• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1097-1109
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• 2010

The purpose of this study is to analyze the ERF components patterns of observers who have different cognitive styles using magneto-encephalography (MEG). The task was developed based on the CSA (Cognitive Style Analysis) program. Eight right-handed, healthy male college students participated in voluntarily. To investigate college students' ERF components during the task, an MEG system with block design was used to measure magnetic signals in their brains. For examining the observation characteristic by cognitive style, MEG ERF components were analyzed. As a result, four ERF components (M1, M2, M3, M4) were observed. Through the results of this study, the reason for different observation characteristics by cognitive styles was verified in the neurophysiological methods. This study will have implications to establish theories on scientific observation and cognitive styles.

• 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.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.125-147
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• 2013

This study analyzed the effect of the cognitive style of field dependence/independence to the information-seeking behaviors of 250 undergraduate students. The cognitive style of field dependence/ independence was examined by Group Embedded Figure Test (GEFT), information-seeking behaviors were examined by information-seeking performances, and survey for information-seeking behaviors. As a result of the analysis, the cognitive style of field dependence/independence affected items of information-seeking performances except one item among items set in this study. The cognitive style, the cognitive characteristics acting in the process of cognitive activity affected the actual activities of information-seeking behaviors. The cognitive style of field dependence/independence affected the seeking process except the results of seeking and general information-seeking behaviors in the areas of information-seeking behaviors. Therefore, the study of cognitive style can be effective in the seeking process areas of information-seeking behaviors.

• Journal of Digital Convergence
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• v.13 no.11
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• pp.205-216
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• 2015

The purpose was to compare the ethical knowledge, values and class satisfaction by students' cognitive style to develop the convergent nursing ethic class considering cognitive style. Questionnaires were collected from 149 freshmen after 12 hours classes for four weeks from October 1st to 30th 2013. Group Embedded Figure Test was used as a cognitive style measurement tool. 62.4% of them were field-dependent. There was a significant difference in cognitive style and ethical knowledge according to high school division. The ethical value was different significantly according to the nursing science satisfaction. Class satisfaction was different significantly according to reason for applying to nursing and nursing science satisfaction. There were no significant differences in ethical knowledge and values by cognitive style. Class satisfaction was higher in field-dependent students. This conclusion will give baseline data to develop nursing education program based on cognitive style.

• Journal of Science Education
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• v.37 no.1
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• pp.142-156
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• 2013

The purpose of this study was to analyze observation characteristics through eye movement according to cognitive style. For this, developed observation task that can be shown the difference between wholistic cognitive style group and analytic cognitive style group, measured eye movement of university students who has different cognitive style, as given observation task. It is confirmed the difference between two cognitive style groups by analysing gathered statistics and visualization data. The findings of this study were as follows; First, Compared observation sequence and pattern by cognitive style, analytic cognitive style group is concerned with spider first and moving on surrounding environment, whereas wholistic cognitive style group had not fixed pattern as observing spider itself and surrounding area of spider alternately or looking closely on particular part at first. When observing entire feature and partial feature, wholistic cognitive style group was moving on Fixation from outstanding factor without fixed pattern, analytic cognitive style had certain directivity and repetitive investigation. Second, compared the ratio of observation, analytic cognitive style group gave a large part to spider the very thing, wholistic cognitive style group gave weight to surrounding area of spider, and analytic group shown higher concentration on observing partial feature, wholistic cognitive style group shown higher concentration on observing wholistic feature. Wholistic cognitive style group gave importance to partial features in surrounding area, and wholistic feature of spider than analytic cognitive style group, analytic cognitive style group was focus on partial features of spider than wholistic cognitive style group. Through the result of this study, there are differences of observing time, frequency, object, area, sequence, pattern and ratio from cognitive styles. It is shown the reason why each student has varied outcome, from the difference of information following their cognitive style, and the result of this study help to figure out and give direction to what observation fulfillment is suitable for each student.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.4
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• pp.121-131
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• 2017

The most important points in the field of entrepreneurship research are new venture creation and behaviors for start-up venture. Most of past researches are limited to the formation of entrepreneurial intention, and researches on entrepreneurial activities, specifically nascent entrepreneurial behavior, have not been studied well. In this study, we view entrepreneurial process as gestation process from entrepreneurial intention to nascent entrepreneurial activities, and identify the moderating effects of cognitive style, which is the way of thinking about the information in entrepreneurial process. In addition, we find the moderating effects of cognitive style on the relationships between perceived barriers and support in environmental factors and nascent entrepreneurial activities. Subjects of this study are potential entrepreneurs. So we selected university students who are taking venture start-up course, conducted a survey, collected 367 questionnaires. In statistical test, we applied PLS-SEM for testing hypotheses because CB-SEM is too sensitive to test more than two moderating effects in th research model. As a result of the analysis, it was found that entrepreneurial intention, cognitive planning style, cognitive creative style, perceived support had a significant effect on nascent entrepreneurial behavior. The results of the analysis of the moderating effects of cognitive style which are the hypotheses in the research are as follows. First, the cognitive planning style did not have a significant moderating effect on the relationship between entrepreneurial intention and nascent entrepreneurial activities. Second, in the relationship between perceived barriers and nascent entrepreneurial activity, cognitive planning style did not have significant moderating effect, and cognitive creating style had significant negative moderating effect. Third, in the relationship between perceive support and nascent entrepreneurial activity, cognitive planning style had significant positive moderating effect, and cognitive creating style did not have significant moderating effect.

• Korean Journal of Cognitive Science
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• v.17 no.3
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• pp.231-253
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• 2006

The interaction effects of the cognitive style and the presentation order of learning material was explored in the study. Visualizers performed better when the graphic information was presented prior to the verbal information, whereas verbalizers did better when the verbal information was presented prior to the graphic information. The results of the present research have practical implication of personalized multimedia design based on the learner's cognitive style. The results also have suggested that the cognitive load of a multimedia material can be varied depending on the compatibility of the cognitive style and the material.

• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.57-66
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• 2004

The purpose of this study is to determine the relationship among the hypermedia structure(hierarchical and network), learner's cognitive style(field-independent and field-dependent), and learning performance in the elementary school. 128 students(4th graders) having field-independent and field-dependent cognitive style were randomly allocated into hierarchical and network structures of hypermedia learning program. There was not significant interaction between hypermedia structure and cognitive style in learning performance. The students in the hierarchical hypermedia structure showed higher learning performance than ones in the network hypermedia structure. Field-independent students significantly got higher results than field-dependent ones. It is concluded that instructional designers should consider hypermedia structure, learner's cognitive style, and learning outcomes when they plan and design hypermedia learning program.

• Science of Emotion and Sensibility
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• v.7 no.2
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• pp.163-178
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• 2004

The present study identified dimensions of cognitive styles that were concerned with individual differences in cognitive processes. The results provided support for Robertson's [36] theory of cognitive processes that are independent of task. An individual's first or initial cognitive strategy may be consistent across different tasks and therefore considered their style. However, an individual's cognitive style may change after interacting with the task during a number of trials, and lead to a strategy that is particular to the task.

• The Journal of Korean Association of Computer Education
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• v.11 no.4
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• pp.47-58
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• 2008

The purpose of the study was to reveal the effects of visual organizer types and cognitive styles in electronic text understanding. 126 graduate students were divided into a field-dependent group and a field-independent group, and then assigned to two different types of web- based instruction programs which included visual organizers of 'reduction' type and 'abstraction' type. Regarding the comprehension of contents, there were no significant effects of visual organizer types and cognitive styles. However, it was revealed that there were significant interaction effects between visual organizer types and cognitive styles on the awareness of structure in electronic texts. That is to say, while Type 2 ('abstraction' type) was more effective to field-dependent learners, Type 1 ('reduction' type) was more effective to field-independent learners in awareness of structure in electronic texts.