流動的 知能과 結晶的 知能에 관한 硏究:發達 및 發達에 미치는 영향을 미치는 關聯變因 = A Study on Fluid Intelligence(Gf) & Crystallized Intelligence(Gc): Development and Correlative Variable Effective on Development.
저자
李玉珩 (교육심리 전공)
발행기관
학술지명
권호사항
발행연도
1986
작성언어
Korean
KDC
040.000
자료형태
학술저널
수록면
201-235(35쪽)
제공처
소장기관
This study is performed to prove the theory of fluid intelligence and crystallized intelligence by R.B. Cattell is susceptible to Korean.
This study is designed to investigate the characteristics of Gf and Gc development, the correlation between Gf/Gc and home environment, the correlation between Gf/Gc and education achievement.
This study is proceeded with the following problems:
Problem 1: What is the development characteristics of Gf/Gc?
Problem 1-1: What is the development trends of Gf/Gc by age?
Problem 1-2: What is the development characteristics of Gf/Gc by age?
Problem II: What is the correlation between Gf/Gc and home environment?
Problem II-1: What is the correlation between Gf/Gc and status variable of home (socialeconomic status: SES)?
Problem II-2: What is the correlation between Gf/Gc and process variable of home?
Problem II-3: What is the influence of status variable(social economic status) and process variable of home on Gc?
Problem III: What is the influence of Gf/Gc on educational achievement?
In order to lead correct answer to above mentioned problems, following methods and procedures are realized:
Total 256 subjects are devided into 5 groups which are 51 persons of 9∼10 years age group.
45 of 11∼12, 60 of 13∼14, 50 of 15∼17 and 50 of 18∼22.
Three kinds scales are used for this study:
1) Gf/Gc test: Gf test by numerical reasoning(Chung Bum-Mo.Kim Ho-Kwon, 1967), and figural reasoning(Chung Bum-Mo.Kim Ho-Kwon, 1967).
Gc test by verbal concepts(Yoo Ki-Sub, 1972) and word usage(Chung Bum-Mo.Kim Ho-Kown, 1967).
These tests have been proven as marker test upon the factor analysis of subtest among various Korean-standardized intelligence test.
2) The home environment test:This test designed by O.H. Lee-investigator, is consistedwith two parts-the test of status variable and the test of process variable.
3) The educational achievement score: The total results of the first-half semester of 1985 for each person is used for the education acievement.
Results of this study that show development of Gf continues up to 13∼14 age group, peaks on 15∼17 age group and declines from the group of 18∼22 age.
But Gc develops along with age and continues developing even from the age of 18∼22 while Gf is on the decline.
The result of one-way analysis of variance(ANOVA) conducted to prove the defference between ages shows that ANOVA of Gf(F=8.519.p<.01) and Gc(F=26.339, p<.01) classified by age turned out to be meaningful.
On the results of correlation analysis between Gf and Gc score and t-test on mean score of Gc and Gf to investigate differentiation of Gf and Gc.
there was no significant correlation between Gf and Gc score and t-test results proved meaningful differentiation of Gf and Gc.
It means differentiation of Gf and Gc shows effect on all age groups and also is possible to happen before the age of 9∼10.
Home environment(status variable abd process variable) is more closely related to Gc than to Gf, and it also proves to have an effect on Gc.
On the correlation of SES and Gf/Gc, the SES-Gc is meaningful for all the groups by p<.05, SES-Gf has no significance on all age group except the group of 18-22 years old, even this group shows a higher coefficient of correlation with the SES-Gc than with the SES-Gf.
As for correlation of process variable and Gf/Gc, the process variable and Gc show significance with all age groups by p<.05, while the correlation of process vairable and Gf shows no significance in all age group.
According to multiple regression analysis under the stepwised form to investigate the correlation of SES process variable and Gc, followings have effect on Gc; SES(β=.366, p<.01) of 9~10 age group, process variable (β=.361,p<.05) of11~12 age group, process variable(β=.471,p<.01) and SES(β=.246,p<.05) of 13~14 age group, process variable(β=.p<.01) and SES(β+.274,p<.01) of 15~17 age group, SES(β=.297,p<.05) and process variable(β=.246,p<.05) of 18~22 age group.
As a result, it appears that in the case of the groups of 11~12 age,13~14 age and 15~17 age the process variable has more effect on the gc than SES while the process varlable of groups of 9~10 age and 18~22 age has less effect on the Gc than SES.
on the multiple regression analysis to prove corrleation of Gf/Gc and education achievement, Gc proves to have effect on educational achienement of groups belong to 11~12 age(β=.438,p<.01) and 13~14 age(β=.524,ㅔ<.01) but Gf has no effect on the same age group and also Gf and Gc have no effect on all the remained age groups.
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