• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.1-12
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• 2022

In this study, the effect of VR exposure programs integrated with web-based cognitive restructuring education on reducing social anxiety was confirmed. The experimental group (n=12) received a 10~15 minute session of web-based cognitive intervention and a 20-minute session of virtual reality exposure therapy. The comparison group (n=15) received a 10~15 minute session of web-based speech education and a 20-minute session of virtual reality exposure therapy. After 4 weeks, the experimental group had an increase in positive interpretation bias, a decrease in negative interpretation bias, and a decreased level of social anxiety. These results suggest that the combination of self-help form of web-based cognitive intervention in the treatment of social anxiety disorder can improve the therapeutic effect of VRET.

• Journal of Science Education
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• v.47 no.2
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• pp.154-166
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• 2023

It has been known that the tool characteristics embedded in physical tools and virtual tools act with different underlying mechanisms in a user's knowledge acquisition and conceptual understanding. This overview study examines the learning process through the use of physical and virtual tools from the perspective of conceptual frameworks, affordability that tools present, and the depth of cognitive engagement that occurs in the process of learning concepts through various learning activities. Based on the conceptual frameworks, the results of previous comparative studies were reinterpreted. It was found that what mattered for learning is the amount of new information that a tool provides and the different level of cognitive engagement that students use through various learning activities. Finally, the implications to be considered when teachers use physical and virtual tools to help students better understand various concepts are discussed.

• Proceedings of the Korean System Dynamics Society
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• 2000.07a
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• pp.135-152
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• 2000

지배적 피드백 루프는 구조가 시스템의 행동을 유발한다는 점에 있어서 매우 중요한 개념이다. 본 논문에서는 지배적 피드백 루프의 전환을 완만한 전환(continuous shifts)과 급격한 전환(discrete shifts)의 두 가지로 분류하였다. 본 연구에서는 지배적 피드백 루프의 전환에 대한 인지적 편향을 세 가지의 가설로 분류하여 제시하였다. 이에는 1) 완만한 전환에 대한 인식의 실패, 2) 의사결정 자들의 급격한 전환에 의존하는 경향, 3) 지배적 피드백 루프의 인식에 있어서 수준변수와 변화율 변수간의 차이 등이 포함된다. 마지막으로 본 논문에서는 지배적 피드백 루프에 의한 인지적 편향이 의사결정과정의 시간지연과 정책 개입의 시기에 대하여 어떠한 시사점을 주는지에 관하여 논의하였다.

• Journal of dental hygiene science
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• v.17 no.1
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• pp.46-55
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• 2017

Many people in Korea suffer from a fear of dental treatments; however, only a few studies have focused on this population. This study assessed the effectiveness of cognitive behavioral therapy (CBT) and its interventions in reducing dental anxiety, especially when administered by trained dental staff. Using case studies, the authors analyzed the content of each session and examined the process of reducing dental anxiety. First, the authors observed that the results of both dental fear scale and subjective unit of disturbance decreased significantly with changes in cognitive distortions related to dental anxiety and that rapid improvements were noted after two therapy sessions. Second, the study reported that practicing relaxation (deep-breathing) and muscle relaxation techniques; using hand signals to indicate anxiety or discomfort; establishing an empathic relationship with the therapist; making an anxiety list; and graded insensitive and exposure along with rehearsal, were effective in coping with dental anxiety and in changing negative thoughts towards the dentist. Third, a simple cognitive behavioral intervention can be effective in reducing dental anxiety. In summary, a short-term, five-session psychological intervention with CBT produced a sustained decrease in the symptoms of dental anxiety, allowing the patients to receive the required procedures. The authors discussed the study limitations and the implication of their results on future research.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.110-121
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• 2002

In this study, the verbal interactions occurred during the CASE(Cognitive Acceleration through Science Education) activities in the middle school science class has been analyzed regarding with students cognitive level. The subjects were 24 students of 6 groups in a middle school in Korea. Verbal interactions within group discussions during CASE activities were audio-taped, transcribed, and analyzed. Also, classroom observation and interview with students were carried out. The results showed that the student with higher cognitive level tended to be a group leader. They had strong influences on the group discussions in each step of problem solving. Also, the higher cognitive level students were more active in metacognitive discussion and more often used scientific terms. When their group met difficulties in each stage of problem solving, such as perception of problem and designing experiment, the higher cognitive level students suggested some ideas to help their peers and gave them an explanation of how they worked. Low cognitive level students had difficulties in perception and solving the problem as compared with high cognitive students. It was common during activities for the low cognitive level students to fail to identify variables and to distinguish between dependent variables and independent variables. They failed to hold a number of variables at once. However, the metacognitive questions from their peers or teacher were helpful for them to construct the concept of controlling variables. If there is no student who has a high level of thinking in a group, it was necessary to intervene for teacher. A well judged questions from teacher created the cognitive conflict which causes the students to reconstruct their strategy for problem solving and reinforce the control of variables reasoning pattern. From the above results, it is concluded that students' cognitive levels are much related to the verbal interaction patterns. This suggests that teacher should consider individual student's cognitive level in organizing groups and intervene to facilitate the environment for metacognitive interaction.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.55-64
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• 2012

The purpose of this study is to identify how realism of pedagogical agent can have impacts on persona effect and cognitive load factors. Eighty-two college students participated, and the independent variables of this study were the degree of image details and presence of gesture. The degree of image details were picture, illustration, and line-drawing. The $3{\times}2$ factorial design was applied. There was a significant interaction effect on the engaging of agent persona instrument. When the learners were under the condition of line-drawing agent without gesture, they showed the highest score on engaging of the agent persona instrument. Regarding the cognitive load factors, when learners under the condition of line-drawing showed the highest score of self-evaluation.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.339-348
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• 2017

This study was conducted to examine the differences of anger expression style and cognitive characteristics among adolescents depending on the level of game addiction and game engagement. 420 high school boys were administered the Game Addiction/Engagement Scale, Behavioral Anger Response Questionnaire to measure anger expression style, and Irrational Belief Scale to measure cognitive characteristics. The results of correlation analyses showed that addiction had positive correlations with all the irrational belief factors and behavior anger factors except for assertion and avoidance. Engagement was positively correlated with all the variables except for direct anger-out, avoidance, and self-downing. Participants were divided into three groups depending on the level of addiction and engagement. Addiction high risk-low engagement group showed the lowest scores on support-seeking and the highest scores on diffusion and self-downing. Addiction high risk-high engagement group showed the highest scores on direct anger-out. Based on these findings, it was suggested that counselling strategies for adolescents at high risk of game addiction need to be varied depending on the level of game engagement.

• Journal of Convergence for Information Technology
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• v.9 no.8
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• pp.248-253
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• 2019

Early diagnosis of mild cognitive impairment (MCI) can reduce the incidence of dementia. This study developed the MCI prediction model for the elderly in Korea. The subjects of this study were 3,240 elderly (1,502 men, 1,738 women) aged 65 and over who participated in the Korean Longitudinal Survey of Aging (KLoSA) in 2012. Outcome variables were defined as MCI prevalence. Explanatory variables were age, marital status, education level, income level, smoking, drinking, regular exercise more than once a week, average participation time of social activities, subjective health, hypertension, diabetes Respectively. The prediction model was developed using Restricted Boltzmann Machine (RBM) neural network. As a result, age, sex, final education, subjective health, marital status, income level, smoking, drinking, regular exercise were significant predictors of MCI prediction model of rural elderly people in Korea using RBM neural network. Based on these results, it is required to develop a customized dementia prevention program considering the characteristics of high risk group of MCI.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.6
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• pp.499-506
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• 2021

The purpose of this study is to verify the effect of SNS addiction on cyber-bullying among adolescents, considering the adjustment effect of friendship on this relationship. This study involved 811 middle/high school students with a gender distribution of 391 males and 420 females. According to the analysis, the higher the level of SNS addiction, the higher the level of cyber-bullying. A hierarchical regression analysis was conducted to verify the moderating effect of friendship. The result shows that better peer communication and reliance lowers the impact of cyber-bullying from SNS addiction. Based on research results suggesting the popularization of proactive pre-diagnosis programs to solve SNS addiction, practical intervention plans and the limitations of research on SNS addiction and cyber-bullying in youth are suggested.

• Science of Emotion and Sensibility
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• v.15 no.1
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• pp.47-56
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• 2012

The purpose of this study is to test the effect of pedagogical agent realism and expertise on persona effect. There were two perspectives of the pedagogical agents' social interaction. Self-identification hypothesis argues that complexity of agent image is better to increase social interaction. Subjective identification insists that simplified image is more helpful to facilitate social interaction. However, from the cognitive load theory perspective, learners' expertise can be a major factor to determine persona effect. Sixty-eight college students (male=19 and female=49) participated. The independent variables were the degree of realism of pedagogical agent (detailed vs. simplified image) and the expertise (high prior knowledge group vs. low prior knowledge group). The dependant variables were comprehension test and the agent persona instrument (API). There was no significant difference in comprehension test score; however, there were significant interaction effect on the most constructs of API: 1) facilitating of learning, 2) credible, and 3) human-like. The follow-up analysis of simple main effect revealed that high expertise group showed significantly higher perception of the three construct with high realism of pedagogical agent. The results of study show that learners' expertise plays a key role of perception of persona effect.