• Journal of Digital Convergence
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• v.13 no.2
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• pp.361-369
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• 2015

For the research object of this study 112 university shooting athletes, registered with Korea Shooting Federation in 2014, have been selected. Statistics processing was carried out through SPSS 16.0 and AMOS 7.0. The following results were obtained by analysis of frequency, exploratory factor analysis, confirmatory factor analysis, correlation analysis and structural equation model analysis to serve it's purpose. First, task orientation had passive influence on self-management. Second, task orientation and ego-orientation had passive influence on perceived exercise performance. Third, self-management had passive influence on perceived exercise performance.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.778-793
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• 2013

The purpose of this study is to analyze observation characteristics through eye movement according to cognitive styles. To do this, we developed observation tasks that show the differences between wholistic cognitive style group and analytic cognitive style group, measured eye movement of university students with different cognitive styles after being given an observation task. The difference between two cognitive style groups is confirmed by analysing gathered statistics and visualization data. The findings of this study are as follows: First, to compare fixation time and frequency, we compared the average value of total time used in the observation task by the wholistic cognitive style group and analytic cognitive style group. The numbers of Fixation (total) and number of Fixations (30s), is based on the fact that the wholistic cognitive style group has more numbers of fixation (Total) and number of fixations (30s) means the wholistic cognitive style group can observe more points or overall features than the analytic cognitive style group, in contrast, the analytic cognitive style group tend to focus on a particular detail, and observe less numbers of points. Second, to compare observation object and area by cognitive style, the outcome of analysing visualization data shows that wholistic cognitive style group observes the surrounding environment of spider and web on a wider area, on the other hand, the analytic cognitive style group observes by focusing on the spider itself. Through the result of this study, there are differences in observation time, frequency, object, area, and ratio from the two cognitive styles. It also shows the reason why each student has varied outcome, from the difference of information following their cognitive styles, and the result of this study helps to figure out and give direction as to what observation fulfillment is more suitable for each student.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.242-250
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• 2016

This study was conducted to investigate whether Stroop-related cognitive task will be affected according to the preceding affective valence factored by matchedness in response time(RT) and whether facial recognition will be indexed by specific event-related potentials(ERPs) signature in normal person as in patients suffering from affective disorder. ERPs primed by subliminal(30ms) facial stimuli were recorded when presented with four pairs of affect(positive or negative) and cognitive task(matched or mismatched) to get ERP effects(N2 and P300) in terms of its amplitude and peak latency variations. Behavioral response analysis based on RTs confirmed that subliminal affective stimuli primed the target processing in all affective condition except for the neutral stimulus. Additional results for the ERPs performed in the negative affect with mismatched condition reached significance of emotional-face specificity named N2 showing more amplitude and delayed peak latency compared to the positive counterpart. Furthermore the condition shows more positive amplitude and earlier peak latency of P300 effect denoting cognitive closure than the corresponding positive affect condition. These results are suggested to reflect that negative affect stimulus in subliminal level is automatically inhibited such that this effect had influence on accelerating detection of the affect and facilitating response allowing adequate reallocation of attentional resources. The functional and cognitive significance with these findings was implied in terms of subliminal effect and affect-related recognition modulating the cognitive tasks.

• Science of Emotion and Sensibility
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• v.12 no.4
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• pp.425-432
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• 2009

The purposes of the study were to examine cerebellar areas and lateralization responsible for visuospatial and verbal tasks using functional Magnetic Resonance Imaging(fMRI). Eight healthy male college students($21.5\;{\pm}\;2.3$ years) and eight male college students($23.3\;{\pm}\;0.5$ years) participated in this fMRI study of visuospatial and verbal tasks, respectively. Functional brain images were taken from 3T MRI using the single-shot EPI method. All functional images were aligned with anatomical images using affine transformation routines built into SPM99. The experiment consisted of four blocks. Each block included a control task(1 minute) and a cognitive task(1 minute). A run was 8 minutes long. Using the subtraction procedure, activated areas in the cerebellum during the visuospatial and verbal tasks were color-coded by t-score. A cerebellar lateralization index was calculated for both cognition tasks using number of activated voxels. The activated cerebellar regions during the both cognition tasks of this study agree with previous results. Since the number of activated voxels of the left and right cerebellar hemisphere was almost same, there was no cerebellar lateralization for both cognition tasks.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2002.05a
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• pp.278-285
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• 2002

본 논문에서는 인지적 긍정/부정 선택 과제의 수행 시 뇌파를 이용하여 피험자의 반응시간 RT를 감지하는 방법에 관하여 기술한다. 실험 Task에서 피험자는 시각적 자극에 대한 반응, 문제의 해석, 손 움직임의 조절, 손동작 등과 같은 작업을 수행한다. 이와 같은 상황에서의 피험자의 정신상태의 변화를 모델링하고, 선택시간 ST를 감지하여 피험자의 반응시간 RT를 예측한다. ST를 감지하기 위하여 측정한 뇌파로부터 $\alpha$, $\beta$, ${\gamma}$파를 분리하고, 4쌍의 전극들로부터 3가지의 특징들을 추출한다. 추출한 특징들을 분석하여 각 피험자별로 나타나는 상세 규칙과 공통적인 특성인 일반 규칙들을 설정하고 이들을 적용한다. 4명의 피험자를 대상으로 평균 81%의 ST 감지 성공률을 보이고, ST 감지 이후 약 0.73초에서 RT가 나타나는 것을 보인다. 본 논문에서 제안한 방법을 기존의 인지적인 정신상태 판별을 위한 방법들이나 왼손/오른손 동작구분 방법들과 결합하여 사용할 경우 BCI를 위한 기반 기술로 활용될 것으로 기대한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.224-231
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• 2019

The current paper was conducted to unravel the influence of affect induction as a background emotion in the process of cognitive task to judge the degree of sequence in groups with or without anxiety symptoms. Four types of affect induction and two sequential task types were used as within-subject variables, and two types of college students groups classified under the Beck Anxiety Inventory (BAI) as a between-subject variable were selected to determine reaction times involving sequential judgment among the lexical relevance information. DmDx5 was used to present a series of stimuli and elicit a response from subjects. Repeated measured ANOVA analyses revealed that reaction times and error rates were significantly larger with anxiety participants compared to the normal group regardless of affect and task types. Within-subject variable effects found that specific affect type (sorrow condition) and number-related task type showed a more rapid response compared to other affect types and magnitude-related task type, respectively. In sum, these findings confirmed the difference in tendency with reaction time and error rates that varied as a function of accompanying affect types as well as anxiety level and task types suggesting the that underlying background affect plays a major role in processing affect-cognitive association tasks.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.469-491
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• 2015

The present study investigated the inhibition mechanisms of gifted children, which is one of the main executive functions in human cognitive system. The inhibition process was subdivided into cognitive and emotion aspects in order to examine the interplay between these two aspects with respect to inhibition processing. In Experiment 1, word-color Stroop task was used to study the cognitive inhibition process of 100 gifted children(Gender: 62 males, 38 females; Academic grade: 46 Elementary school students, 54 Secondary school students). In addition, emotional Stroop task was utilized in Experiment 2 to examine the effect of emotional component during cognitive inhibition process. Results revealed a significant cognitive cost (i.e., word-color Stroop effect) when participants had to withhold automatic response during cognitive inhibition task in Experiment 1. Such cognitive cost was reduced as the chronological age of the participants increased, with no difference in gender. The results in Experiment 2 showed no significant emotional inhibition cost (i.e., emotional Stroop effect) during cognitive inhibition task, and there was no effect of gender nor age. This suggests that the emotional component conveyed in words did not lead to cognitive bias effects. This study proposes that the cognitive and emotional inhibition processes are seemingly independent mechanisms that engage in complex interactions during inhibition processing of behavioral response.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.571-598
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• 2015

This study aimed to assess the spatial cognition strategies and roles taken by students in the process of solving spatial tasks. For the analysis, this study developed two spatial tests based on the mental rotation test, which were taken by 63 students in their final year in elementary schools. The results of this study showed that in terms of the method of approaching the tasks, students took the comprehensive approach and the partial approach. When solving the tasks, the students were shown to use the imagery thinking or analytic thinking method. In terms of perspective, the students rotated the object or change their perspectives. A comparison of the methods used by the students revealed that when approaching the tasks, the group of students who chose the partial approach had higher scores. In terms of solving the tasks the analytic thinking method, and in terms of perspective, changing perspectives were shown to be more effective. Such effective methods were used more frequently in discrimination tasks than in recognition tasks, and in more complicated items, than in less complicated items. In conclusion, the results of this study suggested that the partial, analytic approach and the change of perspectives are useful strategies in solving tasks which require high cognitive effort.

• School Mathematics
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• v.14 no.2
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• pp.213-232
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• 2012

The purpose of this study was to examine and analyze the cognitive demand of the mathematical tasks suggested in the middle school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks on function in the textbooks. We adopted the framework for mathematical task analysis suggested by Stein & Smith (1998) and analyzed the mathematical tasks accordingly. The findings from the analysis showed that 95 percent of the mathematical tasks were at low level and the rest at high level in terms of cognitive demand. Most of the mathematical tasks in the textbooks were algorithmic and focused on producing correct answers by using procedures. In particular, the high level tasks were presented at the end of each chapter or unit for wrap up rather than as key resources.

• The Journal of Korean Association of Computer Education
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• v.12 no.6
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• pp.1-9
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• 2009

Programming learning may help to enhance learners' complex problem solving abilities. However, it may cause excessive cognitive loads for learners. Therefore, selection of programming tools and design of teaching and learning strategies to minimize the learners' cognitive loads and to maximize the learning effects. A task centered Scratch programming learning program was developed to enhance problem solving abilities of middle school students. And then, we implemented the developed program in middle school programming classes and analysed the educational effects of the developed program. We found that the developed program was helpful in enhancing learners' problem solving abilities, especially in the element of 'troubleshooting', which explains ability of error detecting and correcting.