• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.287-303
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• 2005

This study examined the effect of cognitive ability levels on skill acquisition and transfer as a function of training difficulty. Participants were classified into three groups based on the result of cognitive ability tests. They were trained with difficult or easy tasks and then transferred to novel difficult tasks. Results suggest that cognitive ability levels influenced training performance, though the effect of training difficulty on transfer performance varied with cognitive ability. The training difficulty was most effective for those who have the medium level of cognitive ability. These results were discussed with respect to individual differences and skill transfer performance.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.471-488
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• 2019

This paper aims to examine how mathematical history is used in $ textbooks according to the 2015-Revised Curriculum. We analyze the distribution and characteristics of making use of the mathematical history in the nine textbooks, using the framework suggested by Jankvist (2009) on the whys and hows of using historical tasks. First, the tasks related to mathematical history in the textbooks are mostly used as an affective tool, while few tasks are used as a cognitive tool. Second, most of the historical tasks of the type of an affective tool are introducing the anecdotes of mathematicians or in the history of mathematics, and only one case is trying to show human nature of mathematics by illuminating the difficulties mathematicians were faced with. Third, all the mathematical history tasks used as affective tools and goals are illumination materials, while only two out of the ten tasks in the category of a cognitive tool are illumination materials, yet eight others are modular ones. Considering the importance and value of using mathematical history in the math education, this paper recommends that more modular materials on mathematical history tasks in the category of cognitive tools and goals should be developed and their deployment in the textbooks or courses should be promoted. $

• School Mathematics
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• v.18 no.3
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• pp.711-731
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• 2016

The purpose of this study is to investigate how pre-service secondary mathematics teachers modify mathematical tasks from a textbook and learning opportunities they have during the task modification. In the pursuit of this purpose, tasks was selected from derivative units in a textbook and five pre-service teachers was asked to modify the tasks. The findings from analysis are as follows. First, the cognitive demands of modified tasks were maintained or higher than those of the originals. Pre-service teachers' tendency toward conceptual understanding of derivative seems to make the result. Second, task modification provided a lot of learning opportunities for pre-service teachers. They tried to know intention of curriculum and textbook, realized the importance of predicting students' responses, and had opportunities for cooperation and reflective thinking.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.61-75
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• 2015

This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

• Therapeutic Science for Rehabilitation
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• v.8 no.3
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• pp.43-55
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• 2019

Objective: The purpose of this study is to conduct a preliminary research for the development of a Performance-Based Cognitive Function Test (PCFT) to screen the elderly for cognitive function impairment, and examine the reliability and validity of the test. Methods: A draft version of the Performance-Based Cognitive Function Test (PCFT) was developed and utilized in nine healthy elderly individuals. In order to verify its reliability, we analyzed the internal consistency of the PCFT. In order to verify the concurrent validity of the PCFT, this study analyzed the correlation between motor-cognitive dual task assessments and the Korean version of the Mini-Mental State Examination (MMSE-K). Results: The internal consistency of the PCFT for motor and cognitive tasks was 0.871 and 0.959 (Cronbach's ${\alpha}$), respectively. Concurrent validity of the PCFT, which was performed through motor-cognitive dual task assessments, ranged from 0.755 to 0.964 (Spearman's rho statistic, p < 0.05). In addition, correlation between the cognitive assessment tool and the MMSE-K ranged from 0.849 to 0.943 (p < 0.01). Conclusion: This study verified, and established the reliability and validity of the PCFT. Further studies are required to examine other psychometric properties in a modified PCFT, for screening cognitive function impairments in the elderly.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.151-169
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• 2006

This study is to adjust the Theory in the Mathematics Education, apply it to learning mathematics and to analyse its effectiveness. The results of the study are summarized as follows. First, because learning mathematics is hierarchical, teachers must make and use a task analysis table classified by units. Second, development age and the retention of mathematics concepts are intimately associated with cognitive development theory. Third, learning mathematics through cognitive processes enhances a student's scholastic achievement. Fourth, students interests and self-confidence can be enhanced through the presentation of both examples and non-examples. We cannot understand the higher-order concepts of mathematics by only its definitions. The only way of understanding such concepts is to have experience through suitable examples.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.22 no.4
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• pp.42-55
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• 2014

The purpose of this research was to identify expertise in ait traffic control by using cognitive skill analysis for novices and experts in routine and non-routine situations. The result of study was to understand expertise in air traffic control tasks in terms of what cognitive processes are responsible for the expert's high performance levels. The problem solving task was difficult for novices, but performed relatively automatically by experts in a routine situation. The difficulty could indicate the presence of controlled processing. Rather than rules and strategies, novices focused more on environmental factors, which merely increase cognitive load. In a non-routine situation, novices showed that they did not categorize the information consistently and alternative resources were not available for them. Experts, however, performed automatically a task by arranging and organizing information related to problem solving components in contexts without regard to a routine and non-routine situation. Especially experts developed a stable representation and directed alternative resources for air traffic flow and efficiency. Based on the results, cognitive processes of experts could be useful to understand expert performance and analyze the learning process, which imply the necessity of developing expertise systematically.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2004.05a
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• pp.298-298
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• 2004

본 연구는 외부에서 고 농도 (30％)의 산소 공급이 공간 인지 능력에 어떠한 변화를 유발하는지 뇌기능 영상의 시계열 신호 분석을 통해 관찰하고자 한다. 8명의 오른손잡이 남자 대학생 (평균 23.5세)이 피험자로 참여하였다. 21％와 30％ 산소 농도를 각각 BL/min의 양으로 일정하게 공급할 수 있는 장치를 개발하였다. 공간 인지 능력 측정을 위해 20 문항을 포함하는 두 개의 문제지를 제작하였고, 과제 수행 결과로부터 정답률을 산출하였다. 3T MRI 기기를 사용하였고, single-shot EPI 방법으로 뇌기능 영상을 획득하였다.(중략)

• The Mathematical Education
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• v.62 no.3
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• pp.363-380
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• 2023

This study analyzed the difficulties and mathematical modeling knowledge improvement that an elementary school teacher experienced in modifying a mathematics textbook task to a mathematical modeling task. To this end, an elementary school teacher with 10 years of experience participated in teacher-researcher community's repeated discussions and modified the average task in the data and pattern domain of the 5th grade. The results are as followings. First, in the process of task modification, the teacher had difficulties in reflecting reality, setting the appropriate cognitive level of mathematical modeling tasks, and presenting detailed tasks according to the mathematical modeling process. Second, through repeated task modifications, the teacher was able to develop realistic tasks considering the mathematical content knowledge and students' cognitive level, set the cognitive level of the task by adjusting the complexity and openness of the task, and present detailed tasks through thought experiments on students' task-solving process, which shows that teachers' mathematical modeling knowledge, including the concept of mathematical modeling and the characteristics of the mathematical modeling task, has improved. The findings of this study suggest that, in terms of the mathematical modeling teacher education, it is necessary to provide teachers with opportunities to improve their mathematical modeling task development competency through textbook task modification rather than direct provision of mathematical modeling tasks, experience mathematical modeling theory and practice together, and participate in teacher-researcher communities.

• 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.