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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 - 2004 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
2006 - 2007 Board member, Korean Society for Experimental Psychology
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
2006 'Distinguished Teaching Award', Graduate School of Education,
Korea University
2006 'Seok-Top Best Teaching Award', Korea University
2007 'Distinguished Teaching Award', Graduate School of Education,
Korea University
2007 'Seok-Top Best Teaching Award', Korea University
2008 ‘Award for outstanding contribution’,
Korean Educational Psychology Association
2008 'Seok-Top Best Teaching Award', Korea University
2008 'Distinguished Teaching Award', Graduate School of Education,
Korea University
2009 'Seok-Top Best Teaching Award', 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
session presented at the 16th annual meeting of the Organization for Human
Brain Mapping, Barcelona, Spain.
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
session presented at the 16th annual meeting of the Organization for Human
Brain Mapping, Barcelona, Spain.
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
Conference (IMBES), Fort Worth, Tx.
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
Conference (IMBES), Fort Worth, Tx.
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
Mapping, Florence, Italy.
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
Mapping, Florence, Italy.
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
achievement. Korean Educational Psychology Association, 97-103.
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
achievement. Korean Educational Psychology Association, 35-38.
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.
Whang, S., Kim, S., Kim, S., Byun, E., Lee, J., Cho, K., Choi, S., & Lee, J. (1997).
Developing a learning model with the interactive multimedia. Korean Society
for Cognitive Science, 334-347.
Whang, S., Kim, S., Kim, S., Byun, E., Lee, J., Cho, K., Choi, S., & Lee, J. (1997).
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