청소년기 지능구조의 안정성에 관한 연구

서지정보

· 발행기관 : 숙명여자대학교 다문화통합연구소
· 수록지 정보 : 사회교육과학연구 / 5권
· 저자명 : 신은영

목차

I.서론
II.이론적 배경
III.연구문제
IV.발달적 변화를 위해 사용한 모형
V.연구방법
VI.연구결과
VII.논의 및 결론
참고문헌
Abstract

초록

지능의 발달적 특징에 대한 연구들은 인간의 능력이 개인 내적으로는 성숙, 교육 그리고 다른 일상적인 경험들에 의해 시간의 변화에 따라 증가하는 경향이 있지만 한 개인이 속한 동 연령집단과 비교해 볼 때 능력의 수준은 거의 같은 위치를 차지하는 결과를 보고하고 있다(Carroll, 1997). 이는 개인 내적으로 발달에 따라 지적 능력 수준에 변화가 나타나지만 IQ지수는 안정적임을 의미한다. Cronbach와 Snow(1977)등도 일생을 통해 보전되는 개인의 기본적 특성으로서의 지능은 시간이 변해도 안정적임을 강조한다. 특히, 상관구조의 안정성을 통한 지능의 발달 비교연구는 일반지능의 구조가 10세 이후에 안정적임을 보고하는 연구들(Brody, 1992; Cunnignham & Birren, 1980; Gustafsson & Undheim, 1992)을 볼 때 유·아동기에 걸쳐서 생성된 능력요인의 분화가 청소년기 이후에는 더 이상 분화되지 않고 시간적인 특성과 관련해서 연령별로 동일한 구조적 모형을 형성한다고 볼 수 있다. 그러므로 본 연구에서는 지능의 본질 정의를 위해 지능모형의 설정에서 정신과정을 반영하고 있는 Guilford의 지능개념에 대해 측정학적 타당성을 확인하고 발달적인 구조의 안정성을 확인하고자 한다.

영어초록

The purpose of this study is to experimentally verify the meaning of measuring the 16 intellect factors which Song & Park(1997a) suggest through the combination of the operation dimension, the information dimension and the behavioral dimension of mental ability on the basis of Guilford's intelligence theory and compares the developmental traits of the hierarchical structure model of the intelligence with the age groups of the adolesent and the adulthood. It makes a point of finding the developmental stability of the intellectual structure.
The sample sizes ate 5556 including the highschool students and the university students in the area of Seoul, In-Cheon, Pusan, Kwang-ju, Kong-ju. It is used the SPSS programs and LISREL8 program for analyzing the data.
For the porpose of this study, the concretely used hypotheses in the study and the results are as follows.

1. Hypothesis Ⅰ

Does the 16 intellect factors shown as the result in the interaction of the three dimensions of the mental ability have the construct validity in measuring the intellectual traits of human?
As the result of reliability test to verify the item consistency of Song's 16 intellect factors, Cronbach α is .275-.906 which suggest the reliable level of the factors. And the factor analytic result shows the validity of the 16 factors structures which the eigen values are more than 1.00 and x²/df=4.08.
These results support the intelligence studies(Hwang, 1984; Song, 1995; Song et al., 1997a; Bachelor, 1989; Clampham, 1996; Guilford, 1962; Meeker, 1990) which make it possible to approach to the multi-dimensional intelligence as combining the operation, the information and the behavior of mental ability. Song et al.'s(1997a) three dimensional interpretations of the mental processes functioning in one measurable factor of the intelligence make it possible to define the intelligence as the systematic collcetion of abilities and the intelligence as the function of processing the many kinds of information in a different forms(Chiba, 1988). That is, the results of this study show that the 16 intellectual factors can include the ability in the context of individual differences and the function in the context of solving the problems.

2. Hypothesis Ⅱ

Do the correlation matrices of the 16 measurement variables keep balance among the three age groups?
The result using the equality constraint among 17, 20, 23 age groups with hierarchical model could not find the significant differences in the three age groups. And this result supports the developmental stability of the intellectual structure.
Through the above results, this study has several significances as follows.
First, expeimentally the tested result which the 16 intellect factors based on Guilford's SOI are reasonable, implies that the problem solving ability of human is not by the factor analysis of the single dimension but also by the interaction among the dimensions.
That is to say, this study is actually the first significance that it is possible to search the factors as the mental processes under the intellect factors
Second, as the 16 intellectual factors reflect the three dimensions of mental ability, it has practical values in the meaning of getting the useful information about the ability constructs of the individual.
Third, the result of the developmental stability among groups of 17 to 23 ages implies the practical value that the focus on the study of the intelligence after the adolescent needs to investigate the possibilities of the changes in the individual abilities as following the time, the cultural, and the educational factors.

참고자료

· 없음