• Korean Journal of Cognitive Science
• /
• v.24 no.1
• /
• pp.71-93
• /
• 2013

Multitasking has become part of our life. Self-interruption and switching to another task become easier and more frequent. According to previous studies, however, most of the task-switching incurs a cognitive cost. This study investigated the benefit from task switching. In Study 1, participants performed two tasks were similar, and negative correlation between the number of task switching and performance were confirmed, this result is similar to previous studies. Study 2 has shown that, made a comparison of two conditions, between possible and impossible conditions in terms of task switching. Depending on switching preference, the result of task performance has differentiated and the emotion that participants had before the task has changed. Depending on participants' switching preference, there were different amount of switching cost. Moreover, for participants who preferred task switching highly than others, task switching occurred more benefit than cost.

• School Mathematics
• /
• v.15 no.1
• /
• pp.37-59
• /
• 2013

The purpose of this study was to examine and analyze the mathematical tasks in the high school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks in the textbooks. We adopted the framework for mathematical task analysis suggested by Smith & Stein (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.

• Journal of Convergence for Information Technology
• /
• v.10 no.12
• /
• pp.216-225
• /
• 2020

This study was conducted to qualitatively analyze the selected research through a systematic review to find out application method, outcome measures, and intervention effects of dual task. We searched for published studies from January 2010 to December 2019. Electrical database were PubMed and ProQuest. Search terms were 'dual task' OR 'multi modal' AND 'mild cognitive impairment' OR 'dementia' OR 'Alzheimer's disease'AND 'intervention' OR 'rehabilitation. There were 8 studies selected finally. The dual task was applied not as a single intervention but as a combined intervention with other exercises. The contents of dual task were consisted of motor and cognitive tasks to be independent each other. The outcome measures included general cognitive function such as MMSE and CERAD, executive function, and memory. Additionally the dual task cost was also used to identify the direct improvement of the dual task. This study could provide informations of dual task application on elderly with cognitive impairment.

• 한국HCI학회:학술대회논문집
• /
• 2009.02a
• /
• pp.1064-1068
• /
• 2009

인지모델(Cognitive Model)에 의한 사용성 평가는 실제 실험에 의한 방법에 비해 시간, 노력, 비용을 절감할 수 있다. 여러 인지모델 중 ACT-R(Adaptive Control of Thought Rational)은 인간의 모든 인지과정을 상세하게 묘사할 수 있어 다른 모델보다 정확히 인간의 과제 수행을 정량적으로 예측할 수 있다. 그러나 ACT-R 모델을 수립하기 위해서는 인간의 지각, 주의, 기억 인출 등의 처리 과정과 행동 선택 및 수행에 필요한 과제 수행 규칙을 매우 상세하게 분석 및 기술해야 하기 때문에, GUI(Graphic User Interface) 환경에서 운용되는 메뉴 인터페이스와 같이 다양한 시각적 정보의 처리가 요구되는 과제에 대한 모델을 수립하는데는 많은 시간과 노력이 요구된다. 이에 본 연구에서는 GUI 환경에서 전문가 수준의 과제 수행을 예측할 수 있는 간략화한 ACT-R 모델 수립 방안을 제안하고, 이를 이용하여 상용 통계 분석 소프트웨어의 과제 수행도를 예측하였다. 그 결과 실제 실험을 통한 측정 결과와 간략화한 ACT-R 모델의 예측 결과가 잘 일치하였으며 본 연구에서 제시한 간략화한 ACTR 모델이 메뉴 인터페이스의 사용성 평가에 효율적으로 적용될 수 있음을 확인하였다.

• Journal of the Korean School Mathematics Society
• /
• v.22 no.3
• /
• pp.241-256
• /
• 2019

In this paper, we analyzed the types of tasks presented in the 'Probability and Statistics' textbooks and how the cognitive competences required to perform the tasks provide students with opportunity-to-learn. To this end, the analysis of the 9 books of the 'Probability and Statistics' test textbooks according to the 2015 revised mathematics curriculum showed that the context-based tasks(CF type, RE type) ranged from 67.5% to 78.0% of the total number of tasks in each textbook, but the ratio of relevant and essential tasks related to real life is from 0.4% to 2.0%, it was found that most of the context-based tasks presented in the textbooks were disguised as real life materials. The cognitive competences of context-based tasks ranged from 29.6% to 50.0% in reproduction category, from 33.8% to 54.3% in connection category, and from 8.8% to 20.0% in reflection category. As a result, there was not enough opportunity-to-learn for students to experience reflective cognitive processes.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.3
• /
• pp.387-408
• /
• 2015

The purpose of this research is to analyze the mathematical tasks of length measurement in two different perspectives, the level of cognitive demands and learning trajectories, and restructure the mathematical tasks so that the students' conceptual learning is promoted and students are able to have opportunities to think more broadly. Ten lessons with the restructured mathematical tasks were implemented for a class of 2nd grade elementary students. Also a qualitative and in-depth study was conducted with 4 students of the target group. The study shows that firstly, the restructured tasks requiring high level of cognitive skills, had positive effects in increasing the students' level of thinking and reasoning. Secondly, the tasks modified according to the learning trajectories of Szilag, Clements & Sarama(2013) in length measurement, have proven to promote students' concept learning and elaborate the students' level of thinking.

• Journal of Educational Research in Mathematics
• /
• v.27 no.4
• /
• pp.615-637
• /
• 2017

The purpose of this study is to analyze the actual realization of the opportunity to learn given to students by examining students' cognition for enrichment mathematics textbook tasks' levels of cognitive demand. First, we analyze characteristics and limitations based on the theoretical framework. Second, we examine students' cognition about the distribution of the mathematics textbook tasks' levels of cognitive demand. And we analyze how the opportunity to learn actually work. Third, in the sense that enrichment textbooks are textbooks for science school students, we analyze whether the opportunity to learn for gifted is offered. The conclusion is as follows: First, with respect to levels of cognitive demand, PNC tasks account most. Second, students also cognize that PNC tasks account most. Third, tasks for gifted are not offered and students also cognize that opportunity to learn for gifted is lacked.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.4
• /
• pp.621-641
• /
• 2017

The purposes of this study were to identify the characteristics of students with different cognitive styles in the communication process according to the types of mathematical tasks and investigate the effects of their cognitive styles and types of mathematical tasks on their mathematical communication. For this, the investigator selected subjects according to the field dependent-field independent cognitive style by Witkin et al.(1977, p. 7). Mathematical tasks were developed in the areas of numbers and operations, regularity, and measurement according to the four types of Stein & Smith(1998, p. 269), which include the Memorization, Procedures without Connections, Procedures with Connections, and Doing Mathematics tasks. The selected students were divided into homogeneous groups according to their cognitive styles, and their communication processes according to the four types of mathematical tasks were observed through participation and videotaped. The videotapes were then transcribed and analyzed in protocols. The conclusions is that mathematical tasks of high cognitive level had positive effects on the activation of significant mathematical communication among the students and that differences in approaches to tasks according to their cognitive styles influenced their communicative activities in speaking and listening.

• School Mathematics
• /
• v.18 no.4
• /
• pp.749-771
• /
• 2016

The purpose of this study is to analyze mathematical tasks of Korea and the USA textbooks focused on conditions for parallelograms. In this study, structures of task, types of proof and reasoning, and levels of cognitive demand are investigated. The conclusion is as follows: First, with respect to structures of task, structures presented in the USA textbooks are more diverse. Second, with respect to types of proof and reasoning, Korea and the USA prefer IC task and DA task. And task types presented in the USA textbooks are more diverse. Third, with respect to levels of cognitive demand, in both Korea and the USA textbooks, PNC task and PWC task account most. And compared to the USA, Korea prefer algorithms. In addition, we find out implications for reconstruction of Korea textbook. It is as follows: First, with respect to structures of task and types of proof and reasoning, the diversity of composition needs to be raised. Second, with respect to levels of cognitive demand, the concentration in PNC task needs to be declined. And levels of cognitive demand on types of tasks need to be reconsidered. Third, with respect to tasks' topic and material, internal and external connectivities of mathematics need to be strengthened.

• School Mathematics
• /
• v.16 no.3
• /
• pp.445-469
• /
• 2014

This study aims to examine secondary mathematics teachers' understanding of the levels of cognitive demand on mathematical tasks suggested in mathematics textbooks. The study also attempts to investigate whether the teachers are able to characterize the tasks accordingly and to change low level tasks to high level ones. For this purpose, we developed a survey and 50 secondary mathematics teachers participated in the survey. The findings from the data analysis suggest that 59 percent of the teachers selected high level tasks as appropriate for achieving the national curricular goals, but about 1/3 of the teachers identified PNC tasks as high level ones. The results also reveal that more than half of the teachers were not able to transform low level into high level tasks and only 4 teachers out of 50 were able to transform successfully. The teachers seem to find difficulty in transforming low level tasks into high level ones.