• Korean Journal of Cognitive Science
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• v.20 no.3
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• pp.243-274
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• 2009

The association, word frequency and imagery have been considered as the main factors that affect the word recognition. The present study aimed to examine the imagery effect and the interaction of the association effect while controlling the frequency effect. To explain the imagery effect, we compared the two theories (dual-coding theory, context availability model). The lexical decision task using priming paradigm was administered. The duration of prime words was manipulated as 20ms, 50ms, and 450ms in experiments 1, 2, and 3, respectively. The association and imagery of prime words were manipulated as the main factors in each of the three experiments. In experiment 1, the duration of prime words (20ms) which is expected to not activate the semantic context enough to affects the word recognition was used. As a result, only imagery effect was statically significant. In experiment 2, the duration of prime word was 50ms, which we expected to activate the semantic context without perceptual awareness. The result showed both the association and imagery effects. The interaction between the two effects was also significant. In experiment 3, to activate the semantic context with perceptual awareness, the prime words were presented for 450ms. Only association effect was statically significant in this experimental condition. The results of the three experiments suggest that the influence of the imagery was at the early stages of word recognition, while the association effect appeared rather later than the imagery. These results implied that the two theories are not contrary to each other. The dual-coding theory just concerned imagery effect which affects the early stage of word recognition, and context-availability model is more for the semantic context effect which affects rather later stage of word recognition. To explain the word recognition process more completely, some integrated model need to be developed considering not only the main 3 effects but also the stages which extends along the time course of the process.

• Proceedings of the Korea Contents Association Conference
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• 2010.05a
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• pp.135-137
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• 2010

본 연구는 여러 정보환경 또는 정보 디자인 유형 중에서 짧은 정보 노출 시간에 비해 정보 전달력이 강해야 하는 정보유형의 인지력을 높이는 방법을 모색하기 위해 진행되었다. 이와 같은 정보를 본 연구에서는 '고기능성 정보(High-Functional Information)'라고 정의하고, 연구를 위해 7개 항공기에서 사용되고 있는 Safety Information을 중심으로, 고기능성 정보의 주요 속성과 그에 따른 거시적 정보 표현 방법에 대해서 연구하였다. 본 연구는 상황, 순서, 흐름, 구조 표현으로서의 정보디자인인 Safety Information을 기능변수에 대한 활용이 중요한 '고기능성 정보'라고 정의하고, 이에 대한 주요 정보 속성을 Accessibility, Errorless, Understandable, Timeliness로 제시하였다. 고기능성 정보는 맥락에 따라, 시각적 재현 측면에서 Understandable, Accessibility 속성이 충족되어야 하며, 사용자 조작 측면에서는 Errorless, Timeliness 속성이 충족되어야 한다. 각 측면에서의 거시적 표현 방법으로써, 시각적 재현 측면에서 독특 속성을 기반으로 한 속성이론, 도상화를 통한 "현실감지" 최대화, 정보 주도성(Proactivity), 잉여정보와 노이즈 정보의 최소화를 제시하였으며, 사용자 조작측면에서 맥락효과, 일차적 독특성을 중심으로 한 기억부호화, 이중부호화 및 표현 방법 등을 제시하였다. 본 연구에서의 개괄적인 연구 내용을 토대로 앞으로 정보환경 또는 디자인 유형과 속성에 따른 정보 표현방법에 관한 연구가 추진될 예정이다.

• The Journal of the Korea Contents Association
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• v.5 no.5
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• pp.273-280
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• 2005

Teaching-learning activities in a school class is influenced by the development of a information science in the 21 century. Recently, the instruction in a school class use a multimedia teaching-learning contents chiefly. A great number of teachers don't recognize a foundation of the effects on teaching-learning contents utilizing multimedia. In this paper, I propose to analyze and verify the foundation of effects on cognitive psychology of multimedia teaching-learning contents. The principal method of this study is to synthesize and analyze researches of scholars or literature study largely. In this paper, the foundations of effects on multimedia teaching-learning contents are following: the dual encoding of information process, the skill on direction and speed-regulation of learning, and the others educational strength. The theoretical conviction in multimedia teaching-learning contents is operated as the confidence of education contents & media utilized by teachers and learners, and is anticipated as the growth of the quantitative and qualitative learning activities.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.190-200
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• 2007

In this study, we analyzed the uses of external representations in material units of 7th grade science textbooks developed under the 7th National Curriculum on the basis of theories and research results on learning with multiple representations. The results revealed that the frequencies of microscopic external representations were higher than those of macroscopic and symbolic external representations. The external representations with drawing and/or writing were presented more frequently than those without drawing and/or writing. Furthermore, the external representations were rarely presented on the basis of the principles (e.g., personalization principle) and/or theories (e.g., dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the external representations in learning with multiple representations. Educational implications are discussed.

• Journal of the Korean Home Economics Association
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• v.47 no.5
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• pp.23-34
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• 2009

The purpose of this study was to e${\times}$amine the effect of visual imagery stimulated by product information on consumer responses in online shopping conte${\times}$ts. Dual coding theory provided the theoretical framework of the study. The proposed model of the study was e${\times}$amined by conducting an e${\times}$periment using mock apparel websites with a between-subject factorial design: [2 (pictorial information: detailed views vs. no detailed views) ${\times}$ 2 (verbal information: detailed descriptions vs. abstract descriptions)]. A total of 439 female college students participated in the e${\times}$periment, and 433 responses were ultimately used to test the hypotheses. The findings from the results revealed: (1) the main effects of the pictorial and verbal information on visual imagery, and (2) positive relationships between (a) visual imagery and mood, (b) visual imagery and perceived product quality, (c) mood and perceived product quality, and (d) perceived quality and purchase intentions.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.348-358
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• 2022

The purpose of this study is to produce visual content for effective education of Passive verbs and Causative verbs in Korean language education for foreigners. Passive verbs and causative verbs are contents that must be taught to intermediate level learners. However, it is recognized as a difficult item for both learners and Korean teachers because the realization pattern is complicated, and there is no rule to explain the combination relationship between the action and the instruction by suffix. In this article, the use of nonverbal information that can improve the learning effect was considered. Providing verbal and non-verbal information together in language education can be expected to improve learners' communication skills. In particular, visual content is non-verbal information that can positively affect memory enhancement, playback, and transition. Therefore, this study attempted to plan and produce picture cards as visual materials. The picture card, produced with a focus on the correct education of Korean Passive verbs, will efficiently and significantly make Korean Passive verbs and Causative verbs teaching and learning by suffixes.

• The Journal of the Korea Contents Association
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• v.10 no.9
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• pp.201-211
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• 2010

The aim of this study is to investigate the method to enhance user cognition for "STM information(Short-term Memorable Information)" that is relatively accessible to information in a short period of time in information design types. What stands out from this study is the design attributes and expression method of information in a broad perspective. By 4 visualization attributes of function variable; 'Operations', 'Events', 'Methods' and 'Use cases', STM information should be satisfied by the attribute of 'Understandable' and 'Accessibility' from the point of view of visual representation and by the attribute of 'Errorless' and 'Timeliness' from the point of view of user operation. As the expression method of each perspectives, I suggested "Attribution theory", "Cognitive model", "Maximization of Proactivity", "Minimization of surplus information" and "Using dual-code" in the point of view of visual representation, and "Context effect", "Using memory code" and "Two methods of information scanning" in the point of view of user operation. I assured that above-mentioned methods are efficient and cognitive pattern of user for STM information is found out by survey and interview.

• Korean Journal of Cognitive Science
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• v.27 no.2
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• pp.159-219
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• 2016

Mathematical ability is important for academic achievement and technological renovations in the STEM disciplines. This study concentrated on the relationship between neural basis of mathematical cognition and its mechanisms. These cognitive functions include domain specific abilities such as numerical skills and visuospatial abilities, as well as domain general abilities which include language, long term memory, and working memory capacity. Individuals can perform higher cognitive functions such as abstract thinking and reasoning based on these basic cognitive functions. The next topic covered in this study is about individual differences in mathematical abilities. Neural efficiency theory was incorporated in this study to view mathematical talent. According to the theory, a person with mathematical talent uses his or her brain more efficiently than the effortful endeavour of the average human being. Mathematically gifted students show different brain activities when compared to average students. Interhemispheric and intrahemispheric connectivities are enhanced in those students, particularly in the right brain along fronto-parietal longitudinal fasciculus. The third topic deals with growth and development in mathematical capacity. As individuals mature, practice mathematical skills, and gain knowledge, such changes are reflected in cortical activation, which include changes in the activation level, redistribution, and reorganization in the supporting cortex. Among these, reorganization can be related to neural plasticity. Neural plasticity was observed in professional mathematicians and children with mathematical learning disabilities. Last topic is about mathematical creativity viewed from Neural Darwinism. When the brain is faced with a novel problem, it needs to collect all of the necessary concepts(knowledge) from long term memory, make multitudes of connections, and test which ones have the highest probability in helping solve the unusual problem. Having followed the above brain modifying steps, once the brain finally finds the correct response to the novel problem, the final response comes as a form of inspiration. For a novice, the first step of acquisition of knowledge structure is the most important. However, as expertise increases, the latter two stages of making connections and selection become more important.