• Communications of Mathematical Education
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• v.33 no.3
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• pp.395-423
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• 2019

The purpose of the study is to analyze the levels of cognitive demands and components of the reasoning process presented in the mathematical sequence section of three high school mathematics textbooks in order to provide implications for the development of reasoning tasks in the future mathematics textbooks. The results of the study have revealed that most of the reasoning tasks presented in the mathematical sequence section of the three high school mathematics textbooks seemed to require low-level cognitive demands and that low-level cognitive demands reasoning tasks required only a component of one reasoning process. On the other hand, only a portion of the reasoning tasks appeared to require high-level of cognitive demands, and high-level cognitive demands reasoning tasks required various components of reasoning process. Considering the results of the study, it seems to suggest that we need more high-level cognitive demands reasoning tasks to develop high-level cognitive reasoning that would provide students with learning opportunities for various processes of reasoning, and that would provide a deeper understanding of the nature of reasoning.

• The Mathematical Education
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• v.62 no.2
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• pp.257-268
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• 2023

The purpose of the study is to analyze the characteristics of open-ended tasks in terms of cognitive demands. For this purpose, we analyzed characteristics of open-ended tasks presented in the sequence units of three high school mathematics textbooks. The results of the study have revealed that low cognitive demand levels of open-ended tasks had characteristics including procedures within previous tasks or within those tasks. On the other hand, high cognitive demand levels of open-ended tasks had characteristics of actively exploring new conditions to gain access to what is being sought, requesting a basis for judgement, linking various representations to the concepts of sequences, or requiring a variety of answers. These results are significant in that they not only specified the characteristics of open-ended tasks with high cognitive demands in terms of the intended curriculum, but also provided a direction for the development of open-ended taks with high congitive demands.

• School Mathematics
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• v.9 no.2
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• pp.223-240
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• 2007

The purpose of this study was to investigate the degree to which the middle school mathematics curriculum matched the item difficulty levels of representative mathematics items. The items used in this study were developed for the National Assessment of Educational Achievement. Ranks for difficulty values of the 60 multiple-choice item were calculated via both Classical Test Theory and Item Response Theory and correlated with the rank order of the mathematics content and cognitive domains sequence. There are six content domains; number and operation, algebra, measurement, figure, pattern and function, and probability and statistics. The cognitive domains include computation, understanding, reasoning and problem-solving. Results suggest a congruence between cognitive domain's sequence and item difficulty levels of items based on that sequence. This finding indicates that the linear or hierarchical assumptions concerning the sequence appears to be reasonable. The characteristics of items that were exceptions to this trend were addressed.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.18 no.6
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• pp.259-268
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• 2018

The purpose of this study is to propose a training method customized to the level of cognitive abilities to increase users' interest and engagement while using cognitive function training contents. The level of cognitive ability of the users was based on the clustering based on the users' information and Mini-Mental Statue Examination-Korea Child test score using the K-means algorithm applied collaborative filtering. The results were applied to the integrated cognitive function training system, and the contents order and difficulty level of the cognitive function training area were recommended to the user's cognitive ability level. Particularly, the contents difficulty control was designed to give a high immersion feeling by applying the 'flow theory' method that users can repeatedly feel tension and comfort. In conclusion, the user-customized cognitive function training method proposed in this paper can be expected to be more effective and rehabilitative results than existing therapists' subjective setting of contents order and difficulty level.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.513-522
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• 2023

There is a lack of empirical research on the level of students' state anxiety according to their perceived task difficulty when confronting science questions. This study seeks to investigate whether perceived task difficulty moderates the process of arousing students' state anxiety in science learning. In pursuit of this objective, we engaged 410 fifth- and sixth-grade elementary school students (186 fifth graders; 194 females) in solving two science questions. We then verified the moderating effect of perceived task difficulty on the relationship between science anxiety and state anxiety arousal when confronting science questions using the PROCESS Macro Model 1. Results confirmed that science anxiety and perceived task difficulty significantly and positively predicted state anxiety. Notably, perceived task difficulty had a significant moderating effect on the process of arousing state anxiety, where lower perceived task difficulty led to a greater increase in state anxiety after confronting the science questions. We discuss the implications of the findings for science education and propose potential directions for future research.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.163-167
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• 2002

문제 해결 상황에서의 전이 학습에 관한 연구는 실제 학습 장면에서 학생들이 문제를 좀 더 쉽게 이해하도록 하고, 이를 바탕으로 효율적인 학습이 일어나도록 한다는 점에서 중요하다. 본 연구의 목적은 컴퓨터 학습 환경에서 학습 자료의 난이도와 예제의 사용이 전이에 어떠한 영향을 미치는지에 대하여 알아보고자 수행되었다. 첫 번째 실험에서는 문제 구조가 비교적 잘 정의되어 있는 확률 문제를 대상으로 하여 학습 자료 유형과 난이도가 전이에 미치는 영향을 알아보기 위하여 실시되었다. 학습 자료 유형은 재인(recognition), 증명(verification), 유추(analogy) 세 가지 조건이었으며, 문제의 난이도는 피험자의 수행 평가를 기준으로 하여 세 가지 수준으로 조작되었다. 두 번째 실험에서는 학습 자료 유형과 예제(earlier example)가 전이 학습에 미치는 영향을 알아보기 위하여 실시되었다. 실험 결과 학습 자료 유형과 난이도 각각의 주효과가 통계적으로 유의하였으며, 예제의 제시유무는 전이 검사에서만 경향성을 보였다.

• Journal of Music and Human Behavior
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• v.10 no.1
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• pp.67-83
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• 2013

Assessment in music therapy is a vital part for both the therapist and client in the process of therapy. Based on what is assessed, objectives are identified to formulate specific action procedures and strategies. The existing assessment tools involve lists of skills and behaviors in developmental domains without the music assessment protocol. In this study, the authors attempted to develop an assessment protocol using rhythm production for assessing skills in cognitive and emotional-behavior domain, namely Music Therapy Assessment for Cognitive and Emotional Behaviors (MACEB). The test items of the MACEB-Rhythm were developed using rhythmic patterns varying in terms of item difficulty, which are based on the various degree of clarity in the grouping/gestalt, saliency in part-whole relationship, and complexity in repetition vs. variability. Also the developed tool purported to examine one's level of emotional behavior trait by analyzing performance of musical parameters such as tempo, pacing, and loudness in the reproduced output. In order to verify the logical sequencing of test items, firstly 61 subjects participated in verifying the item difficulty for the selected 15 pilot items. The test items were revised and re-sequenced based on the gathered scores of item difficulty. In the second procedure, seven experts in the fields of music education, music therapy and music psychology whose research interest lie in music cognition revised the developed rhythm protocol items focusing on learning sequence, cognitive process and feasibility for skills assessment. The study attempted to provide foundations for using rhythm as an assessment protocol prior to its verification of assessment validity and reliability.

• Science of Emotion and Sensibility
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• v.12 no.3
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• pp.279-288
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• 2009

The purpose of this study was to verify the impact of cognitive factors and GSR on the task performance. For this study 64 students participated. Multiple regression and repeated measures were applied to analyze the data. The result for the survey indicated that previous knowledge, physical efforts, and task difficulty had significant impacts on task performance. Particularly, task difficulty has a negative impact. This can be interpreted as someone who has high prior knowledge inputs higher physical efforts with low task difficulty perception will show high performance. On the other hand, the low arousal level of GSR in the evaluation stage is a prediction variable of task performance. This result shows that high prior knowledge and low arousal level of GSR produces high performance. However, the analysis of difference in GSR between learning and evaluation stages does not show significant difference. It suggests that physiological measure such as GSR is reliable index of cognitive load; however, it partially represents cognitive load. Other crucial factors should be added for comprehensive measures.

• Korean Journal of Cognitive Science
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• v.15 no.3
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• pp.1-14
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• 2004

This research examined the effects of individual differences on visual discrimination skill teaming and its transfer to novel stimuli. Individual participants were categorized as having an analytic or holistic cognitive style, high or low working memory capacity, and high or low levels of rationality, experientiality, and adaptive decision-making styles. Participants received easy or difficult training for the serially presented discrimination task, and then transferred to novel discriminations. Training content interacted with cognitive style and working memory capacity to affect transfer accuracy performance, but individual differences in decision-making styles did not affect transfer performance. Results suggest individual differences should be taken into account when designing an interface for visual discrimination.

• Korean Journal of Cognitive Science
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• v.34 no.1
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• pp.21-38
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• 2023

The present study was designed to investigate the effect of the difficulty level of retrieval practice and the association strength of categories and stimuli within categories on memory inhibition. Most of the studies have investigated whether inhibition was occurred by manipulating the degree of association strength, emotion value or physical characteristics of non-retrieval practice words within the retrieval practice category. Therefore, it was necessary to study how inhibition occurs according to the degree of difficulty of retrieval stimuli during retrieval practice. The difficulty of retrieval was manipulated into three levels: difficult condition, normal condition, and easy condition through the degree of presentation of consonants and vowels of words during retrieval learning. Additionally, the strength of association between categories and words within categories was manipulated. In previous studies, retrieval-induced forgetting occurred under conditions where the association strength between categories and words within the categories was strong. On the other hand, retrieval-induced forgetting did not occur under conditions where the association strength between categories and words within the categories was weak. The present study, if the inhibition process differs according to the difficulty of retrieval, the possibility of different results from previous studies was explored according to the difference in the strength of association with the category. As a result of the study, in the condition of strong association strength, retrieval-induced forgetting was observed under normal and difficult retrieval difficulty conditions. Whereas retrieval-induced forgetting was not observed under conditions of easy retrieval difficulty condition. In the condition of weak association strength, retrieval-induced forgetting tended to occur under difficult retrieval difficulty conditions. Whereas retrieval-induced forgetting was not observed under conditions of normal and easy retrieval difficulty condition. These results suggest that memory inhibition may appear differently depending on the difficulty of retrieval.