• Korean Journal of Cognitive Science
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• v.24 no.2
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• pp.133-171
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• 2013

The gist of a scene can be identified in less than 100msec, and violation in the gist can influence the way to allocate attention to the parts of a scene. In other words, people tend to allocate more attention to the object(s) inconsistent with the gist of a scene and to have better memory of them. To investigate the effects of contextual consistency on the attention allocation and object memory, two experiments were conducted. In both experiments, a $3{\times}2$ factorial design was used with scene presentation time(2s, 5s, and 10s) as a between-subject factor and object-background contextual consistency(consistent, inconsistent) as a within-subject factor. In Experiment 1, eye movements were recorded while the participants viewed line-drawing scenes. The results showed that the eye movement patterns were different according to whether the scenes were consistent or not. Context-inconsistent objects showed faster initial fixation indices, longer fixation times, more frequent returns than context-consistent ones. These results are entirely consistent with those of previous studies. If an object is identified as inconsistent with the gist of a scene, it attracts attention. Furthermore, the inconsistent objects and their locations in the scenes were recalled better than the consistent ones and their locations. Experiment 2 was the same as Experiment 1 except that a dual-task paradigm was used to reduce the amount of attention to allocate to the objects. Participants had to detect the positions of the probe occurring every second while they viewed the scenes. Nonetheless, the result patterns were the same as in Experiment 1. Even when the amount of attention to allocate to the scene contents was reduced, the same effects of contextual inconsistency were observed. These results indicate that the object-background contextual consistency has a strong influence on the way of allocating attention and the memory of objects in a scene.

• Archives of design research
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• v.20 no.1 s.69
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• pp.111-120
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• 2007

This research proposes contextual space expression as a possibility of solution methods for local and historical issues, the matters that our contemporary architecture has to overcome. When modernistic architecture aimed for anonymous public interests denying the characteristics in historical and spacial contexts, postmodern architecture and regional architecture, etc have been striving to revive discontinued contextual meanings using various historical and environmental elements. While such attempts only borrowed architectural materials by superficially understanding the context, they could not comprehend ceaselessly changing contexts sufficiently. Choosing Jean Nouvel as one of the architects that can explain spatial plan to properly respond to such ever-changing, contemporary contexts, the researcher intended to understand his line of expressional characteristics of his architectural space and analyze his works as examples.

• Korean Journal of Cognitive Science
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• v.21 no.2
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• pp.387-408
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• 2010

This study examined the effects of emotional content on the encoding process of emotional stimuli and the effects of emotional context on those of neutral stimuli. It was examined whether the superior memory of emotional stimuli is due to attentional resource allocation. This study were performed an emotional picture and a neutral word were presented in succession at every trials. The results of recognition judgement showed superior memory of emotional pictures than neutral pictures, but showed poorer memory of neutral words in emotional context than those in neutral context. LPC(Late Positive Complex) of ERP results showed the similar pattern: higher amplitude by emotional pictures than neutral pictures, and lower amplitude by neutral words in emotional context than those in neutral context. This result is considered to support attention allocation hypothesis.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.231-244
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• 2005

이 연구는 고등학교 지구과학 탐구활동에서 소그룹활동을 학생들의 대화를 중심으로 분석하고, 반성적 탐구활동이 교육과정별로 어떤 차이를 보이고 소그룹내의 상호작용특성에 따라 반성적 탐구양식의 차이가 어떠한지 알아보는 것이다. 그럼으로써 학생들이 어떤 반성적 탐구양식을 보이며 어떻게 발달시키는지에 관한 이해를 제공하고, 수업속의 맥락은 이러한 반성적 탐구학습을 증진시키고 억압하기위해서 어떻게 상호작용 하는지를 알아보고자 하였다. 이에 대한 연구문제로 소그룹을 이용한 탐구활동 수업과 반성적 탐구활동수업 중 반성적 에피소드의 차이가 있는가, 소그룹내의 그룹상호작용의 특징에 따른 반성적 탐구유형의 차이는 있는가를 설정하였다. 이를 위해 고등학교 1학년 2개 학급을 선정 기존의 우리나라 교육과정에 의거한 탐구활동수업 4차시, 반성적 탐구교육과정 수업 4차시를 각각 실시하고 수업을 녹화 전사해서 언어행동 분석틀과 반성적 탐구의 3가지 맥락을 통해 분석하였다. 연구 결과 두 교육과정 모두 도입에서 두 교육과정 모두 A-AD맥락의 반성적 탐구가 전형적으로 자주 나타나며, 반성적 탐구 교육과정수업에서는 AD-SR가 주로 나오는 것으로 보아 과제활동초기에 역할 분담과 과제 활동의 전략을 세우며, 전략을 세울 때 영역개념을 이용하는 것을 안수 있었다. 우리나라 교육과정 수업에서는 반성적 탐구진술이 간단하고 계획과정이 짧으며, 주로 과제 맥락 내에서 반성적 탐구를 하는 것으로 나타났다. 전개부분에서는 두 교육과정모두 DI-DP, DI-A맥락의 반성적 탐구가 나타나 자료 항목과 자료 패턴 그리고 인공물과 관련시키는 반성적 탐구가 공통적으로 나타나며 반성적 교육과정수업에서는 대체로 자료 맥락의 영역개념과 과제 맥락을 연결시키는 반성적 탐구가 잘 나타나고 있다. 반면 우리나라 교육과정에서 주로 과제 맥락 내에서 반성적 탐구가 나타났다. 정리단계에서는 반성적 교육과정 수업에서는 DC-DP가 주로 나타났으며 우리나라 교육과정수업에서는 DC-DP DP-AD맥락의 반성적 탐구가 나타났다. 정리활동에서 우리나라 교육과정은 반성적 교육과정보다 자료 맥락의 영역개념을 더 자주 이용하고 다양한 맥락의 반성적 탐구가 나오고 있으며, 이는 우리나라 교육과정의 학습지의 활동이나 문제는 학생들에게 익숙하고, 자료 패턴을 가지고 행동결정으로 연결짓는 활동이 명확히 제시되었기 때문이라고 판단된다. 두 그룹의 상호작용 특징에 따른 반성적 탐구의 성향의 차이는 도입단계에서 그룹의 특징과 상관없이 A-AD, AD-SR맥락의 반성적 탐구가 나왔으며 전개와 정리단계에서는 N그룹에서는 DP와 관련된 의미 있는 반성적 탐구가 나오는 반면 M그룹에서는 이러한 맥락의 반성적 탐구는 아주 드물게 나타나며, GN과 관련된 행동결정이 자주 보이고 있었다. 정리활동시 주로 하는 기록 활동에서 N그룹에서는 다양한 맥락에서 반성적 탐구를 하고 있는 것에 비해 비교 그룹에서는 서로 견제하고 확인하는 상호작용의 특징에서 나타나는 AD-SR맥락의 반성적 탐구가 자주 나타났다. 반성적 탐구 척도 두 그룹을 비교 했을 때 CON 상호작용의 특징이 낮게 나타나는 N그룹이 양적으로 그리고 내용적으로 더 의미 있는 반성적 탐구를 했다

• Journal of the Korean Geographical Society
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• v.35 no.1
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• pp.95-120
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• 2000

구성주의 수업은 삶의 경험 혹은 나의 문제로 전환된 문제를 학습주제로 하여, 교사와 학습자, 학습자간에 상호성과 상보성이 전제된 대화화 협력을 통해, 맥락에 적합한 지식을 구성하는 활동이라 할 수 있다. 구성주의 지리교육은 지리학을 위해 지리적 지식을 구성하는 것이 아니라, 지리적 삶을 위해 지리적 지식을 구성하는 것이다. 이것은 지리적 맥락과 맥락의 구성에 충실할 때 가능해 진다. 방법론적으로는 생활 주변에서 볼 수 있는 지리적 사상을 학습대상으로 하여, 이들을 그림이라는 상징을 통해 학습자 스스로 맥락에 따라 구성, 재구성하는 과정 속에 지리적 지식이 구성되게 하는 것이다.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.101-111
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• 2014

This study ascertained violence regulation of television program. Television programs that infringed the standards of violence and were sanctioned, were analyzed in terms of physical and contextual violence. In order to get data, content analysis was adopted. The results shows that violent behavior in terms of physical and violence motivations in terms of contextual were most frequently regulated. There were different results of the level of imposed sanction in terms of physical and contextual violence between network and cableTV. The regulation of television violence could be confirmed with these results.

• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.445-452
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• 2009

In this study, the influences of the context of discrepant events on the conceptual change process using cognitive conflict strategy were investigated in terms of students' cognitive and motivational variables such as cognitive conflict, situational interest, attention, effort, conceptual understanding. A preconception test was administered to 536 seventh graders. A test of response to a discrepant event and a situational interest questionnaire were then administered. The context of discrepant events, either scientific or everyday, was randomly presented to the subjects. After learning the concept of density, the tests of attention, effort, and conceptual understanding were administered. The reponses of 194 students who had been found to possess the target misconception were analyzed. The results revealed that the scientific-context discrepant event induced higher cognitive conflict than everyday-context one. The context of discrepant events, however, did not show significant correlations with situational interest, attention, effort, and/or conceptual understanding. The result of path analysis indicated that the context of discrepant events both directly influenced cognitive conflict and indirectly influenced conceptual understanding via cognitive conflict.

• Korean Journal of Logic
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• v.14 no.1
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• pp.23-54
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• 2011

In this paper, I introduce what Boundary-Shifting theories of vagueness (or Contextualism about vagueness) are and what the Context-Fixing Argument is, which is the most powerful and plausible objection to Boundary-Shifting theories. The basic idea of the Context-Fixing Argument is that vagueness still remains even if we hold the context fixed. Many objections based on this simple idea can be found in the literature on Boundary-Shifting theories. It seems that, without a convincing response to the Context-Fixing Argument, Boundary-Shifters must be in trouble. But, oddly, defenders of Boundary Shifters have said very little about this matter. In this situation, ${\AA}$kerman and Greenough try to defend Boundary-Shifting theories of vagueness by suggesting several answers. In this paper, I critically examine their suggestions and develop a new answer to the Context-Fixing Argument.

• Journal of the Korea Convergence Society
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• v.9 no.3
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• pp.79-90
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• 2018

The purpose of this study was to investigate the difference of individuals with social anxiety tendency and normal people according to existence of emotional context in attention processing for positive facial stimulation. To do this, we investigated attentional processing for positive face stimuli in a condition without/with emotional context. SADS and CES-D were administered to 800 undergraduate students in D city and the social anxiety group (SA, n=24) and the normal control group (NC, n=24) were selected. In order to measure the two factors of attention process (attention engagement and attention disengagement), first gaze direction and first gaze time were measured through eye-movement tracking. The results show that the SA group exhibited faster attention disengagement from positive face stimuli compared to the NC group in the condition without context. But, when the positive context presented with positive face stimuli, there is no difference between SA and NC. This result suggests that the positive background affects emotional processing of social anxiety disorder.

• Korean Journal of Culture and Social Issue
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• v.29 no.2
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• pp.199-221
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• 2023

This study examined the moderating effects of age and gender on the relationship between values and communication styles of Korean adults. Five hundred adult men and women across the country responded the questionnaires regarding cultural universal values (openness to change, self-enhancement, conservatism, and self-transcendence), cultural-specific values (collectivism, conformity to norms, emotional self-control, family recognition through achievement, and humility), high-context communication style, and low-context communication style. The results of this study are as follows. First, as a result of exploring the factors influencing the communication style, self-enhancement, emotional self-control, and self-transcendence significantly predicted the high-context communication style. Whereas openness to change, self-enhancement, conformity to norms, emotional self-control, and gender significantly predicted the low-context communication style. Second, age moderated the relationship between self-enhancement and high-context communication style. The high-context communication style significantly increased when the level of self-enhancement was high and the age was younger. Third, age and gender moderated the relationship between conformity to norms and high-context communication style. In the case of males with high conformity to norms and younger age, the high-context communication style significantly increased. Fourth, gender moderated the relationship between collectivism and low-context communication. As collectivism increased, men tended to increase low-context communication styles, while women tended to decrease it. Fifth, gender moderated the relationship between humility and low-context communication. In the case of women with high humility, their low-context communication style was significantly lowered. The implications and limitations of the results of this study were discussed.