• Electronics and Telecommunications Trends
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• v.28 no.4
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• pp.86-96
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• 2013

인간-로봇 상호작용 기술(HRI: Human-Robot Interaction Technology)은 로봇이 상호작용 상황과 사용자의 의도를 판단함으로써 상황에 적합한 반응과 행동을 계획하여 순조로운 의사소통 및 상호협력을 실행하게 하는 인식-판단-표현 연계 기술이다. HRI 기술은 인간의 지각, 인지, 표현 기능을 모사함으로써 로봇에 생명을 불어 넣는 로봇 핵심 기술로 개인서비스 로봇뿐 아니라 전문서비스 로봇 및 타 서비스 분야까지 폭넓게 적용될 수 있어 로봇융합산업 전반에 대한 파급력이 매우 큰 기술이다. 본고에서는 판단과 표현기술을 중심으로 HRI 기술의 국내외 기술 동향을 살펴보고 향후 HRI 기술이 나아가야 할 방향에 대해 기술한다.

• Korean Journal of Cognitive Science
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• v.18 no.4
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• pp.399-415
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• 2007

Many objects are always present in a visual scene. Since the visual system has limited capacity to process multiple stimuli at a time, how to cope with this informational overload is one of the important problems to solve in visual perception. This study investigated the suppressive interactions among multiple stimuli when attention was directed to either one of the stimuli or all of them. The results indicate that suppressive interactions among multiple circles were reduced in V4 when subjects paid attention to one of the four locations, as compared to the unattended condition. However, suppressive interactions were not reduced when they paid attention to all four items as a set, in order to compute their mean size. These results suggest that whereas focused attention serves to later out irrelevant information, distributed attention provides an average representation of multiple stimuli.

• Journal of Convergence for Information Technology
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• v.8 no.3
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• pp.33-38
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• 2018

Objective: To review the literature on development in the peer relationships of the adolescents within the context of their parents' divorce. Method: The cognitive and sociocultural literature was searched to analyze the social interactions of the adolescents of divorced parents. Results: The evidence supports the variations in adolescents' peer relations based on their family structure. Comparisons with the adolescents of the nuclear families and the step-families suggest certain types of interactions the adolescents of divorced parents experience. Conclusions: Divorce of the parents is associated with the difficulties their children at adolescent experience, such as the higher level of social isolation among their peers or their incompetence in social skills. For there is not much known about the integration into the world of peers of the adolescents from the divorced families, while their general psychological and cognitive development after the separation is often studied, future study will need to focus on their peer interactions at their school environment and the social treatment for the possible hardships in their peer relations.

• Journal of the Korea Convergence Society
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• v.11 no.3
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• pp.341-349
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• 2020

The purpose of this study was conducted to explain the intention of use of IoT (internet of things) healthcare service for elderly using TAM (Technology Acceptance Model). The exogenous variables were professional support, personalization, interaction, and convenience, The endogenous variables were usefulness and intention. Data were collected from 220 elderly residents aged 65 over in welfare center and were analyzed using structural equation modeling using AMOS 25.0. The result of this study showed that professional support and personalization did not significantly difference perceived usefulness, and there were significant differences interaction, and convenience. Futhermore, perceived usefulness influence intention of use of IoT healthcare service for elderly. IoT health care service for elderly is affected by perceived usefulness. This study systematically verified the elderly's intention of using IoT-based smart healthcare services. The result of this study would be able to be used as basic data for preparing strategies to enhance their intention to use the services.

• Korean Journal of Cognitive Science
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• v.30 no.1
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• pp.1-30
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• 2019

The main goal of this paper is to understand the underlying cognitive mechanisms of collaborative learning and how it can be supported by technology. The paper first overviews changes in conceptions of learning and distinguishes different types of joint works including collaborative learning. Cognitive mechanisms of collaborative learning are examined in terms of resource pooling, facilitation of constructive activities, knowledge co-construction, and supports for monitoring and regulation. Socio-emotional mechanisms of collaborative learning moderate the directions and strengths of these cognitive mechanisms. Technology supports these mechanisms in a number of different ways. Seven major supports technology provides for collaborative learning are discussed. A deeper understanding of the cognitive mechanisms of collaborative learning can help us to harness the benefits of collaborative learning better and also to develop more sophisticated tools supporting collaborative learning.

• Design Convergence Study
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• v.16 no.6
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• pp.153-167
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• 2017

Nowadays, as many robots are developed for desktop, users interact with the robots based on speech. However, due to technical limitations related to speech-based interaction, an alternative is needed. We designed this research to design a robot that interacts with the user by using unconditional reflection of biological signals. In order to apply bio-signals to robots more effectively, we evaluated the robots' overall service evaluation, perceived intelligence, appropriateness, trustworthy, and sociability according to the degree of the robot's embodiment level and the response speed of the robot. The result showed that in terms of intelligence and appropriateness, 3D robot with higher embodiment level was more positively evaluated than 2D robot with lower embodiment level. Also, the robot with faster response rate was evaluated more favorably in overall service evaluation, intelligence, appropriateness, trustworthy, and sociability than the robot with slower response rate. In addition, in service evaluation, trustworthy, and sociability, there were interaction effects according to the robot's embodiment level and the response speed.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.99-114
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• 2017

This study investigated the affects of Parent-child interaction, peer interaction and teacher-child interaction on kindergartners' social competence, language and literacy Ability. Participants were 1203 children attending panel study on Korean children. It used the 'Social Competence Inventory', 'SECCYD', 'HEQ', 'PIPPS' and the 'Teacher-Child Relation Scale' in collection of data. Collected data were analyzed through the SPSS 18.0 program and pearson's correlation and step-wise multi regression analysis. Findings are as follows. First, there were positive correlations between children's social competence and parent-child interaction, peer interaction and teacher-child interaction. Second, there were positive correlations between children's language and literacy ability and peer interaction and teacher-child interaction. Third, Parent-child interaction, peer interaction were predictable variable affecting the young children's social competence. Fourth, peer interaction and teacher-child interaction were found to be predictable variables affecting the young children's language and literacy ability.

• Management & Information Systems Review
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• v.34 no.4
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• pp.97-120
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• 2015

This study examined the role and relationship among cognitive response(attractiveness, familiarity, actual self-congruence, ideal self-congruence and sympathy) factors, emotional response(empathy, flow, affection) factors, identification mediating between cognitive and emotional response, and interactivity. Hypotheses based on literature reviews were analyzed and according to the results, all of hypotheses except two hypotheses were supported. Firstly, the results revealed that except characteristic attractiveness and actual self-congruence, story attractiveness, characteristic familiarity, story familiarity, and ideal self-congruence influenced on sympathy positively. Secondly, this study examined the role and relationship between identification mediating between cognitive and emotional response and interactivity. As a result, identification and interactivity mediated with sympathy and empathy had positive effects. Finally, in respect of emotional responses empathy, flow, and affection had positive effects.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.31-35
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• 2010

현대 지식정보화 사회에서 학생들의 자기 주도적 학습능력을 중시하는 시대적 요구에 따라 본 연구에서는 스크래치 프로그래밍 교육을 통하여 학생들의 자기 주도적 학습능력에 가장 많은 영향을 미치는 상위인지능력을 향상시키기 위한 방안을 제시하고자 한다. 기존의 여러 교육용 프로그래밍 교육은 그 자체의 기능을 익히는데 너무 많은 시간과 노력이 소요되어 정작 프로그래밍 교육을 통해 얻고자 하는 것을 얻기에는 부족함이 많이 있었다. 하지만 최근 개발된 교육용 프로그램 스크래치는 기존에 교육용 프로그램이 갖고 있던 여러 가지 단점을 보완하고 보다 쉬운 프로그래밍 교육을 통해 논리력이나 문제해결력 같은 고인지 사고능력을 길러줄 수 있다. 자신의 인지상태를 탐색하고 학습 혹은 문제 해결 과정에 필요한 인지적 자원을 분석하며 능동적으로 조정하는 인지적 상호작용의 총합인 상위인지능력의 향상에 중점을 둔 스크래치 프로그래밍 교육을 통해 학생들의 상위인지능력을 향상시킬 수 있을 것으로 기대된다.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.66-66
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• 2002

To discuss about the past, the present and the future of the Cognitive Science in Korea, an overall review of the formation of cognitive science in the world and in Korea, the prevalent approaches in the ´70s and ´80s, and the current alternative approaches in cognitive science is given, and a brief exposition on the possible future problems and tasks of the cognitive science in Korea is presented.