relationships for seven principal controls in passenger cars using the paper-pencil and hardware tests, and to examine stereotype strength of the paper-pencil test through comparing the stereotypes for the controls derived by the two methods. Ninety two and 60 college-aged students participated in the paper-pencil test and the real car simulation of the hardware test, respectively. There are dominant motion-directions for all controls in the paper-pencil test, while in the hardware test, there are dominant motion-directions for six controls including head light, high beam, door window, ignition key, door key and door lock controls. The stereotypes of motion-directions for six controls obtained by the paper-pencil test were the same as or similar to those by the hardware test. It was inferred from this that the congruence of the stereotypes by the two methods might be attributed to two simple motion-direction principles of 'clockwise for increase' and 'upward for increase.' Although it is known that the hardware test would be best for obtaining accurate stereotypes between controls and displays, this study implies that if the paper-pencil test is well designed, the paper-pencil test can produce the same results as the hardware test at low cost and without consuming time.

• 대한안전경영과학회지
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• 제17권2호
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• pp.201-206
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• 2015

This study aims to investigate test-retest reliability or reproducibility of the paper-pencil test for investigating stereotypes of seven principal controls of passenger cars. The controls include wiper, head light, high beam, door window, ignition key, door key and door lock. Sixty two college-aged students participated in the paper-pencil tests and the tests were conducted twice with an in-between period of 4 weeks. The results showed that the stereotypes of motion-directions for the seven controls by the two paper-pencil tests were the same, and that the percentage agreements between two tests by subjects were ranged from 60.0% to 80.6%. There was a weak linear relationship between averaged rates of responses for the stereotypes of motion-directions for the seven controls and percentage agreements by subjects. Based on these results, it is concluded that the paper-pencil test collects reliable or reproducible data on the stereotypes of motion-directions for passenger cars' controls within four weeks.

• 대한인간공학회지
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• 제32권3호
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• pp.267-271
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• 2013

Objective: The purpose of this study is to examine the test-retest reliability of paper-pencil test for investigating population stereotype of burner-control linkages of four-stove gas ranges. Background: Much of the research on gas-range stereotype strength has been performed using the paper-pencil test. While the use of the paper-pencil tests has the advantage of collecting data in a large group of subjects against reasonable costs, concerns regarding the reliability of the paper-pencil test has also been stated. Method: Three paper-pencil tests classified by intervals of test-retest were performed, in which eight types of burner-control arrangements were investigated. Sixty eight subjects were test-retested within two weeks, 85 subjects were test-retested within four weeks and 58 subjects were test-retested three times in series with interval of two and four weeks. Results: Chi-square test showed that three intervals of test-retest including two, four and two & four weeks have not statistically significant effect on subjects' responses irrespective of eight types of burner-control linkages dealt with in this study(p>0.10). Concordance rates of subjects' responses ranged between 73.5% and 100.0% for two-week test-retest, between 67.1% and 97.6% for four-week test-retest, and between 65.5% and 100.0% for two- and four-week serial test-retest. The concordance rates were linearly correlated with proportion of subjects' responses for stereotypes of burnercontrol linkages. Conclusion: It is concluded that the paper-pencil tests for investigating gas range relevant stereotypes could reproduce reliable results compared to baseline test within interval of four weeks. Application: The results of this study would be useful as an ergonomic guideline when designing the paper-pencil tests for stereotype relevant studies.

• 한국안전학회지
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• 제28권3호
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• pp.114-117
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• 2013

The purpose of this study is to empirically investigate accuracy of paper-pencil test used in surveying control-display stereotype. For doing this, three paper-pencil tests dealing with stereotype for control-burner relationship of four-stove gas range, in which three different gas range images were provided, were performed and the results were compared with those of existing studies. The result of the paper-pencil test using simple image composed of line and circle was different from that of the real model simulation, while the results of the other two tests and a previous study providing more realistic images were the same as that of the real model simulation. Furthermore, the proportion of responses coinciding with the real model simulation increased as images used became closer to real range. It is concluded that the paper-pencil tests well designed using realistic images may produce the same stereotype as the real model simulation.

• 재활치료과학
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• 제2권1호
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• pp.48-56
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• 2013

목적 : 국내 작업치료사들에 의해 가장 많이 사용되는 지필검사인 직선이분 검사 와 알버트 검사를 관찰을 통해 행동적 무시를 평가하는 CBS와 비교하여 상관관계를 살펴보고 편측무시에 대한 민감도가 더 높은 검사 도구를 알아보고자 하는 것이다. 방법 : 기준에 따라 선정된 좌측 편마비 환자 44명을 대상으로 CBS, 직선이분검사, 알버트 검사, K-MBI를 시행하여 편측무시 정도를 비교 분석하였다. 결과 : 관찰을 통한 행동적 무시 검사인 CBS는 지필검사인 직선이분 검사, 알버트 검사와 유의한 상관관계를 보였다(p < .01). CBS가 지필검사보다 편측무시에 대한 민감도가 더 높았고, 일상생활활동과 더 높은 상관관계를 보였다(p< .01). 결론 : 본 연구의 결과를 살펴볼 때 CBS가 지필검사에 비해 편측무시를 판별하기 더 유용하며 질병부인검사도 가능한 검사도구이다. 따라서 편측무시 검사와 치료 시 CBS의 적용이 고려되어야 할 것이다.

• 한국경영과학회지
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• 제27권3호
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• pp.135-144
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• 2002

The purpose of this study is to examine the effects of computer-based creativity training. Four groups of vocational high school students totaling 151 were used as experimental subjects. Two dimensions of treatment were designed. One treatment dimension is the use of computer medium in education： computer based vs. paper-pencil setting of education. The second treatment dimension is the method of creativity training: technique-oriented training program vs. factor-oriented training program. Both a pretest and a post-test were administered to all participated students. The tests were composed of a Creative Figural Test and a Creative Product Test. After the pretest 8 sessions of creative training were delivered as intended in the design of the experiment. The Dost-test was arranged a week after the completion of the training sessions. The results of the study include： First, all the 4 groups showed certain amount of improvements in their scores of Creative Figural Test, while no improvements was observed in the creative product test score. Second, the technique-oriented creativity training was more effective than the factor-oriented under the context of computer-based education, and the factor-oriented training was more effective in the paper-pencil setting. The results suggest that different pedagogical approaches should be employed for computer-based training as compared to the paper-pencil education.

• 한국초등수학교육학회지
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• 제6권1호
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• pp.59-76
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• 2002

본 연구는 수학 지필 평가에서 발생하는 오해의 유형과 요인을 사례를 통하여 분석하고, 이러한 오해를 줄일 수 있는 방안을 모색하고자 하였다. 지필 평가에서 나타난 오해는 편집의 부적절에 의한 오해, 체계의 부적절에 의한 오해, 형식적ㆍ전형적 습관에 의한 오해, 문제 상황의 부적절에 의한 오해의 네 가지 유형으로 나뉘어진다. 오해의 요인 유무에 따른 성취도를 보면, 오해의 요인이 있는 검사지 A형은 오해의 요인을 배제한 검사지 B형에 비해 성취도가 10% 이상 낮게 나타났다. 또한, 오해의 요인이 포함된 문항만을 따로 구분하여 성취도를 비교할 경우, 그 차이는 더욱 커서 약 22%의 차이를 보였다. 그리고, 오해의 유형별로는 체계가 부적절할 경우 오해의 정도가 더 심각하게 나타났으며, 여러 가지 유형이 복합될수록 오해 사례는 더욱 높게 나타났다. 본 연구를 통하여 얻은 결론은 네 가지이다. 첫째, 교사는 정확한 평가를 위한 시험지 개발 노력에 힘써야 한다. 둘째, 교사는 학생이 문제 풀이 과정에서 느끼는 오해의 요인이 무엇인지를 알아야 한다. 셋째. 지필 평가에서 교사가 중요하게 생각해야 하는 것은 학생의 사고 과정을 분석하는 일이다. 넷째, 교사는 학생들과의 원활한 의사 소통에 힘써야 한다.

• Journal of the Korean Data and Information Science Society
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• 제18권4호
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• pp.1073-1079
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• 2007

The purpose of this study is to present the relationship between the computer learning and the paper and pencil learning through the math learning (simple computation and complex computation) and the cartoon learning and text learning. The canonical correlation and pairwise t-test of the SMR asymmetry brainwaves of the left and the right brain show the brainwaves with the respect to the manner in which they process information during the specified task by identifying the relative activity of the brainwaves of the left and the right brain. SMR brainwave which known as the scientific measure tool for the activity and the function of the neuronal cell were found to predict the level of the awakening to check the readiness of study preparation. Computer education as a medium of the individualized and the repetitive education shows the difference from the paper and the pencil test in the respect of the differences and the relationship of the SMR brainwave of the learning process.

• 재활치료과학
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• 제7권1호
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• pp.27-35
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• 2018

목적 : 본 연구는 편측 공간무시 환자의 평가도구 중 KF-NAP (Kessler Foundation - Neglect Assessment Process)과 지필검사 (직선이분검사, 글자소거검사, 알버트 검사) 사이의 상관관계와 편측 공간무시에 대한 민감도가 높은 평가도구를 알아보고자 한다. 연구방법 : 2014년 9월부터 2015년 9월까지 서울 소재의 병원 재활의학과에 입원한 32명의 뇌졸중 환자를 대상으로 하였다 (남성 19명, 여성 13명, 평균연령 61.8세). KF-NAP과 지필평가는 입원 7일 이내에 시행하였으며, 각 평가도구의 결과 값으로 편측 공간무시 정도를 비교하였다. 결과 : 편측 공간무시 정도는 KF-NAP 93.8%, 직선이분검사 53.1%, 글자지우기 53.1%, 알버트 검사 37.5%로 편측 공간무시에 대한 민감도가 가장 높은 평가도구는 KF-NAP이었다. KF-NAP은 직선이분검사(r=.430), 글자 지우기(r=.641), 알버트 검사(r=.398) 모두에서 유의한 상관관계가 있었다 (p<0.05). 결론 : KF-NAP은 환자의 일상생활 동안 편측 공간무시를 평가하는 도구로써 지필검사에 비해 편측 공간무시의 진단에 더 민감할 뿐 아니라 편측 공간무시의 중증도에 대한 평가가 가능하다. 따라서 편측 공간무시의 평가에 KF-NAP이 유용하게 사용되어져야 한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권1호
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• pp.75-85
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• 2007

This paper analyzes the difficulties with the learning of sequence and series of the second-year students who participated in a year long whole class at the university level. The research was carried out at the end of students' third semester. These students were randomly selected. They were applied to one paper and pencil test containing eight task items on sequence and series. In this study, qualitative method (case study design) was used to explore students' difficulties and misunderstandings in learning sequence and series. Students' responses to the questions were divided into three categories: These were "correct", "partial correct" and "false or no responses". Students' responses to the paper and pencil test were evaluated. The results show that students had difficulties and misunderstandings in series and sequence.