1 curriculum vitaebmri.korea.ac.kr/file/people_faculty/1299638941_2.pdf · curriculum vitae name:...

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CURRICULUM VITAE

Name: Sung-il Kim

Office Address: Department of Education

Korea University

Anam-dong, Seongbuk-gu

Seoul 136-701, Korea

Phone Number: +82-2-3290-2304, (fax) +82-2-923-2290

E-mail: [email protected]

Homepage: http://edpsy.korea.ac.kr/

http://bmri.korea.ac.kr

Academic Background

B.A. (1981 - 1985) Korea University, Major: Psychology

M.S. (1986 - 1988) Utah State University, Major: Cognitive Psychology

Ph.D. (1989 - 1992) Utah State University, Major: Cognitive Psychology

Academic Employment

2009 - 2010 Visiting Professor, Faculty of Education/ Centre for

Neuroscience in Education, Cambridge University

2002 - present Professor of Department of Education,

Director of Brain and Motivation Research Institute (bMRI),

Korea University

2000 - 2001 Visiting Professor, Department of Psychology/Center for the

Study of Language and Information, Stanford University

1994 - 2002 Associate Professor, Department of Industrial Psychology,

Kwangwoon University

1993 - 1994 Senior Researcher, Institute of Behavioral Science,

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Korea University

1992 - 1993 Assistant Professor, Department of Educational Psychology,

University of Nebraska-Lincoln

Professional Experience

Board Member

1997 - 1998 Board member, Korean Society for Experimental Psychology


2002 - 2007 Board member, Korean Association of Educational

Methodology Studies

2002 - 2008 President, Cognitive Engineering Psychology Studies

2003 - present Board member, Society for Leisure and Cultural Study

2004 - present Board member, Korean Educational Psychology Association

2004 - present Board member, Korean Society for Cognitive Science

2004 - 2006 Board member, Anam Society for the Study of Education

2005 - 2006 Board member, Korean Psychological Association

2006 - present Board member, Korean Society of Mind, Brain and Education

Association


2007 - present Board member, Korean Society for Human Brain Mapping

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2008 - present Vice-president, Korean Association of Educational

Methodology Studies

2009 – 2011 Secretariat Bureau

International Association for Cognitive Science

Editorial Board

2000 - 2004 Editorial Board, Korean Journal of Experimental and

Cognitive Psychology

2002 - 2007 Editor-in-chief,

Korean Journal of Educational Methodology Studies

2004 - 2006 Associate Editor, Korean Journal of Experimental Psychology

2005 - present Editorial Board, Korean Journal of Educational Research

2006 - 2009 Editorial Board, Korean Journal of Educational Psychology

2006 - 2007 Editorial Board, Korean Educational Review

2007 - 2008 Editorial Board, Korean Society for Cognitive Science

2008 - present Editorial Board, Motivation and Emotion

International Conference

2005 Conference Chair, International Conference Organizing Committee,

Korean Educational Psychology Association

The Emerging Role of Educational Psychology in Asian Education:

Challenges, Strategies, and Implications for the 21st Century. Seoul,

Korea.

2006 Organization Committee, International Symposium on Artificial Brain

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with Emotion and Learning. Seoul, Korea.

2006 Organization Committee, The Korean Academy of Science and

Technology International Symposium on Learning. Seoul, Korea.

2007 Co-chair of IMECS (International MultiConference of Engineers and

Computer Scientists) & ICAIA(International Conference on Artificial

Intelligence and Applications), Hong Kong.

2008 Co-chair of IMECS (International MultiConference of Engineers and

Computer Scientists) & ICAIA(International Conference on Artificial

Intelligence and Applications), Hong Kong.

2008 Organization Committee, The 6th International Conference on

Cognitive Science. Seoul, Korea.

Professional Membership (International)

American Educational Research Association

International Mind, Brain, and Education Society

Cognitive Science Society

Organization for Human Brain Mapping

Awards/Honors

1990 'Science Directorate Award', American Psychological Association (APA)

1991 'Science Directorate Award', American Psychological Association (APA)

1992 'Edwin B. Newman Award for Excellence in Research', American Psychological

Association (APA)/Psi Chi

1992 Dissertation Award', American Psychological Association (APA)

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1992 'International Student of the Year', Utah State University

1993 'Distinguished Finalist for the Outstanding Dissertation of the Year Award',

The International Reading Association (IRA)

2004 'Distinguished Teaching Award', Graduate School of Education,

Korea University

2005 'Seok-Top Best Teaching Award', Korea University


Korea University



Korea University


2008 ‘Award for outstanding contribution’,

Korean Educational Psychology Association



Korea University


2010 WCU International Conference ‘Best Poster Award’, National Research

Foundation

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Research Interests Interest and Motivation

Neuroeducation

Multimedia Learning and Intelligent Tutoring System

Publications

Books

Lee, J. et al. (2009). Cognitive Psychology (3rd Ed.). Seoul, Korea: Hak-Ji Sa.

Park, C. et al. (2007). Psychology of Cognitive Engineering. Seoul, Korea: Sigma Press.

Sung, Y., Kang, E., & Kim, S. (Eds.) (2004). Brain-moving Mind, Mind-moving Brain.

Seoul, Korea: Haenamu.

Translation

Things That Make Us Smart (1998). (Originally published by D. Norman). Seoul,

Korea: Hak-Ji Sa.

Book Chapters

Lee, J., & Kim S. (2009). Sentence processing and memory representation in Korean. In

J. Lee, J. Kim, G. Simpson, & L. Ping (Eds.), The Handbook of East Asian

Psycholinguistics: Volume 3, Korean (pp. 441-452). Cambridge, UK:

Cambridge University Press.

So, Y., & Kim, S. (2007). Effects of self-efficacy and individual vs small group learning

on task interest and attribution for success and failure. In A. Kim (Ed.),

Academic Self-efficacy: Theory and Practice (pp. 219-242). Seoul, Korea: Hak-

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Ji Sa.

Bong, M. & Kim, S. (2006). Korean students' reactions to perceived learning

environment, parental expectations, and performance feedback: Evidence for the

moderating role of performance-approach goals. In D. M. McInerney, M.

Dowson, & S. Van Etten (Eds.), Research on Sociocultural Influences on

Motivation and Learning: Vol. 6. Effective Schools (pp. 235-262). Greenwich,

CT: Information Age Publishing.

Kim, S. (2004). How does the brain remember? In Y. Sung, E. Kang, & S. Kim (Eds.),

Brain-moving Mind, Mind-moving Brain (pp. 162-200). Seoul, Korea: Hanamu.

Kim, S. (1999). New learning paradigm in cyberspace. In K. S., Han & S. M., Whang

(Eds.), Psychology of Cyberspace (pp. 123-161). Seoul, Korea: Park-Young Sa.

Kim, S. (1997). Interest and discourse comprehension. In J. M., Lee & J. H., Lee (Eds.),

Issues in Cognitive Psychology (II): Language & Cognition (pp. 313-342).

Seoul, Korea: Hak-Ji Sa.

Lee, J. & Kim, S. (1997). Research method for language comprehension. In J. M., Lee

& J. H., Lee (Eds.), Issues in Cognitive Psychology (II): Language & Cognition

(pp. 155-182). Seoul, Korea: Hak-Ji Sa.

Papers

Kim. S., Lee, M., Chung, Y., & Bong, M. (2010). Comparison of brain activation during

norm-referenced versus criterion-referenced feedback: The role of perceived

competence and performance-approach goals. Contemporary Educational

Psychology, 35(2), 141-152.

Chung, Y., Lee, M., Woo, Y.K., Bong, M., Kim, S., (2010). Changes in academic

motivation, learning strategy use, and test scores by private tutoring hours.

Korean Journal of Psychological and Social Issues, 16(2), 103-124.

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Kim, S. (2008). The learner-centered grade configuration: A contribution of educational

psychology. Korean Journal of Educational Psychology, 22(4), 859-880.

Kim, S., Yoon, M., & So, Y. (2008). Academic interests of Korean students: description,

diagnosis, & prescription. Korean Journal of Psychological and Social Issues,

14(1), 187-221.

Choi, I., & Kim, S. (2008). Effects of cloze procedure with a cartoon on academic

interests and reading achievements. Korean Journal of Educational Psychology,

22(1), 215-234.

Oh, M., & Kim, S. (2007). Effects of self-efficacy, choice range, and competition on

task interest. Korean Journal of Educational Psychology, 21(3), 573-589.

Kim, S., Yoon, M., Whang, S., Tversky, B., & Morrison, J. (2007). The effect of

animation on comprehension and interest. Journal of Computer Assisted

Learning, 23(3), 260-270.

Back, S., Cho, S., Woo, Y., Cheong, Y., Lee, S., & Kim, S. (2007). Effects of rewards,

types of evaluator, and peer support on creative performance. Korean Journal of

Educational Methodology Studies, 19(1), 59-76.

Kim, S. (2006). Brain-based learning science: What can the brain science tell us about

education? Korean Journal of Cognitive Science, 17(4), 375-398.

Lim, M., & Kim, S. (2006). Effects of comics on interest and achievement in science.

Korean Journal of Educational Psychology, 20(3), 549-569.

So, Y., & Kim, S. (2006). Effects of self-efficacy and task choice on interest and

attribution for success and failure. Korean Journal of Educational Psychology,

20(4), 855-872.

So, Y.. & Kim, S. (2006). Effects of self-efficacy and individual vs small group learning

on task interest and attribution for success and failure. Korean Journal of

Educational Psychology. 20(1), 179-196.

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Kim, S,, Lee, M., Lee, W., So, Y., Han, C., Lim, K., Hwang, S., Yun, S. H., Choi, D., &

Yoon, M. (2006). Student modeling for adaptive teachable agent to enhance

interest and comprehension, Lecture Notes in Computer Science, 4224. 1234-

1241.

So, Y., & Kim, S. (2005). Effect of self-efficacy and task choice on task interests.

Korean Journal of Educational Research, 43(4), 195-220.

Lee, S., & Kim, S. (2005) Effect of perceived competence and range of competition on

task interest. Korean Journal of Educational Psychology, 19(4), 1109-1123.

So, Y., & Kim, S. (2005). Effect of type of problem, self-efficacy, and types of

assessment on interest. Korean Educational Review. 11(2), 89-112.

Cho, K., Kim, S., & Yun, S. (2005). The design and implementation of an active peer

agent providing personalized user interface. Lecture Notes in Artificial

Intelligence, 3681, 62-68.

So, Y., & Kim, S. (2005). Effects of self-efficacy, types of assessment, and types of

problems on interest in problem based learning. Korean Journal of Educational

Psychology, 19(3), 653-675.

Son, Y., & Kim, S. (2005). Effects of type of group on academic achievement, interest

and motivation. Korean Journal of Educational Psychology, 19(3), 595-613.

Kim, S., Yun, S. H., Choi, D., Yoon, M., So, Y., Lee, M., Kim, W., Lee, S., Hwang, S.,

Han, C., Lee, W., & Lim, K. (2005). Design and implementation of the

individualized intelligent teachable agent. ICNC'05-FSKD'05, Lecture Notes in

Computer Science, 3610, 797-805.

Kim, W., & Kim, S. (2005). Does choice enhance task interests?: Effect of task

concreteness and perceived competence. Korean Journal of Educational

Psychology, 19(2), 353-369.

Kim, S., Yun, S. H., Yoon, M., So, Y., Kim, W., Lee, M., Choi, D., & Lee, H. (2005).

Design and implementation of the KORI: Intelligent teachable agent and its

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application to education. ICCSA 2005, Lecture Notes in Computer Science, 3483,

62-71.

Kim, S., So, Y., Yoon, M., Kim, W., Lim, K., Lee, W., Lee, M., & Lee, S. (2005). Effect

of types of performance feedback, perceived competence, and goal orientation

on task interests and performance satisfaction. Korean Journal of Educational

Psychology, 19(1), 115-133.

Kim, S., Kwon, E., Yoon, M., So, Y., Kim, W., & Lee, S. (2004). Effects of types of

concept map and science self-efficacy on interest and comprehension: A

comparison of 4th and 5th graders. Korean Journal of Educational Psychology,

18(4), 17-31.

Kim, S., Lee, J., & Gernsbacher, M.A. (2004). The advantage of first mention in

Korean: The temporal contributions of syntactic, semantic, and pragmatic

factors. Journal of Psycholinguistic Research, 33(6), 475-491.

Jung, D., Kim, S., Park, D., & Im, S. (2004). Reconceptualization of teacher autonomy.

The Korean Educational Review, 10(2), 225-247.

Kim, S. (2004). Theories of intrinsic motivation to learn. Sungkok Nonchong, 35, 603-

654.

Choi, J., & Kim, S. (2004). Effects of the type of assessment and perceived competence

on intrinsic motivation and goal orientation. Korean Journal of Educational

Psychology, 18(3), 269-286.

Yoon, M. & Kim, S. (2004). A structural model of relationships among thinking styles,

academic motivation, learning strategy, interests, and academic achievement.

Korean Journal of Educational Psychology, 18(2), 161-180.

Kim, S., Yoon, M., So, Y., Kwon, E., Kim, W., & Lee, M. (2004). Effects of types of

task instruction, task context or task goal on interest and motivation. Korean

Journal of Educational Psychology, 18(2), 35-48.

Yoon, M., & Kim, S. (2004). Making school fun and exciting: A case of 「SHIN JUL

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KO MAN」. Korean Journal of Educational Methodology Studies, 16(1), 67-94.

Kim, S., & Yoon, M. (2004). Designing a learning environment to enhance learner's

interests and intrinsic motivation to learn. Korean Journal of Educational

Methodology Studies, 16(1), 39-66.

Kim, S., Yoon, M. & Han, Y. (2004). A student teaching practicum program for a

substantial after-school educational program and an efficient teacher preparation

program: A case study of Korea university. Journal of Korean Education, 31(1),

209-230.

Yoon, M., & Kim, S. (2004). Thinking style profile as a predictor for high school

students' academic achievement and achievement motivation. Korean Journal of

Educational Psychology, 18(1), 351-366.

Yoon, M., & Kim, S. (2004). Differences in academic motivation, learning strategy, and

academic achievement by subject preference types. Korean Journal of

Educational Research, 20, 51-72.

Kwon, E., Kim, S. (2003). Effect of achievement goals and types of feedback on

intrinsic motivation and perceived competence. Korean Journal of Educational

Research, 41(4), 341-364.

Yoon, M., Kim, S. (2003). Differences in academic achievement and learning strategies

by types of academic motivation. Korean Journal of Educational Psychology,

17(4), 455-469.

Lee, M., Kim, S. (2003). Effect of types of learning material, presentation mode, and

goal orientation on interest. Korean Journal of Educational Psychology, 17(4),

391-406.

Kim, S. (2003). Educational leisure and leisure-like education: Leisure environment as a

learning environment and activity-based leisure-like education. The Korean

Educational Review, 9(2), 143-162.

Kim, S., Kim, W., Yoon, M., So, Y., Kown, E., Choi, C., Kim, M., Lee, M., & Park, T.

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(2003). Understanding and designing teachable agent. Korean Journal of

Cognitive Science, 14(3), 13-21.

Yoon, M., & Kim, S, (2003). A study on constructs of subject-specific interests and its

relationship with academic achievement. Korean Journal of Educational

Psychology. 17(3), 271-290.

Kim, S., Yoon, M., Kown, E., Choi, C., Kim, W., & Lee, M. (2003). Effects of stimulus

ambiguity, types of task, and need for cognition on interest. Korean Journal of

Educational Psychology, 17(2), 89-106.

Lee, K., Kim, S., & Park, T. (2003). A model of community-based learning system as

asocially distributed cognitive system. Korean Journal of Educational

Methodology Studies, 15(1), 1-21.

Do, K., Park, C., & Kim, S. (2002). Brief review on brain studies of cognitive function.

Korean Journal of Experimental and Cognitive Psychology, 14(4), 321-343.

Lee, J., Lee, J., Kim, S., & Park, T. (2002). Memory representation of mention order in

Korean: Interactive effects for first-mention, recency, and semantic-bias. Korean

Journal of Experimental and Cognitive Psychology, 14(4), 409-427.

Kang, E., Kim, H., Kim, S., Na, D., Lee, K., Na, D., & Lee, J. (2002). Neural substrates

of picture encoding: An fMRI study. Korean Journal of Cognitive Science, 13(1),

23-40.

Kim, S., & Yoo, H. (2001). Individual differences in instrument inference: A

comparison of lexical decision task and picture naming task. Korean Journal of

Experimental and Cognitive Psychology, 13(4), 307-321

Kim, S., & Lee, J. (2000). The time-course of interaction between perceptual and

conceptual representation system. Korean Journal of Cognitive Science, 11(4),

45-56.

Kim, S., Kang, E., & Lee, K. (2000). Priming effects for pictures and words in

perceptual and semantic judgement task. Korean Journal of Experimental and

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Cognitive Psychology, 12(1), 41-55.

Atkinson, R.K., Levin, J.R., Kiewra, K.A., Meyers, T., Kim, S., Atkinson, L.A.,

Renandya, W.A., & Hwang, Y. (1999). Matrix and mnemonic text-processing

adjuncts: Comparing and combining their components. Journal of Educational

Psychology, 91(2), 342-357.

Kim, S., Lee, J., Kim, S., & Yoo, H. (1999). Individual differences in narrative

comprehension: Differences in sentence integration and goal inference. Korean

Journal of Experimental & Cognitive Psychology, 11(1), 59-76

Kim, S. (1999). A new paradigm for communication, learning, and cognition in

cyberspace. Journal of Humanities & Social Sciences, 28, 171-195.

Kim, S., Kum, J., & Lee, K. (1999). The comparison of sensibility evaluation for three

types of air-conditioning. Korean Journal of the Science of Emotion &

Sensibility, 2(1), 35-42.

Kim, S. (1999). Inference: A cause of story interestingness. British Journal of

Psychology, 90, 57-71.

Lee, J., Kim, S., & Whang, S. (1998). The analysis on pattern of earning behavior

differentiated by content structures of multimedia CD-title: The impact and

function of multimedia titles as a provider of situated learning. Korean Journal

of Cognitive Science, 9(4), 1-16.

Kim, S. (1998). Designing virtual-university. Korean Information Science Society

Review, 16(10), 16-25.

Whang, S., Kim, S., Kim, S., Byun, E., Lee, J., Cho, K., Choi, S., & Lee, J. (1998).

Media characteristics of multimedia and learning effect. Korean Journal of

Educational Technology, 14(2), 209-225.

Kim, S., & Van Dusen, L. M. (1998). The role of prior knowledge and elaboration in

text comprehension and memory: A comparison of self-generated elaboration

and text-provided elaboration. American Journal of Psychology, 111(3), 353-378.

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Kiewra, K.A., Mayer, R.E., DuBois, N.F., Christensen, M., Kim, S., & Risch, N. (1997).

Effects of advance organizers and repeated presentations on students' learning.

Journal of Experimental Education, 65(2), 147-159.

Lee, J., Lee, J., Kim, S., & Lee, K. (1997). Does instrument inference occur on-line

during reading? Korean Journal of Experimental & Cognitive Psychology, 9(2),

75-97.

Kim, S. (1996). Role of interest in text comprehension. Korean Journal of Experimental

& Cognitive Psychology, 8(2), 273-301.

Kim, S., & Lee, J. (1995). Effect of syntactic and pragmatic constraints on sentential

representation and memory accessibility. Korean Journal of Cognitive Science,

6(2), 5-24.

Kiewra, K.A., Benton, S.L., Kim, S., Risch, N., & Christensen, M. (1995). Effects of

note-taking format and study technique on recall and relational performance.

Contemporary Educational Psychology, 20(2), 172-187.

Kiewra, K.A., Mayer, R.E., Christensen, M., Kim, S., & Risch, N. (1991). Effects of

repetition on recall and notetaking: Strategies for learning from lectures. Journal

of Educational Psychology, 83, 120-123.

Kiewra, K.A., DuBois, N.F., Christensen, M., Kim, S., & Lindberg, N. (1989). A more

equitable account of the note-taking functions in learning from lecture and from

text. Instructional Science, 18, 217-232.

Presentations

Hwang, A., Lee, K., Kim, H., Shin, J., Bong, M., & Kim, S. (2010, June). Are choices

all the same? Comparison between choices with and without agency. Poster

session presented at the 16th annual meeting of the Organization for Human

Brain Mapping, Barcelona, Spain.

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Jiang, Y., Ryu, K. T., Lim, S. M., & Kim, S. (2010, June). Effects of different types of

reward contingency on brain activation during feedback processing. Poster



Lee, M., Kwon, S., Ahn, H. S., Noh, A., Bong, M., & Kim, S. (2010, June). Differential

empathetic neural responses in competitive and cooperative contexts. Poster



Lee, M., Ryu, K. T., Lim, S. M., & Kim, S. (2010, June). Who's better at delaying

gratification? Individual differences in brain activity during intertemporal choice.

Poster session presented at the 16th annual meeting of the Organization for

Human Brain Mapping, Barcelona, Spain.

Song, J., Woo, Y., Cho, C., Jiang, Y., Bong, M., & Kim, S. (2010, June). Does negative

feedback induce harmful emotion? Effects of informative feedback on emotion

regulation. Poster session presented at the 16th annual meeting of the

Organization for Human Brain Mapping, Barcelona, Spain.

Lim, K., & Kim, S. (2010, May). The effect of competition type and goal orientation on

task interest, performance, and attribution. Poster session presented at the annual

meeting of the American Educational Research Association, Denver, CO.

Woo, Y., & Kim, S. (2010, May). The effect of self-efficacy, novelty, and self-relevance

on text-based interest. Roundtable session presented at the annual meeting of the

American Educational Research Association, Denver, CO.

Kim, S. (2009). Contributions of neuroscience approach to the development of

motivational science. bMRI Symposium on Motivation, Seoul, Korea.

Bong, M., & Kim, S. (2009). Amplifiers and alleviators of test stress during the middle

school years. European Association for Research on Learning and Instruction.

Amsterdam, Netherlands.

Jeon, H., Bong, M., & Kim, S. (2009). Predicting test anxiety and classroom affect with

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perceptions of competence and classroom goal structures: Mediating effects of

social support and motivation. Korean Educational Psychology Association, 95-

103.

Kim, S., Lee, M., Chung, Y., & Bong, M. (2009). fMRI study on the buffering effects of

task interest and perceived competence during negative feedback processing.

Annual Meeting of the American Educational Research Association, San Diego,

CA.

Chung, Y., & Kim, S. (2009). Effect of changes in achievement goal context on students’

achievement goals, interest and competence. Annual Meeting of the American

Educational Research Association, San Diego, CA.

Cho, E., & Kim, S. (2009). Expectancy-value as mediators for self-regulated learning to

motivational and cognitive predictors. Annual Meeting of the American

Educational Research Association, San Diego, CA.

Lee. W., & Kim, S. (2009). Achievement goals predict differential brain activation

during feedback processing. Annual Meeting of the American Educational

Research Association, San Diego, CA.

Yeon, E. M., Kwon, S., Noh, A., Song, J., Hwang, A., Kim, S., & Bong, M. (2009).

Relationships of perfectionism with motivation, classroom perceptions, and

academic outcomes from an achievement goal framework. Annual Meeting of

the American Educational Research Association, San Diego, CA.

Chung, Y., Jeon, H., Lee, M., Jiang, Y., Lee, K. Cho, E., Kim, S., & Bong, M. (2009).

Conformity and different sources of social support as predictors of motivation,

affect, and achievement. Annual Meeting of the American Educational Research

Association, San Diego, CA.

Bong, M., Kim, S., Lee, M., Jeon, H., Yeon, E. M., Yi, J., Song, J., & Lee, K. (2008).

Mediating role of social support in the relationship between test stress,

motivation, and achievement-related outcomes. The Second Conference of

Korean Education Longitudinal Study, 577-595.

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Kim, S., Bong, M., Chung, Y., Kwon, S., Noh, A., Hwang, A., & Lee, M. (2008).

Longitudinal analyses of the relationship between private tutoring experience

and self-regulated learning capabilities. The Second Conference of Korean

Education Longitudinal Study, 217-240.

Cho, E., Kwon, S., Yeon, E. M., Jeon, H., & Chung, Y., Bong, M., & Kim, S. (2008).

Effects of choice deprivation on task interest and self-efficacy. International

Conference on Cognitive Science, Seoul, Korea.

Chung, Y., Cho, E., Kwon, S., Jeon, H., Yeon, E. M., Lee, M., Lee, K., Bong, M., &

Kim, S. (2008). Effect of intelligent teachable agent on learner’s interest and

comprehension. International Conference on Cognitive Scienc,. Seoul, Korea.

Cho, E., Chung, Y., Yeon, E. M., Jeon, H., Kwon, S., & Kim, S. (2008). Comparison of

cerebral activation during verbal and monetary reward: Individual differences

in achievement goal. 14th Annual Meeting of the Organization for Human Brain

Mapping, Melbourne, Australia.

Cho, E., Back, S. H., Chung, Y. & Kim, S. (2008). Effects of choice on discourse

processing: An fMRI study. 14th Annual Meeting of the Organization for Human

Brain Mapping, Melbourne, Australia.

Chung, Y., Cho, E., Kwon, S., Jeon, H., Yeon, E. M., & Kim, S. (2008). Gender

difference in anticipation of monetary gain and loss on brain activation: A fMRI

study. 14th Annual Meeting of the Organization for Human Brain Mapping,

Melbourne, Australia.

Kim, S., Bong, M., & Lee, W. (2008). Role of task interest and perceived competence in

achievement goal adoption. Annual Meeting of the American Educational

Research Association, New York, NY.

So, Y., & Kim, S. (2008). Does choice improve intrinsic motivation in Korean

students?: The effect of task choice, competition, and self-efficacy. Annual

Meeting of the American Educational Research Association, New York, NY.

Cho, E., Back, S., Woo, Y., Lim, K., Chung, Y., Lee, S., Lee, W., & Kim, S. (2007).

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Neural correlates of types of feedback and reward: Individual differences in

achievement goals. International Mind, Brain, and Education Society's Inaugural

Conference (IMBES), Fort Worth, Tx.

Chung, Y., Cho, E., Woo, Y., Back, S., Lee, S., Han, C., Kim, S. (2007). The interactive

effect of achievement goals and anticipation of monetary gain and loss on brain

activation. International Mind, Brain, and Education Society's Inaugural


Han, C., & Kim, S. (2007). Effects of choice and achievement goals on brain activation:

A fMRI study. International Mind, Brain, and Education Society's Inaugural


Lee, W., & Kim, S. (2007). Differential neural activation in achievement goal

orientation during feedback and task performance. International Mind, Brain,

and Education Society's Inaugural Conference (IMBES), Fort Worth, Tx.

Lee, S., Chung, Y., Cho, E., Back, S., Woo, Y., Han, C., Lim, K., Lee, W., So, Y., & Kim,

S. (2007). Role of reward in CAL environment. The 29th Annual Conference of

the Cognitive Science Society, Nashville, TN.

Back, S., Lee, S., Woo, Y., Chung, Y., Cho, E., Han, C., Lee, W., Lim, K., So, Y., & Kim,

S. (2007). On-line assessment of learner’s interest and comprehension. The 29th

Annual Conference of the Cognitive Science Society, Nashville, TN.

Woo, Y., Back, S., Lee, S., Cho, E., Chung, Y., Lim, K., Han, C., Lee, W., So, Y., & Kim,

S. (2007). Relationship between learner characteristic and interest. The 29th

Annual Conference of the Cognitive Science Society, Nashville, TN.

So, Y., & Kim, S. (2007). Effect of self-efficacy and task choice on interests and

attribution. Third International Conference on Self determination Theory,

Toronto, Canada.

Kim, S., & Hwang, S. (2007). Effect of feedback type on brain activation: Individual

differences in achievement goals. The Second European Cognitive Science

Conference, 951, Delphi, Greece.

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Kim, S, (2006). Designing learning environment based on cognitivism

and constructionism. Korean Academy of Science and Technology: International

Symposium on Learning, Seoul, Korea.

So, Y., Lee, S., Back, S., Woo, Y., Cho, E., Chung, Y., Han, C., Lim, K., Lee, W., & Kim,

S. (2006). Effects of self-efficacy and performance goal orientation on task

interests and comprehension in the presence or absence of rewards. International

Conference of Korean Association of Psychological and Social Issue, 65-66,

Seoul, Korea.

Kang, E., Lee, J., Kim, S., & Kim, S. (2006). Differential brain activations for feedback

types during visuo-motor categorical learning. 12th Annual Meeting of the

Organization for Human Brain Mapping, Florence, Italy.

So, Y., Hwang, S., Lee, W., Han, C., Lim, K., Woo, Y., Lee, S., Back, S., Lee, J., Kang,

E., & Kim, S. (2006). Neuroanatomical correlates of individual difference in

arithmetic ability. 12th Annual Meeting of the Organization for Human Brain

Mapping, Florence, Italy.

Lim, K., Woo, Y., Hwang, S., Lee, W., So, Y., Lee, M., Han, C., Lee, S., Back, S., &

Kim, S. (2006). Distinct neural substrates during competition for achievement

goal orientation. 12th Annual Meeting of the Organization for Human Brain


Han, C., Lee, S., Lee, M., Hwang, S., Lee, W., Lim, K., Woo, Y., Back, S., So, Y., &

Kim, S. (2006). The neural mechanism of ‘test effect’: A fMRI study of ‘feeling

of being evaluated’. 12th Annual Meeting of the Organization for Human Brain


Lee, W., Back, S., Hwang, S., Lim, K., Han, C., Woo, Y., Lee, S., Lee, M., So, Y., Yoon,

M., & Kim, S. (2006). Neural basis of choice behavior. 12th Annual Meeting of

the Organization for Human Brain Mapping, Florence, Italy.

Lee, M., Han, C., Hwang, S., Lim, K., Lee, W., So, Y., Woo, Y., Lee, S., Back, S.,

Khang, H., Ryu, K., Lim, S., & Kim, S. (2006). Comparison of brain activation

20

during absolute versus normative assessment. 12th Annual Meeting of the

Organization for Human Brain Mapping, Florence, Italy.

Hwang, S., Lee, W., So, Y., Lee, M., Han, C., Lim, K., Woo, Y., Lee, S., Back, S., Yoon,

M., Kang, E., Lee, J., & Kim, S. (2006). Effect of self-efficacy on distinct neural

activation during competition. 12th Annual Meeting of the Organization for

Human Brain Mapping, Florence, Italy.

Kwon, E. N. & Kim S. (2006). Effect of achievement goals and types of feedback on

intrinsic motivation. Annual Meeting of the American Educational Research

Association, 43.084, 23, San Francisco, CA.

Lim, K., So, Y., Han, C., Hwang, S., Ryu, K., Shin, M., & Kim, S. (2006). Human

tutoring vs. teachable agent tutoring: The effectiveness of ‘learning by teaching’

in TA program on cognition and motivation. Korean Information Science

Society: Annual Conference of Human Computer Interaction, 945-953.

Lee, W., Lee, M., Lim, K., Han, C., So, Y., Hwang, S., Ryu, K., Yoon, S., Choi, D., &

Kim, S. (2006). Modeling study for developing motivational and cognitive

adaptive agent. Korean Information Science Society: Annual Conference of

Human Computer Interaction, 918-925.

Han, C., Hwang, S., So, Y., Lee, M., Lim, K., Lee, W., Lee, S., Back, S., Woo, Y., Yoon,

M., & Kim, S. (2006). Enhancing learners’ motivation through the intelligent

tutoring system. Korean Information Science Society: Annual Conference of

Human Computer Interaction, 893-901.

Lee, M., Hwang, S., Han, C., Lee, W., Lim, K., Lee, S., Back, S., Woo, Y., & Kim, S.

(2006). Developing adaptive teachable agent considering learners' cognitive

and motivational features: Developing KORI. Korean Educational Psychology

Association, 13-20.

Kang, E., Lee, J., & Kim, S. (2006). Feedback type of categorical learning and

difference of neural activities. Korean Educational Psychology Association, 27-

31

21

Lim, M., & Kim, S. (2005). Effect of science learning using cartoon on interest and

achievement. Korean Educational Psychology Association, 41-48.

So, Y., & Kim, S. (2005). Effect of performance feedback type of learning activity and

self-efficacy on task interest and attribution. Korean Educational Psychology

Association, 25-32.

Cho, K. & Kim, S. (2005). A naive peer tutee agent. Association of Educational

Communication and Technology conference, Orlando, FL.

Kim, S. (2005). Discussion on factors underlying middle school students' learning and

teaching. 2005 Symposium of Korean Association of Educational Methodology

Studies, 53-58.

Lee, M., Lee, W., Lim, K., Han, C., So, Y., Lee, S., Hwang, S., Yun, S., Choi, D., & Kim,

S. (2005). Student modeling for adaptive agent to enhance interest and

comprehension. Korean Society for Educational Technology 20th Anniversary

International Conference, 191-199, Seoul, Korea.

Lee, S., Lim, K., Han, C., So, Y., Kim, W., Hwang, S., Shin, M., Rhu, K., Yoon, M., &

Kim, S. (2005). A comparison of teachable agent with peer tutoring in interest

and comprehension. Korean Society for Educational Technology 20th

Anniversary International Conference, 19-26, Seoul, Korea.

So, Y., Lee, M., Kim, W., Lee, S., Hwang, S., Han, C., Lim, K., Lee, W., & Kim, S.

(2005). Design for the individualized teachable agent. Korean Society for

Educational Technology 20th Anniversary International Conference, 92-99,

Seoul, Korea.

Hwang, S., Han, C., Kim, W., So, Y., Lee, M., Lee, S., Lim, K., Lee, W., Yoon, M., &

Kim, S. (2005). New direction for motivational interface of e-learning system.

Korean Society for Educational Technology 20th Anniversary International

Conference, 138-145, Seoul, Korea.

Cho, K. & Kim, S. (2005). KORI2: A naive peer tutee agent. Association of Educational

Communication and Technology conference, Orlando, FL.

22

Kim, S., Lee, S., Lim, K., Han, C., So, Y., Kim, W., Hwang, S., Shin, M., Rhu, K., &

Yoon, M. (2005). Is learning by teaching interesting?: A comparison of

teachable agent with peer tutoring. The 27th Annual Conference of the

Cognitive Science Society, 2503, Stresa, Italy.

Kim, S., Kim, W., Hwang, S., Han, C., So, Y., Lee, M., Lee, S., Lim, K., & Lee, W.

(2005). Design guidelines for motivational interface of intelligent tutoring

system. The 27th Annual Conference of the Cognitive Science Society, 2501,

Stresa, Italy.

Kim, S., So, Y., Yoon, M., Kim, W., Lim, K., Lee, W., Lee, M., & Lee, S. (2005). Effects

of types of performance feedback and perceived competence on task interests.

The 27th Annual Conference of the Cognitive Science Society, 2504, Stresa,

Italy.

Kim, S., Lee, M., Lee, W., Lim, K., Han, C., So, Y., Lee, S., Hwang, S., Yun, S., & Choi,

D. (2005). Student modeling for adaptive agent to enhance interest and

comprehension. The 27th Annual Conference of the Cognitive Science Society,

2502, Stresa, Italy.

So, Y., & Kim, S. (2005). Effects of self-efficacy, types of assessment and types of

problems on interest in problem-based learning. Korean Educational Psychology

Association, 135-143.

Lee, S., & Kim, S. (2005). Effects of learner characteristics, range of competition and

multifaceted evaluation on interest and performance. Korean Educational

Psychology Association, 144-151.

Kim, S., Hwang, S., Yoon, M., So, Y., Kim, W., Lee, S., Han, C., Lim, K., Lee, J., &

Kang, E. (2005). Neural correlates of emotional and cognitive interests in story

comprehension. 11th Annual Meeting of the Organization for Human Brain

Mapping, Toronto, Canada.

Son, Y., & Kim, S. (2005). Effects of type of group on academic achievement, interest

and motivation. Korean Educational Psychology Association, 227-238.

23

Kim, W., & Kim, S. (2005). Does choice enhance task interest?: Effects of task

information and personal relevance. Korean Educational Psychology

Association, 217-226.

Shin, M., Yoon, S., Ryu, K., Choi, D., Kim, S., Lee, M., & So., Y. (2005). Design and

implementation of the intelligent teachable agent. Korean Information Science

Society, 600-605.

Kim, S. (2005). What does the intelligence tell us about education?; A discussion on the

present status of intelligence study and its educational application. Korean

Educational Psychology Association, 55-58.

So, Y., Yoon, M., Kim, W., Lee, M., Lee, S., & Kim, S. (2004). Effects of type of

performance feedback on interest and motivation: Perceived competence, and

goal orientation. Korean Educational Psychology Association, 111-116.

Kim, S,, So, Y., Yoon, M., Kim, W., & Lee, S. (2004). Effect of types of performance

assessment, perceived competence, and performance goal orientation on task

interest and intrinsic motivation. 28th International Congress of Psychology,

Beijing, China.

Yoon, M. & Kim, S. (2004). A structural model of the relationships among thinking

styles, academic motivation, learning strategy, interests, and academic

achievement. 28th International Congress of Psychology, Beijing, China.

Kim, S., Yoon, M., So, Y., Kwon, E., Lee, M., Kim, W., Lee, S., & Yoon, T. (2004).

Development of intelligent teachable agent to enhance cognition and academic


Kim, S., Yoon, M., Kim, W., Lee, S., Kim, J. H., Lee, J., Lee, D.S., & Kang, E. (2004).

Neural correlates of emotional and cognitive interests in story comprehension.

10th Annual Meeting of the Organization for Human Brain Mapping, Budapest,

Hungary.

Kang, E., Yoon, M., Kim, W., Lee, S., Kang, H. J., Lee, D.S., Lee, J., & Kim, S. (2004).

24

Functional neuroanatomy underlying story processing: a PET study. 10th

Annual Meeting of the Organization for Human Brain Mapping, Budapest,

Hungary.

Kim, S., Yoon, M., So, Y., Kwon, E., Kim, W., & Lee, M. (2004). Effects of stimulus

ambiguity, types of task instruction on interest and motivation. Korean

Educational Psychology Association, 43-46.

Kim, S. (2004). Designing to enhance learner's interests and intrinsic motivation in

classroom. Korean Association of Educational Methodology Studies, 89-113.

Lim, S., So, Y., Yoon, M., Kim, W., Lee, S., Lim, K., Lee, W., & Jung, J. (2004). Effects

of the types of performance feedback, perceived competence, and goal

orientation on interest and motivation. Korean Educational Psychology

Association, 83-86.

Kwon, E., Kim, S., Yoon, M., So, Y., Kim, W., & Lee, S. (2004). Effects of types of

concept map and perceived competence on academic motivation: Developmental

comparison. Korean Educational Psychology Association, 77-81.

Yoon, M., & Kim, S. (2004). A structural model of the relationship among thinking

styles, academic motivation, learning strategy, interests, and academic


Yoon, T., Kim, S., Yoon, M., So, Y., Kwon, E., & Park, T. (2004). Development of

teachable agent. Korean Information Science Society: Human Computer

Interaction Panel Discussion. 579-583.

Kim, S. (2003). How can motivation to learn be fostered in the school setting? Korean

Society for the Study of Education (KSSE) International Conference, 209-210,

Seoul, Korea.

Choi, J., & Kim, S. (2003). Effects of the type of feedback and perceived competence on

intrinsic motivation and goal orientation. Korean Educational Psychology

Association.

25

Yoon, M., & Kim, S. (2003). Differences in academic achievement and learning

strategy by academic motivation types. Korean Educational Psychology

Association.

Kim, S. (2003). How does human brain remember? Annual Conference of the Korean

Psychological Association. 45-76.

Kim, S., Yoon, M., Kweon, E., Choi, J., Kim, W., & Lee, M. (2003). The effects of

stimulus ambiguity, types of task, and need for cognition on interest. The 4th

International Conference on Cognitive Science, 301-304, Sydney, Australia.

Kim, S. (2003). Leisure environment as a learning environment and activity-based

leisure-like education. Korean Society for Leisure and Culture Studies, 67-76.

Yoon, M., & Kim, S. (2003). A study on developmental level of subject-specific interests

and its relationship with academic achievement. Korean Educational Psychology

Association.

Lee, M., & Kim, S. (2003). Effects of types of learning material, presentation mode, and

goal orientation on interest and comprehension. Korean Educational Psychology

Association.

Kim, S., Yoon, M., Kown, E., Choi, C., Kim, W., & Lee, M. (2003). Effects of stimulus

characteristic, types of task, and need for cognition on interest. Korean

Educational Psychology Association.

Kim, S., Yoon, M., So, Y., Kwon, E., Choi, J., Kim, W., Lee, M., & Park, T. (2003).

Development of teachable agent. Korean Information Science Society: HCI,

587-592.

Kim, S. (2002). Intrinsic motivation to learn: The relation of extrinsic rewards, self-

efficacy, autonomy, and assessment. Korean Educational Psychology Association,

131-135.

Kim, S., Yoon, M., Kwon, E., Choi, C., Kim, W., & Lee, M. (2002). The origin of

stimuli and task: Individual differences of stimulus ambiguity, task difficulty, task

26

goal, and need for cognition. Korean Educational Psychological Association,

498-503.

Yoon, M., & Kim, S. (2002). Suggestion of thinking style as a predictor for academic

achievement. Korean Educational Psychology Association.

Kim, S., Whang, S., Tversky, B., & Morrison, J. (2002). Effects of animation on

comprehension and interest. Korean Society for Cognitive Science, 85-91.

Lee, M., & Kim, S. (2001). Effects of words similarity, complexity, and need for

cognition on interest of conceptual metaphor. Annual Conference of Korean

Psychological Association, 423-428.

Kang, E., Kang, H., Lee, J. Kim, S., Lee, K., & Na, D. (2000). Is prefrontal activation

necessary for picture recognition?: Same, different, and word-studied pictures.

30th Annual Meeting of Society for Neuroscience. 364.12, New Orleans: LA.

Kim, S., & Yoo, H. (2000). Individual differences in instrument inference: Lexical

decision versus picture naming. 10th Annual Meeting of the Society for Text and

Discourse, 68-69, Lyon, France.

Kim, S., & Lee, J. (2000). Priming effects of picture by types of processing. Korean

Brain Society, 19.

Kim, S., Lee, K., & Kang, E. (2000). Priming effects for pictures and words in

perceptual and conceptual task. 12th Annual Convention of the American

Psychological Society, 88, Miami, FL.

Kang, E., Kang, H., Lee, J., Kim, S., Lee, K., & Na, D. (2000). A study on brain

activation of picture recognition: A fMRI study on retrieval process of picture

and word. Korean Society for Cognitive Science, 43-48.

Lee, J., Lee, J., Lee, G., & Kim, S. (2000). Difference in knowledge representation

between category knowledge and script knowledge: Typicality effect of

subordinate-members primed by superordinate concept. Korean Society for

Cognitive Science, 252-256.

27

Kim, S., & Yoo, H. (2000). Individual difference in instrument inference. Korean

Society for Cognitive Science, 201-206.

Kim, S., & Lee, J. (2000). Differences in priming effects for pictures and words by types

of processing. Korean Society for Cognitive Science, 87-92.

Kim, S. (2000). Cognition-motivation model in cyber space: Knowledge acquisition and

flow. Korean Information Science Society: HCI Panel Discussion.

Kim, S., Lim, E., Choi, H., Cho, G., Lee, G., & Kum, J. (1999). Effects of room

temperature on sleep quality. Korean Society for Emotion & Sensibility, 23-30.

Kang, E., Kim, S., Na, D., & Lee, K. M. (1999). Within- and cross-stimulus type

recognition for picture and word: A fMRI study. 29th Annual Meeting of Society

for Neuroscience, 259.1, Miami, FL.

Kim, S., Lee, J. Kim, S. Y., & Yoo, H. J. (1999). Individual differences in discourse

comprehension: The interaction between reading span and text structure. Ninth

Annual Meeting of the Society for Text and Discourse, 8, Vancouver, B.C.,

Canada.

Kim, S., Lee, K., & Kang, E. (1999). Priming effects for pictures and words in

perceptual judgment task. Korean Society for Cognitive Science, 58-64.

Kang, E., Kim, S., Na, D., & Lee, K. (1999). Within- and cross-stimulus type

recognition for picture and word: A fMRI study. Korean Society for Cognitive

Science, 37-42.

Whang, S., Kim, S., Yoo, T., Lee, K., Jang, K., & Lee, J. (1999). Development of a web-

based learning system: A new learning paradigm perspective. Korean Society

for Cognitive Science, 129-138.

Lee, J., Kim, S., Kim, S., & Yoo, H. J. (1999). Individual differences in discourse

comprehension: Differences in sentence integration and inference processing.

Korean Society for Cognitive Science, 86-96.

28

Whang, S, Kim, S., & Lee, J. (1999). Learner characteristic and learning effect through

web-based learning system. Third Soft Science Workshop, 233-238.

Chung, C., Kim, S., & Lee, K. (1999). A study on brain function. Korean Brain Science,

33-41.

Kim, S., Kum, J., & Lee, K. (1998). The comparison of sensibility evaluation for three

types of air-conditioning. Korean Society for Emotion & Sensibility, 105-110.

Kim, S. (1998). Models for human-computer interaction. Korean Psychological

Association: Experimental & Cognitive Psychology, 5-30.

Kim, S., Lee, J. M., Lee, J. H., & Lee, K. (1998). Does instrument inference occur on-

line during reading? Eighth Annual Meeting of the Society for Text and

Discourse, 12, Madison, WI.

Kim, S. (1998). Designing Virtual-university. KRNET '98: 6th Computer Networking

Conference, 371-374.

Lee, J., Kim, S., & Whang, S. (1998). Analysis of learning behavior patterns

differentiated by the content structure of multimedia CD-title: The exploration

on effect and function of multimedia as a mediator of situated cognition. Korean

Society for Cognitive Science, 68-81.

Kim, D., Bae, D., Kum, J., Choi, K., Kim, S., Lim, K., & Lee, K. (1998). Effects of

vertical air temperature difference in a room. Korean Society for Emotion &

Sensibility, 264-269.

Kim, S. (1998). Design and interface for educational multimedia title. Korean

Information Science Society: 1998 HCI Panel Discussion.

Kim, S., & Whang, S. (1998). The analysis on pattern of earning behavior differentiated

by content structures of multimedia CD-title. Annual Conference of the Korean

Psychological Association, 97-119.

29

Kim, S. (1997). A new paradigm for communication, learning and cognition in cyber-

space. Spring Symposium of Korean Psychological Association, 95-128.

Kim, S. (1997). A new paradigm for multimedia learning: Cognitive and

interest/motivational factors. Annual Conference of the Korean Psychological

Association, 38.

Kim, S. (1997). A New learning paradigm for multimedia environment. 30th

Anniversary of Graduate School of Education, Ewha Womans University.

Kim, S., Whang, S., Kim, S., Byun, E., Lee, J., Cho, K., Choi, S., Lee, G., & Lee, J.

(1997). Developing a learning model with the interactive multimedia. Korean

Society for Cognitive Science: Soft science workshop.

Lee, J., Lee, J., Kim, S., & Lee, G. (1997). Does instrument inference occur on-line

during reading? Annual Conference of the Korean Psychological Association,

507-520.

Whang, S., & Kim, S. (1997). Media characteristics of multimedia and learning: An

analysis on situated cognition and the effects of interaction. Korean Society for

Educational Technology, 137-148.


Developing a learning model with the interactive multimedia. Korean Society

for Cognitive Science, 334-347.


Analysis on interactivity in multimedia learning: A shared cognition perspective.

Annual Conference of the Korean Psychological Association, 495-506.

Kim, S. & Lee, J. H. (1997). The time course of syntactic, semantic, and pragmatic

effects on memory accessibility in sentence comprehension. The Nineteenth

Annual Conference of the Cognitive Science Society, San Francisco, CA.

Kim, S. & Lee, J. H. (1996). The effect of syntactic, semantic, and pragmatic

constraints on sentence representation and memory accessibility. Korean

30

Psychological Association 50th Anniversary International Conference, Seoul,

Korea.

Lee, J. & Kim, S. (1994). The first mention effect in discourse comprehension and

representation. Korean Psychological Association: Experimental & Cognitive

Psychology, 1-15.

Kim, S. (1993). The effect of prior knowledge and elaboration on memory. Korean

Psychological Association: Experimental & Cognitive Psychology, 59-65.

Meyers, T.G., Kiewra, K.A., Kim, S., & Levin, J. (1993). Outline versus matrix

representations: Pictorial and mnemonic enhancements. Midwertern

Educational Research Association, Chicago, IL.

Kim, S., & Van Dusen, L.M. (1992a). The effect of text-provided elaboration on text

retention. International Association for the Empirical Study of literature,

Memphis, TN.

Kim, S., & Van Dusen, L.M. (1992b). The effect of elaborating narrative text while

reading. Annual Meeting of the American Psychological Society, San Diego, CA.

Kim, S. & Van Dusen, L.M. (1992c). Effect of elaboration: Interaction of text structure

and prior knowledge. Western Psychological Association, Portland, OR.

Kim, S., Van Dusen, L.M., & Shin, E. (1992). When do readers generate elaborations?:

Evidence for self-generated elaboration. American Association for the

Advancement of Science, Chicago, IL.

Kim, S., Van Dusen, L.M., Freudenthal, D., & Williams, D. (1992). Understanding of

elaborative processing in text comprehension: Text- provided versus self-

generated elaboration. Winter Text Conference, Jackson Hole, WY.

Kim, S., Innocenti, M.S., & Goetze, L. (1991a). A Comparison of two approaches to

paraprofessional training: Effect and cost-benefit. Annual Meeting of the

American Psychological Society, Washington, DC.

31

Kim, S., Innocenti, M.S., & Goetze, L. (1991b). A Comparison of two approaches to

paraprofessional training: Longitudinal Data. Annual Meeting of the American

Psychological Association, San Francisco, CA.

Risch, N., Kiewra, K.A., Christensen, M., Kim, S., & Benton, S. (1991). How the

structure of graphic organizers affect notetaking. Midwestern Educational

Research Association, Chicago, IL.

Van Dusen, L.M., & Kim, S. (1991a). Effect of motivation on comprehension and

retention of texts. Winter Text Conference, Jackson Hole, WY.

Van Dusen, L.M., & Kim, S. (1991b). Differential effects of motivation on the recall of

central and peripheral information. American Psychological Society,

Washington, DC.

Kiewra, K.A., DuBois, N.F., Mayer, R.E., Christensen, M., Kim, S., Risch, N.,

Meyerhoffer, M., & Moss, V. (1990). The effects of repetition and organizers on

note taking and achievement. American Educational Research Association,

Boston, MA.

Kiewra, K.A., Mayer, R.E., Christensen, M., Kim, S., & Risch, N. (1990). The effects of

structured and unstructured repetition of videotaped instruction. Midwestern

Educational Research Association, Chicago, IL.

Kim, S., & Kiewra, K.A., (1990). The effect of elaboration and prior knowledge on

recall. Annual Meeting of the American Psychological Association, Boston, MA.

Van Dusen, L.M., & Kim, S. (1990a). Interaction of prior knowledge and text structure.

Winter Text Conference, Jackson Hole, WY.

Van Dusen, L.M., & Kim, S. (1990b). Comprehension of text: A function of interactive

effects. Annual Meeting of the American Psychological Society, Dallas, TX.

Kiewra, K.A., Benton, S.L., Christensen, M., Kim, S., & Lindberg, N. (1989). The effect

of note-taking format and study technique on performance. Annual Meeting of

the American Educational Research Association, San Francisco, CA.

32

Kiewra, K.A., DuBois, N.F., Christensen, M., Kim, S., & Lindberg, N. (1989a). A more

equitable account of the note-taking functions. Annual Meeting of the American

Educational Research Association, San Francisco, CA.

Kiewra, K.A., DuBois, N.F., Christensen, M., Kim, S., & Lindberg, N. (1989b). An

equitable account of the note-taking functions in learning from text. Annual

Meeting of the American Educational Research Association, San Francisco, CA.

33

Invited Talks

2010

Implications for early childhood education from the perspective of neuroeducation.

Annual Conference of Korean Society for Early Childhood Educayion,

Kyungsung University (March).

2009

What can neuroeducational research tell us about student motivation? Faculty of

Education, University of Cambridge (May).

Learning from negative feedback. Centre for Neuroscience in Education, University of

Cambridge (April). 2008

Designing interesting lecture. Teaching Method Workshop. Accreditation Center for

Educational Development, Dankook University (November).

Interest-based learning. Graduate School of Education, Korea University (May).

Neuroeducational approach on learning. Symposium of Korea Learning Disabilities

Association (May).

Designing interesting lecture. Instructional Strategy Workshop. Center for Teaching and

Learning, Korea University (May).

Designing good lecture. New Faculty Workshop. Center for Teaching and Learning,

Korea University (February).

34

2007

Academic motivation and brain. Symposium of Korean Mind, Brain, and Education

Society (December).

Designing interesting lecture. Case Conference of Distinguished Teaching Award

Recipients. Center for Teaching and Learning, Korea University (November).

Brain development and education. Samsung Welfare Foundation (November).

Brain-based learning science: Connecting brain, mind, and computer. Symposium on

Cognitive Science and Future. Research Forum for Future Society (November).

Becoming a parent of happy children. Parent Education, Korea University Affiliated

Middle School (November).

Designing good lecture. Faculty Workshop for Education Power. Jeonju University

(July).

Connecting Mind, Brain, and Education. Department of Education, Sejong University

(May).

2006

The case study of ‘Sin-Jul-Ko-Man’ movement for pre-service teachers. Colloquium on

strategies for strengthening field experience for secondary preservice teachers.

Graduate School of Education, Kyunghee University (December).

How can we manage university-affiliated after-school program? Jeju Special Self-

governing Provincial Office of Education (July).

Brain-based education and educational reform. Inaugural Symposium of Korean Mind,

Brain, and Education Society (April)

35

Next generation multimedia learning system to enhance motivation to learn:

Convergence among brain, mind, and computer. Symposium on future

Education: Digital Korea Future Education. Credu (March).

2005

What can neuroscience tell about education? Symposium on Connecting the Mind,

Brain, and Education. Dongduk Women’s University BK21 Project Group

(November).

Designing interesting lecture to enhance motivation to learn. The 8th Festival of

Seongbuk Community of Education. Seongbuk Distrcit of Education in Seoul.

(October).

Student teacher: ‘Sin-Jul-Ko-Man’ Project of Korea University. Seminar on Connecting

between University and Secondary School System. Center for Educational

Science, Jeju National University (September).

Theories on learning and instruction. Workshop on Theory into Practice in Leaning and

Instruction. National Teacher Training Center for Health Personnel, Seoul

National University College of Medicine (June).

2004

Designing learning environment for interest and motivation. Graduate School of

Education, Korea University (October).

Brain-based learning science as a new paradigm for learning. Elementary Education

Research Center, Daegu National University of Education (May).

36

2003

Becoming a parent of happy children. Parent Education, Korea University Affiliated

Middle School (November).

Brain Mechanism of learning and memory. The 57th Lecture Series on Science. Dong-A

Science and Korea Science Foundation (October).

Case study of public service activities of university students: ‘Sin-Jul-Ko-Man’ Project

of Korea University. Policy Forum on Reducing Private Educational Expenses.

Korean Educational Development Institute (September).

Brain mechanism of learning and memory. The 13th Seminar of Korean

Neuropsychological Society (June).

Brain-based learning science. Symposium for World Brain Awareness Week (March).

Brain-based learning science for science and mathematics education. The 1st

Symposium on Brain- Based Learning Science (February).

2002

Learning and interest: Metaphor, cartoon, humor, and game. The 4th NC Soft On-line

Game Workshop (November).

Psychological aspects of computer-mediated communication. Korea Agency for Digital

Opportunity and Promotion (April).

37

Grants

Period Project Name Funding

Agency

Amount

(US$)

2009-2014

2009-2010

2008-2010

2007-2009

2007-2008

2005-2006

2004-2008

2003-2006

World Class University Project on

Interdisciplinary Consolidation of

Motivation and Emotion Research

Neuroeducational Approaches on Human

Motivation

Model of Intrinsic Motivation on Interest

Neuroeducational Study on Individual

Differences in Motivation

Learner-centered Reform of Educational

System: A Contribution of Educational

Psychology

What can the Brain Science Tell Us About

Education?: Brain-based Learning and

Educational Reform

Development of Brain-compatible Intelligent

Active Learning System

A Neural Basis for Interests and Motivation

in Learning

National

Research

Foundation

LG Yeonam

Foundation

Korea

Research

Foundation

Korea Science

& Engineering

Foundation

Korea

University

Korea

University

Ministry of

Industry &

Commerce

Korea Science

& Engineering

Foundation

2,000,000

30,000

200,000

180,000

10,000

10,000

400,000

300,000

38

2003-2004

2003-2004

2002-2003

2002-2003

2001-2003

2000-2001

1999-2000

1998-2000

A study on Promotion of Teacher Autonomy

Theories of Intrinsic Motivation to Learn

A Research on Brain-based Learning

Science: A Foundation for Innovative

Science Education

Neuro-informatics: Learning & memory

Inference, Arousal, and Interest: An Unified

Model of Interest Generation

A Study on the Mechanism of Interest

Generation and Role of Interests in

Multimedia Comprehension and Web-based

Learning

Individual Differences in On-line Generation

of Instrument Inference

Brain Function Study: Memory - Modality

Specific Knowledge Representation

Systems: Dissociation between Perceptual

Representational System and Conceptual

Representational System

Ministry of

Education

Sungkok

Research &

Culture

Foundation

Ministry of

Science &

Technology

Ministry of

Science &

Technology

Korea

Research

Foundation

Korea

Research

Foundation

Korea

Research

Foundation

Ministry of

Science &

Technology

13,000

10,000

39,000

56,700

26,400

14,000

86,000

15,000

39

1998-1999

1996-1999

1997-1999

1997-1998

1997-1998

1997-1998

1996-1997

1996-1997

1994-1995

A New Paradigm for Communication,

Learning, and Cognition in Cyberspace

Cognitive Modeling in HCI: Web-based

Learning Model

Measuring Technology and Data-base

Development of Thermal Comfort Sensation

of Korean

Individual Differences in Narrative

Comprehension: The Interaction between

Reading Span and Text Structure

Development of Multimedia Learning

Program for Elementary School Children

The Advantage of First Mention in Korean:

The Temporal Contributions of Syntactic,

Semantic, and Pragmatic Factors

A Study on On-line Processing of

Elaborative Inference: Instrument Inference

and Instantiation

Development of Haptic Sensibility Measures

Causal Bridging Inference: A Cause of Story

Interestingness

Kwangwoon

Unversity

Ministry of

Science &

Technology

Ministry of

Science &

Technology

Korea

Research

Foundation

Samsung Data

System

Kwangwoon

University

Korea

Research

Foundation

Ministry of

Science &

Technology

Kwangwoon

Unversity

13,500

10,000

13,000

15,000

15,000

15,500

10,000

21,000

10,000

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