| ¿µ¹® | stress test | ÇÑ±Û | ½ºÆ®·¹½º °Ë»ç |
|---|---|---|---|
| ¼³¸í | Çù½ÉÁõÀÌ ÀϾ±â ½¬¿î ȯÀÚ¿¡°Ô¼ ±× Á¤µµ¸¦ ÆÇ´ÜÇϱâÀ§ÇØ ½ÃÇàÇÑ´Ù. ¹æ¹ýÀº °°Àº °÷¿¡¼ ȯÀÚ¸¦ ´Þ¸®µµ·Ï ÇÑ ´ÙÀ½, ¾ó¸¶ÀÇ ¼Óµµ¿¡¼ Ç÷¾ÐÀÌ ¶³¾îÁö°í Çù½ÉÁõ Áõ»óÀÌ ³ªÅ¸³ª´Â°¡¸¦ °Ë»çÇÑ´Ù. ´ë°³ ½ÉÇÒ¼ö·Ï ³·Àº ¼Óµµ¿¡¼µµ Áõ»óÀÌ »¡¸® ³ªÅ¸³´Ù. |
||
| ¿µ¹® | visual field test | ÇÑ±Û | ½Ã¾ß°Ë»ç |
|---|---|---|---|
| ¼³¸í | ´«À» ÇѰ÷¿¡ °íÁ¤½ÃŲ ä, °üÂûÇÒ ¼ö ÀÖ´Â ÁÖº¯°ø°£À» ½Ã¾ß¶ó ÇÑ´Ù. ½Ã¾ß¸¦ °Ë»çÇÏ´Â °¡Àå °£´ÜÇÑ ¹æ¹ýÀº ´ë¸é°Ë»ç(confronting test)ÀÌ´Ù. À̰ÍÀº Çǰ˻çÀÚÀÇ ´«À» °Ë»çÀÚÀÇ ´«¿¡ ¸ÂÃß¾î º¸µµ·Ï ÇÏ¿© ´«À» °íÁ¤½ÃŲä, °Ë»çÀÚ°¡ ¼Õ°¡¶ô³¡À» À§ÂÊ, ¾Æ·¡ÂÊ, ¿ÞÂÊ, ¿À¸¥ÂÊ, ±×¸®°í ºñ½ºµëÈ÷ °æ»çÁø °÷ µîÀ¸·Î ¿Å°Üº¸¾Æ Çǰ˻çÀÚ°¡ °üÂûÇÒ ¼ö ÀÖ´ÂÁö ¿©ºÎ¸¦ Á¤ÇÏ´Â °Ë»ç¹ýÀÌ´Ù. À̺¸´Ù Á¤È®ÇÑ °Ë»ç¹ýÀº ÀÚµ¿½Ä ÄÄÇ»Åͽþ߰˻ç¹ýÀÌ ÀÖ´Ù. ´ë°³, ´«ÀÚüÀÇ ÀÌ»óÀÌ À־ ½Ã¾ß°Ë»ç¿¡¼ ÀÌ»óÀÌ ³ª¿ÀÁö¸¸, ÀÌ¿Ü ³úÀÇ ÀÌ»óÀ¸·Î ½Ã°¢ÀÇ Çü¼º°æ·Î¿¡ ÀÌ»óÀÌ À־ ¿ª½Ã ÀÌ»ó¼Ò°ßÀ» º¸ÀδÙ. |
||
| ¿µ¹® | Draw a person test | ÇÑ±Û | Àι°È ¼º°Ý°Ë»ç |
|---|---|---|---|
| ¼³¸í | Àι°È ¼º°Ý°Ë»ç´Â óÀ½¿¡´Â Áö´É°Ë»ç·Î °³¹ßµÇ¾ú°í, ±× ÈÄ¿¡´Â »ç¶÷ÀÇ ¹«ÀǽÄÀÇ ¿ä¼Ò¸¦ °Ë»çÇÏ´Â ¹æ¹ýÀ¸·Î ¹ßÀüÇÏ¿´´Ù. °Ë»çÀç·á´Â Áö¿ì°³°¡ ÀÖ´Â ¿¬Çʰú ¹éÁö¸¦ ÇǰËÀÚ¿¡°Ô ÁÖ°í, »ç¶÷À» ±×·Áº¸¶ó´Â Áö½Ã¸¦ Çϸç, °Ë»çÀÚ´Â ±×¸®´Â ¼ø¼¿Í Æò°¡¸¦ ±â·ÏÇϰí, ´Ù ±×¸° ÈÄ¿¡´Â ¸ÕÀú¿Í ´Ù¸¥ À̼ºÀ» ±×¸®µµ·Ï ÇÑ´Ù. ÀÌ °Ë»ç¿¡¼ÀÇ ½ÅüÀÇ ¸ð¾çÀº °ð ÀھƻóÀ» ¹Ý¿µÇÑ´Ù´Â ÀÔÀå, ±×¸²¿¡¼ °Á¶µÈ ±â°üÀº ÀÇ»ç¼ÒÅë¼ö´Ü, °ü³äÈ, ¿å±¸Ã¼°è, ¼ºÀû ´É·Â, °¥µî, ÁÂÀý°æÇè, ¼ºÀå·Â µîÀ» ¹Ý¿µÇÑ´Ù°í ÇÑ´Ù. À̰ÍÀº ¾Æµ¿°ú ¼ºÀο¡°Ô °³º°Àû ¶Ç´Â Áý´ÜÀûÀ¸·Î ½Ç½ÃÇÒ ¼ö ÀÖ°í, °£ÆíÇϸ鼵µ À¯ÀÍÇÑ °ÍÀÌ´Ù. ÀÓ»óÀûÀ¸·Î´Â ³úÀÇ ±âÁúÀû º¯È¸¦ ¾Ë¾Æ³»±â À§ÇÑ ¸ñÀûÀ¸·Îµµ ¸¹ÀÌ ÀÌ¿ëµÈ´Ù. |
||
| ¿µ¹® | intelligence test | ÇÑ±Û | Áö´É°Ë»ç |
|---|---|---|---|
| ¼³¸í | 1905³â ÇÁ¶û½ºÀÇ ºñ³×°¡ Á¤½Å¹Ú¾à¾Æ¸¦ ÀϹݾƵ¿À¸·ÎºÎÅÍ ÆÇº°Çϱâ À§ÇÏ¿© ÀÛ¼ºÇÑ °ÍÀÌ Áö´É°Ë»çÀÇ ½ÃÀÛÀÌ´Ù. Áö´É°Ë»ç´Â ±×ÀÇ ¸ñÀûÀ¸·ÎºÎÅÍ ÀϹÝÀû Áö´É°Ë»ç¿Í Áø´Ü¿ë Áö´É°Ë»ç·Î ³ª´²Áö°í, ½Ç½Ã¹æ¹ý¿¡¼ °³Àοë(°³º°½Ä)°ú Áý´Ü¿ë(´Üü½Ä)À¸·Î ºÐ·ùµÇ°í ¶Ç ¹®Á¦ÀÇ ³»¿ëÀ¸·ÎºÎÅÍ ¾ð¾î¼º°Ë»ç(A½Ä ¶Ç´Â ¥á½Ä)¿Í ºñ¾ð¾î¼º°Ë»ç(B½Ä ¥â½Ä)·Î ³ª´²Áø´Ù. Áö´É°Ë»çÀÇ °á°úÀÇ Ç¥½Ã¹ýÀº Á¤½Å¿¬·É(mental age, MA), Áö´ÉÁö¼ö(intelligence quotient, IQ), Áö´ÉÆíÂ÷Ä¡(intelligence standard score, ISS)µîÀÌ ÀÖ´Ù. Áö´É°Ë»ç¿¡´Â ¿ª»çÀûÀ¸·Î ºñ³×½Ä°ú À°±º½ÄÀÇ µÎ °èÅëÀÌ ÀÖ´Ù. ºñ³×½ÄÀº °Ë»çÀÚ°¡ °³º°ÀûÀ¸·Î ÇÑ °³ ¹®Ç×¾¿ Áú¹®À» Çϸé ÀÌ¿¡ ´ëÇÏ¿© Çǰ˻çÀÚ°¡ ¸»À̳ª ÇൿÀ¸·Î ÀÀ´äÇÏ´Â ¹æ¹ý(°³º°½Ä-¹®´ä½Ä)À̰í, À°±º½ÄÀº ÀϹÝÀûÀÎ ¹æ½ÄÀ¸·Î´Â ÀμâµÈ ¹®Á¦¿ëÁö¸¦ »ç¿ëÇÏ¿© Çǰ˻çÀÚ°¡ ¼ÒÁ¤ÀÇ ½Ã°£ ³»¿¡ µÇµµ·Ï ¸¹ÀÌ ¹Ù¸£°Ô(½Ã°£Á¦Çѹý) ȸ´äÀ» ±âÀÔÇÑ´Ù(Çʱâ¹ý). Çѱ¹ ÃÖÃÊÀÇ Áö´É°Ë»ç´Â 1954³â ¼¿ï´ëÇб³ »ç¹ü´ëÇÐ ±³À°½É¸®¿¬±¸½Ç¿¡¼ Á¦ÀÛÇÑ °£Æí Áö´É°Ë»çÀÌ´Ù. °£Æí Áö´É°Ë»ç ÀÌÈÄ ´Ù¼öÀÇ Áý´Ü Áö´É°Ë»ç°¡ ÃâÇöÇÏ¿´´Âµ¥ ºñ±³Àû ÃÖ±Ù¿¡ Ç¥ÁØÈµÈ Áö´É°Ë»ç·Î´Â Çѱ¹Çൿ°úÇבּ¸¼Ò°¡ 1984³â¿¡ Àü±¹ °íµîÇб³ ÇлýÀ» ´ë»óÀ¸·Î Á¦ÀÛÇÑ KIT-S Áö´É°Ë»ç°¡ ÀÖ´Ù. |
||
| ¿µ¹® | patch test | ÇÑ±Û | øÆ÷°Ë»ç |
|---|---|---|---|
| ¼³¸í | ÇǺξ˷¹¸£±â¿¡ ´ëÇÑ °Ë»ç¹æ¹ýÀ¸·Î Ç׿øÀ» ºÙÀΠøÆ÷¸¦ ÇǺο¡ ºÎÂøÇÑ ´ÙÀ½ 2ÀÏ ÈÄ¿¡ »çÇϰí, ´Ù½Ã 2ÀÏ ÈÄ¿¡ °Ë»çÇÑ´Ù. 2¹ø ¸ðµÎ ÇǺÎÀÌ»óÀÌ ³ªÅ¸³ª¸é, ¾Ë·¹¸£±â¹ÝÀÀ¿¡ ÀÇÇÑ ÀÌ»ó¼Ò°ßÀ̸ç, ¸¸¾à óÀ½ 2ÀÏ¿¡´Â ÀÌ»óÀÌ ÀÖÁö¸¸, ´ÙÀ½ 2ÀÏ ÈÄ °Ë»ç¿¡¼ ÀÌ»ó¼Ò°ßÀÌ ¾øÀ¸¸é, ±×°ÍÀº ´ÜÁö ÇǺÎÀڱؿ¡ ÀÇÇÑ ÀÌ»ó¼Ò°ßÀÏ »ÓÀÌ´Ù. |
||
| CAT | California Achievement Test; capillary agglutination test; catalase; cataract; catecholamine; Childr... |
|---|---|
| TAT | tetanus antitoxin; thematic apperception test; thematic aptitude test; thrombin-antithrombin complex... |
| Bz-Ty-PABA test | N-Benzoyl-L-Tyrosyl-p-Amino-Benzoic Acid test = Bentiromide test = Tr... |
| DAT | delayed-action tablet; dementia Alzheimer's type; dental aptitude test; diacetylthiamine; diet as to... |
| IT | immunological test; immunotherapy; implantation test; individual therapy; information technology; in... |
| sliding filament hypothesis | The theory that the contracting muscle shortens because two sets of filaments slide past each other. (05 Mar 2000) |
|---|---|
| Starling's hypothesis | The principle that net filtration through capillary membranes is proportional to the transmembrane hydrostatic pressure difference minus the transmembrane oncotic pressure difference; although well established, it is called Starling's hypothesis to distinguish it from Starling's law of the heart. (05 Mar 2000) |
| Neyman-Pearson statistical hypothesis | A formal conjecture about the numerical value of a parameter to be tested exclusively in the light of an immediate set of data without attention to prior knowledge or convictions and ignoring other sets of evidence treated in a similar fashion. The answer is a statement not about whether the hypothesis is true but whether it is an acceptable explanation of the data or should be rejected in favour of another hypothesis. (05 Mar 2000) |
| null hypothesis | The assumption that any observed difference between two samples of a statistical population is purely accidental and not due to systematic causes. (05 Dec 1998) |
| dual recognition hypothesis | An outmoded hypothesis that is known to be incorrect now that the structure of the T-cell receptor is known. The proposal was that viral (and some chemical) antigens were recognised in association with histocompatibility antigens by separate receptors on the T-cell. The generation of cytotoxic T-cells was by association with Class I MHC antigens, of T helper cells by association with Class II MHC antigens. See: altered self hypothesis. (18 Nov 1997) |
| insular hypothesis | An obsolete theory of the origin of diabetes mellitus from destruction or loss of function of the islets of Langerhans in the pancreas. (05 Mar 2000) |
| endosymbiont hypothesis | The hypothesis that semi autonomous organelles such as mitochondria and chloroplasts were originally endosymbiotic bacteria or cyanobacteria. The arguments are convincing and although the hypothesis cannot be proven it is widely accepted. (18 Nov 1997) |
| uniform rate hypothesis | <biology> This states that any two evolving organismal lineages diverge from a common ancestor at a constant rate with respect to each other. (09 Oct 1997) |
| unineme hypothesis | <cell biology, molecular biology> This states that that a chromatid has only one DNA duplex, which goes from one end of the chromatid to the other. (09 Oct 1997) |
| zwitter hypothesis | That an amphoteric molecule (e.g., an amino acid) has, at its isoelectric point, equal numbers of positive and negative charges, thus becoming a zwitterion. (05 Mar 2000) |
| frustration-aggression hypothesis | The theory that frustration may lead to aggression, but that aggression is always the result of some form of frustration. (05 Mar 2000) |
| Lyon hypothesis | <genetics> Hypothesis, first advanced by Lyon, concerning the random inactivation of one of the two X chromosomes of the cells of female mammals. In consequence females are chimaeric for the products of the X chromosomes, a situation that has been exploited in female Negroes (who are heterotypic for isozymes of glucose 6 phosphate dehydrogenase) as a means to confirm the monoclonal origin of papillomas and of atherosclerotic plaques. (20 Mar 1998) |
| Abbe test plate | <equipment> A long, wedge-shaped coverslip about 0.20 mm thick at one end and 0.10 to 0.12 mm at the other end coated chemically with a silver film on which are ruled horizontal lines. at each variation in thickness of 0.01 mm there are vertical lines. By means of oblique illumination and by focusing on different portions of the plate, it is possible to determine the optimum coverslip thickness for any objective and also, for microscopes with drawtubes, the tube length for best objective performance. The approximate freedom from spherical and chromatic aberrations can also be estimated. Small isolated bits of silver near the edges of the lines form good objects for the star test (05 Aug 1998) |
| acetone test | A test for ketonuria; the suspected urine is shaken up with a few drops of sodium nitroprusside, and strong ammonia water is then gently poured over the mixture; if acetone is present, a magenta ring forms at the line of contact; tablets containing sodium nitroprusside and alkali are now more commonly used. (05 Mar 2000) |
| achievement test | A standardised test used to measure acquired learning, e.g., competence in a specific subject area such as reading or arithmetic, in contrast to an intelligence test which is a useful index of potential ability or learning. (05 Mar 2000) |
Á¦Ç°¸í |
ÆÇ¸Å»ç |
º¸ÇèÄÚµå | ¼ººÐ/ÇÔ·® | ±¸ºÐ/º¸Çè±Þ¿© |
|---|
Á¦Ç°¸í |
ÆÇ¸Å»ç |
º¸ÇèÄÚµå | ¼ººÐ/ÇÔ·® | ±¸ºÐ/º¸Çè±Þ¿© |
|---|