• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.441-457
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• 2016

The purpose of this study is to analyze Korean students' mathematics achievement characteristics and draw implications for better math education in schools through comparing the results of three east Asian top level countries, Korea, Singapore, and Japan in PISA 2012 results. As a results, the rate of correct answers of Korea students was relatively low compared with those of Singapore, but relatively higher than Japan. From the results of effect size, similar results from t-test was discovered. As shown in analysis according to sub-elements in math assessment framework, the Korean students had low effect size in every sub-elements than Singapore. and they had high effect size at most of sub-elements than Japan, except "personal" context. In top performing level(above level 5), the Korean students had high effect size at "quantities" in mathematical contents, and "employ" in mathematical processes compared with Singapore. And they had row effect size at 6 sub-elements compared with Japan.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.327-336
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• 1998

The purposes of this study were to investigate 6th-graders' use of cognitive strategies and metacognitive strategies in usual learning and testing situations, and to compare the difference in the use of the strategies by students' science achievement, learning motivation, and gender. The relationship among these strategies, science achievement, and learning motivation were also examined, and the portion of variance of explanation for achievement score was studied by a multiple regression analysis. The results showed that high-achieving students used more cognitive strategies and metacognitive strategies in usual learning and more cognitive strategies in testing situations than low-achieving students. Highly motivated students used more cognitive and metacognitive strategies than poorly motivated students in all situations. Elementary female students used more learning strategies than male students in usual learning. On the other hand, no gender differences was found to be significant in the use of strategies in testing situations. These learning strategies were significantly correlated with the science achievement and motivation scores. The cognitive strategies in usual learning accounted for the significant portion of the variance of the achievement score. Educational implications are discussed.

• Proceedings of the Korea Information Processing Society Conference
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• 2004.05a
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• pp.321-324
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• 2004

본 연구는 재사용이 가능한 객체지향 컴포넌트의 효율적인 검색을 위해 클래스 개념 범주(CCC)를 정의하고 클래스의 상속 관계를 이용한 CCC 상속을 제안하였다. CCC의 상속은 클래스 간 상속관계를 인지한 후, 하위 클래스는 상위 클래스의 모든 CCC를 자동 상속받게 되며, 클래스 구문분석에 의해 객체지향 코드로부터 자동 인식된다. 본 연구는 모든 용어에 대한 범주를 수동으로 할당해주는 기존 방법의 단점을 극복할 수 있으며, 시소러스를 자동으로 갱신할 수 있다는 장점이 있다.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.169-182
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• 2007

Creative problem solving skills in mathematics were measured by fluency, flexibility, and originality; cognitive strategies were measured by rehearsal, elaboration, organization, planning, monitoring, and regulating. The Creative Problem Solving Test in Mathematics developed at the Korea Educational Development Institute(Kim et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 84 subjects in grade 5(45 girls, 39 boys). Data were analyzed by Pearson's correlation, multiple regression analysis, and canonical correlation analysis. Results indicated that positive regulating predicted total score and fluency, flexibility, and originality scores of creative problem solving skills. Elaboration, rehearsal, organization, regulating, monitoring, and planning positively contributed to the fluency and flexibility scores of creative problem solving skills.

• Korean Journal of Cognitive Science
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• v.7 no.3
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• pp.61-80
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• 1996

Recent studies on emotion as memory,and effects of emotion on memory were reviewied. The main issues discussed were : memory of emotional events,relation between implicit memory and emotion, and the effect of emotion on autobigraphical memory. The theoretical possibility and implications that emotion is not stored as some lower level node information in semantic network but as some higher level and inclusive information were descussed.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.06a
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• pp.368-375
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• 2000

품사 태깅 시스템은 자연 언어 처리의 가장 기본이 되는 부분으로 상위 자연 언어 처리 분야인 구문분석, 의미분석의 전처리로 사용되거나, 기계번역, 정보검색이나 음성인식 및 합성등과 같은 많은 응용 시스템을 위해서도 필요하다. 이렇게 여러 가지 목적을 위해 품사 태깅 시스템은 존재하는데, 각각의 응용을 위해서 최적화된 태깅 시스템을 따로 구성하기도 하고, 하나의 태깅 시스템을 여러 가지 응용을 위해서 사용하기도 한다. 이때, 문제가 되는 것 중에 하나는 각 응용마다 요구하는 품사 태그 세트가 다르다는 것이다. 품사 태그세트가 고정되어 있다면 어떤 응용을 위해서는 사용되는 품사 태그세트가 너무 적어서 문제가 되고, 반대로 품사태그세트가 너무 많아서 시스템의 수행속도가 중요시되는 응용에서 성능저하의 요인이 되기도 한다. 본 논문에서는 하나의 태깅 시스템의 품사태그세트를 조절할 수 있도록 하여 몇 가지 응용시스템에 맞게 최적화 시킬 수 있는 방법론을 제시하고 실험을 통해서 시스템의 성능, 유지보수 및 시스템의 여러 리소스 관리 측면에서도 가장 효율적인 방법론임을 입증하고자 한다.

• Proceedings of the Korean Information Science Society Conference
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• 2006.06a
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• pp.322-324
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• 2006

유비쿼터스 컴퓨팅은 사물에 컴퓨터 기능이 내장되어 언제, 어디에서나, 어느 장치로도 편리하게 주변 환경으로부터 서비스를 사용할 수 있게 하는 정보기술의 패러다임이다. 이를 위해선 상황인지가 전제되어야 하는데 여기서 상황인지라 함은 시스템의 다양한 센서 정보를 바탕으로 스스로 상황(Context)을 인지하는 것으로서, 그 정의에 있어서, 아직 논란이 많으나 지능형 서비스를 위한 중요한 개념이다. 본 논문에서는 센서로부터 바로 생성된 Raw Context 정보를 Low-Level Context라고 하고 이를 복합(Fusion)하여 이미 알려진 High-Level Context로 분류하는 논리적 연산을 추론에 기반한 상황인지로서 정의한다. 이때 센서 정보를 통해 특정한 상황정보를 추론하기 위한 모델을 설계하여 상황인지 미들웨어에 적용시켜 보고 그에 따른 효율적인 구조를 기술한다.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.267-275
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• 2015

This research purports to find out the characteristics of Korean students cognitive attributes and compare it with that of high-achieving countries who took TIMSS 2011 based on the Cognitive Diagnostic Theory. Based on TIMSS 2011 Science framework, nine cognitive attributes were extracted and the researcher analyzed that 216 of the TIMSS 2011 science items require these attributes. This analysis was conducted to come up with a Q-matrix. After producing the Q-matrix, multi-level IRT was used to figure out each countries' characteristics for each of the cognitive attribute. According to the study results, four attributes, such as 'Use Models,' 'Interpret Information,' 'Draw Conclusions,' and 'Evaluate and justify' were easier attributes for Korean middle school students. However, the other five attributes such as 'Recall/Recognize', 'Explain', 'Classify', 'Integrate', 'Hypothesize and Design' were considered as harder attributes compared to other countries. Korean students also considered 'Interpret Information' as the easiest attributes, and 'Explain' as the hardest attributes of all. For Korean students, those attributes considered to be easy were the easiest and hard attributes as the hardest compared to other countries, showing very extreme cases. Therefore, to give students more meaningful learning experience, it is better to use all the attributes altogether rather than use specific attributes while constructing Science curriculum or textbooks.

• Korean Journal of Cognitive Science
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• v.23 no.2
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• pp.249-267
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• 2012

Individual differences in working memory predict qualitative differences in language processing. High span comprehenders are better able to integrate probabilistic information such as plausibility and animacy, the use of which requires the computation of real world knowledge in syntactic parsing (e.g.,[1]). However, it is unclear whether similar individual differences exist in the use of informative prosodic cues. This study examines whether working memory modulates the use of prosodic boundary information in attachment ambiguity resolution. Prosodic boundaries were manipulated in globally ambiguous relative clause sentences. The results show that high span listeners are more likely to be sensitive to the distinction between different types of prosodic boundaries than low span listeners. The findings suggest that like high-level constraints, the use of low-level prosodic information is resource demanding.

• Science of Emotion and Sensibility
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• v.16 no.3
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• pp.319-332
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• 2013

Previous research on learning and memory has focused on how they are constructed through past experiences. Recent studies, however, have shed light on that such cognitive processes are in service of higher goals of maximizing future rewards. This review paper aims to introduce and discuss a related line of research. First, this paper introduces researches that show goal-directed model-based reinforcement learning, in which agents choose a behavior that does not necessarily bring immediate rewards but will allow future rewards, based on generalization and analogical extrapolation. It also reviews studies on neural substrates of goal-directed learning, and discusses that cognitive process implicated in striatal dopaminergic signals can also influence memory. Especially, memory is not a merely passive process of storing and retrieving past experiences homogeneously, but rather results of a decision-making process to serve higher goals. The body of research suggests that information on future rewards can have influence on current cognitive processing in a retrospective manner.