• The Korean Journal of Community Living Science
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• v.24 no.3
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• pp.301-312
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• 2013

The purpose of this study was to investigate the differences between attentional networks according to sex and reflection-impulsivity in the cognitive styles of young children. The subjects of the study were 78 5-year-old children from the kindergarten or daycare center in Busan(with 40 in the reflection group, and 38 in the impulsivity group). The tests were conducted by using the Mating Familiar Test and the Attentional Network Test for young children. The study has used two independent t-tests to find out the differences between attentional networks according to sex, and reflection-impulsivity in the cognitive styles of young children. The results of this study were as follows. First, the boys with reflection cognitive style were significantly slower than the girls with the same style(t=2.18, p<.05). Second, young children with reflection cognitive style were significantly faster in the case of alerting effects than those with impulsivity cognitive style(t=-2.53, p<.05). The young children with reflection cognitive style were slower than those with impulsivity cognitive style in the case of orienting effect(t=2.04, p<.05). Children with a combination of both conflict effect and reflection cognitive style were significantly faster than those with impulsivity cognitive style(t=-2.89, p<.01). The results of the study suggested that there was a difference between attentional networks according to sex and reflection-impulsivity cognitive styles of young children.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.151-156
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• 2002

중의적인 단어를 처리하는 방법에 대한 선행연구로, 첫째 문맥에 맞는 의미가 먼저 활성화된다는 가설과 둘째, 여러 뜻 중에 상대적인 빈도에 따라 많이 쓰이는 의미가 먼저 활성화되고, 그것이 문맥과 일치하지 않는다면, 다른 관련된 의미를 찾는다는 가설이 제기되었다. 마지막으로 문맥에 상관없이 모든 의미가 활성화 된 후 문맥을 고려하여 문맥에 적절한 의미를 선택한다는 가설이 있다. 본 연구에서는 '먹을', '감을' 등과 같이 2가지 의미의 품사가 다른 중의 어절과 '쥐어', '감어' 등과 같이 어절 문맥('어')이 주어진 어절의 의미 활성화가 어떻게 다른지를 조사하였다. 본 연구의 목적을 위해 점화어휘 판단 과제를 사용하였다. 실험 1의 결과는 SOA 150ms 조건에서 점화자극어절과 관련된 의미가 품사와 관련 없이 모두 활성화되었다. SOA 1000ms 조건에서는 상대적으로 많이 쓰이는 체언의 의미는 계속 활성화 되어 있는 반면, 용언의 의미 점화량은 감소하였다. 명칭성 실어증 환자인 SDK의 경우 SOA 150ms 조건에서는 일반인과 같은 형태소 처리특성을 보였으나 1000ms 조건에서는 달랐다. 다른 명칭성 실어증 환자인 BIS과 전반성 실어증 환자인 PSB는 SOA 150ms 조건과 1000ms 조건에서 일반인과 아주 다른 양상을 보였다. 이것은 실어증 환자의 타잎에 따라 형태소의 처리나 중의적인 의미 활성화가 일반인과는 다르다는 것을 보여준다. 실험 2에서는 어절 문맥이 있는 '먹어', '쥐어', '감어' 등과 같은 어절을 사용하였다. 실험 2의 결과는 SOA 150ms 조건일 때 어절문맥의 영향으로 용언의 의미만 촉진적 점화효과가 있었고, 체언의 의미는 활성화되지 않았다. 그러나 SOA 1000ms로 지연시켰을 때는 용언뿐만 아니라 체언의 의미도 촉진적 점화효과가 있었다. 실험 1과 2의 결과는 중의적인 한국어 어절의 경우에도 모든 의미가 활성화되나 어절 문맥이 존재할 때는 어절 문맥의 제약으로 어절 문맥에 맞는 한 가지 의미만 활성화된다는 것을 암시한다. 또한 이러한 결과는 한국어 어절이 분석된 형태가 아닌 어절 형태로 심성 어휘집에 저장되어 있다는 것을 암시한다. 실어증 환자의 경우 실험 1과 마찬가지로 환자의 수준이나 종류에 따라 다양한 반응을 보여주었다.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.294-305
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• 2011

This study was to examine the differences of behavioral characteristics between scientifically gifted students and ordinary students. The subjects were 40 scientifically gifted students (27 males and 13 females) and 38 ordinary students (21 males and 17 females). The study specifically analyzed the several characteristics including logical thinking, science process skills, creativity, earth science creativity, self-directed learning, and cognitive style. The results were as follows; First, while 94.74% of scientifically gifted students reached the formal stage, only 36.36% of ordinary students reached it in logical thinking. Second, scientifically gifted students gained higher scores than ordinary students did in science process skills (average 8.11), creativity (average 8.27), earth science creativity (average 6.73), scientific attitude (average 10.79), self-directed learning (average 21.60). Third, 70% of scientifically gifted students and 60.53% of ordinary students showed to have the characteristics of field independent thinking. These results implied that the behavioral characteristics of scientifically gifted students should be included in science gifted education for the pursuit of the essential gifted education and maximization of its efficiency.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.19-38
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• 2011

This study aims to apply a teaching-learning model using science oriented UCC created by students themselves(4C model) in a gifted students' project learning and investigate its effects in science-related affective property by gender in order to use UCC systematically in a gifted students' project learning course. After conducting of gifted students' using UCC project learning, We surveyed gifted students' recognition about it. Nonparametric test has done with the results of before and after science-related affective property tests of them. As results, gifted students took an active part in 'using UCC project learning'. Girls are more active and interested than boys whereas more boys felt a difficulty in creating UCC than girls. Girls' creativity was improved and anxiety about science was decreased whereas the results of boys were not statistically significant. Therefore, 'using UCC project learning' is more effective than tha of boys to girls.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.477-485
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• 2006

study investigated the influences of the forms of verbal external representations and students' verbal learning style in learning chemical concepts with drawing as a method to assist students in connecting and integrating multiple external representations. Seventh graders (N=133) at a coed middle school were assigned to formal drawing (FD) and personalized drawing (PD) groups. Students in the PD group were provided words at personalized style as verbal external representations for drawing, while those in the FD group were provided words at formal style. All students were taught about Boyles Law and Charless Law for two class hours. Results revealed that the scores of a conception test for the PD group were significantly higher than those for the FD group. In a situational interest test, students with strong verbal learning style preference scored significantly higher than students with weak verbal learning style preference in the two groups. Most PD group students were found to prefer to read verbal external representations at personalized style for drawing rather than at formal style, and perceived their activities positively upon cognitive, affective and motivational aspects. Students with strong verbal learning style preference had more positive perceptions about their activities than students with weak verbal learning style preference especially upon affective and motivational aspects.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.88-100
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• 2020

This is an exploratory study based on the literature reviews which examined the possibilities and necessities of multimodal writing curriculum for liberal education. The purpose of this study is to analyze the existing research results which utilized the teaching methods associating music and writing, and to find the educational implications, and finally in terms of writing education, to suggest the possibilities of writing classes' convergent forms with music extracted from the results of the existing studies. Those studies were categorized to four patterns: WAC, effects of therapy, materials for writing, and new literacy. Based on Meyrowitz's perspective, firstly music can be utilized as a circumstance, which means a teacher can indirectly take the emotional, reminding, and healing effects of background musics. Secondly, music can play an important role of materials in thinking and writing, which is the most generally utilized pattern today. The effects are found in all of affective, cognitive, and strategic domains by utilizing music as a sort of reading materials. Thirdly, the convergent writing of music and narrative is suggested. Music is an independent language that can interact with narrative and construct text meanings in this kind of writing classes. These three dimensions of convergence have different perspectives, but sometimes occur at a same time or as a connected pattern. This study proposes that writing teachers need to improve their competence in music as well and to have professional concerns and efforts to develop their convergent writing teaching skills with music for these classes. Finally, this study stresses that team teaching can be an alternative for them.

• Korean Journal of Culture and Social Issue
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• v.10 no.1
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• pp.147-163
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• 2004

The present research investigated and compared stress coping strategies of North Korean refugees with those of South Koreans in the purpose to predict and prepare psychological conflicts expected to occur during the Korean reunification. Adapted from Han, Hur, Chae, and Kim(2001), North Korean refugees recorded their coping strategies that they would employ in stressful situations varying in term of three aspects of stress causes - 2(locus: internal/external) × 2(stability: temporal/enduring) × 2(context: individual/interpersonal) - and the responses were classified in terms of three dimensions(active/passive, approach/avoidance, cognitive/affective/behavioral). In the temporal stress situations, adaptive North Korean refugees preferred active over passive, approaching over avoiding, and behavioral over cognitive/affective stress coping strategies more than maladaptive North Korean refugees did. Also, in the stressful situations caused by external causes, they were more likely to take active rather than passive, approaching rather than avoiding copying. Although active copying strategies were preferred to passive ones by adaptive North Korean refugees in individual stressful situations, approaching copying strategies were preferred to avoiding ones by them in interpersonal stressful situations. These findings were found to be different from the pattern of South Korean's stress coping strategies in the same situations. In conclusion, the differences were discussed in the view of psychological integration during Korean reunification.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.28-36
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• 2007

This study investigated the influences of small group discussion and students' visual learning style in learning chemical concepts with drawing and writing as methods to assist students in connecting and integrating multiple external representations. Seventh graders (N=449) at a coed middle school were assigned to individual drawing (ID), pair drawing (PD), individual writing (IW), and pair writing (PW) groups. All students learned "Boyle's Law" and "Charles's Law" for two class periods. Analyses of the results revealed that the students in the PD group, regardless of students' visual learning style, scored significantly higher than those in the ID group in a conception test. The scores of the students with strong visual learning preference in the PW group were significantly higher than those in the IW group in the conception test, while the scores of the students with weak visual learning preference were not significantly different between the two groups. Although the conception test scores of the PD group were higher than those of the PW group, the difference was relatively small. It was found that most students in both PD and PW groups perceived pair drawing and pair writing positively upon cognitive and motivational aspects.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.909-919
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• 2017

The purpose of this study was to apply the learning clinic program to the maladjusted children to help the cognitive processing style, sense type and learning strategy. The results were as follows. First, the cognitive processing style of low-grade elementary school children is divided into the concept of sequential low-order style, which analyzes information sequentially and consecutively, concrete thinking style that processes real and direct information coming in from outside, and invisible principle or information. The abstract cognitive thinking style improved after the process before the program proceeded. However, There was no meaningful result in the simultaneous processing cognitive style which had excellent intuition and emotion and likes change. Second, the temporal lobe in which the linguistic activity is viewed, heard and spoken in the sensory type, the function of the occipital lobe in which the character or the language is processed is improved, but the function of the parietal lobe in moving and manipulating the body is not significant. Finally, factors that contribute to learning such as sincerity, learning initiative, study method, study habits, and concentration are helpful in learning and school life.

• Journal of Korea Game Society
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• v.16 no.2
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• pp.97-110
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• 2016

Digital game is an entertainment content as well as a cultural content so that digital game can deliver social messages to make people confront with current problems. Based on Gonzalo Frasca's expanded model theory, this study aims to analyze independent games parodying reality on the level of the narrative and the gameplay to demonstrate that digital game can be a powerful medium to represent a satire on society. Parody games describe irrational side of society as being comical and provoke players' repetitive gameplay. Therefore, players can experience serious theme through casual play in the first-person, and realize the tragic reality directly.