• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1015-1023
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• 2017

The purpose of this study is to investigate the process of development of explanatory hypothesis being generated by middle school students and the factors that affect the process in water wave interference phenomena by analogy scaffolding. For this purpose, the processes on how explanatory hypotheses were generated, revised, and then elaborated by analogy scaffolding were investigated and analyzed. The subjects for the study were 60 eighth grades students in one middle school divided into 12 groups according to their cognitive level measured by GALT. The research findings are as follows: First, it was found that there is a regular pattern in development of explanatory hypothesis by students about water wave phenomenon; second, the cognitive level of the student affected apparently on the students' hypothesis development process, however, it was also observed that students with inferior cognitive level could form a scientific explanatory hypothesis in the second stage of the scaffolding; third, the analogy scaffolding actually helped the students in formulating hypothesis. In conclusion, analogical reasoning can be a meaningful and powerful strategy for secondary school students to formulate explanatory hypothesis.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.493-509
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• 2010

Researchers have suggested that educators have to focus their attention on variability and reasoning about variation as means of developing students' statistical thinking in school mathematics. This paper investigated knowledge for the teaching of variability and reasoning about variation; what are sources of variability, how to cope with variability, what are types of variability, how to recognize variability, and the relationship between statistical problem solving and variability. The results involve: discussion on the sources of variability and how to cope with variability promotes students' awareness of different types of variability and students' motivation in the following steps in the statistical activity; emphasis on reasoning about variation in teaching representation of data accords with objectives of statistics education; reexamination of curriculum for statistics education is needed, which has a content-oriented arrangement.

• Korean Journal of Cognitive Science
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• v.27 no.4
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• pp.541-572
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• 2016

Causal reasoning is actively studied not only by psychologists but, in recent years, also by cognitive scientists taking the Bayesian approach. This paper seeks to provide an overview of the recent trends in causal reasoning research with a focus on the power probabilistic contrast theory of causality, a major psychological theory on causal inference. The power probabilistic contrast theory (PPCT) assumes that a cause is a power that initiates or inhibits the result. This power is purported be understood through statistical correlation under certain conditions. The paper examines the supporting empirical evidence in the development of PPCT. Also, introduced are the theoretical dispute between the PPCT and the model based on Bayesian approach, and the current developments and implications of research on causal invariance hypothesis, which states that cause operates identically regardless of the context. Recent studies have produced experimental results that cannot be readily explained by existing empirical approach. Therefore, these results call for serious examination of the power theory of causality by researchers in neighboring fields such as philosophy, statistics, and artificial intelligence.

• Korean Journal of Cognitive Science
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• v.22 no.1
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• pp.19-38
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• 2011

When quantitative representation and reasoning about space is difficult or impossible in a real world, we can use qualitative representation and reasoning. RCC-8 is a well-known qualitative method for 2D space. RCC-8, in which a basic ontological primitive entity for space is a region, shows the connection-based logics and the conceptual neighbors and transitions of topological status between two regions. The transitions happen by changing position or size of regions. However, more aspects have to be considered for representing and reasoning of the world. We propose a modified and extended method QSR-14 for qualitative spatial representation and reasoning of a dynamic physical 2D world in the gravitation field. We mention the need of a global reference frame and describe QSR-14 in detail for representing and reasoning of physical and chemical changes of a real world using the global reference frame. We believe QSR-14 is appropriate for the qualitative spatial representation and reasoning of a dynamic physical world. The usefulness of QSR-14 is shown with several examples.

• Korean Journal of Cognitive Science
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• v.10 no.4
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• pp.63-70
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• 1999

Reconstruction of collision accidents is to analyze the cause of accidents and collision behavior using available information from vehicle accident circumstances. This paper introduces a collision reconstruction system which is developed to be applicable to traffic accident reconstruction. Our System combines both quantitative and qualitative collision models so as to compensate for weaknesses in each with strengths of each other. I It provides accurate predictions and causal explanations of the collision behavior. During r reverse analysis of collision. qualitative simulation is used to verify a hypothesis and to detect any conflict in early stage of reconstruction. It is implemented and applied to real car-to-car collision accidents. The test results verify the reliabilities of our techniques.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2006.06a
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• pp.125-130
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• 2006

원활한 의사소통을 위해서는 문장들을 연결하여 흐름을 조직하고 말로 산출하고 전체적인 의미를 파악할 수 있어야 한다. 이야기는 이러한 문장들이 연결되어있는 것으로, 종속적이거나 나열적인 이야기 특성은 의사소통장애인의 이야기 이해와 산출의 수행에 영향을 미칠 수 있다. 본 연구에서는 이야기 특성에 따른 유창성 실어증환자의 이야기 이해 및 산출의 능력을 알아보고, 이해과제 수행이 산출과제에 미치는 영향을 분석해보았다. 이야기 종류로는 시간적 나열 이야기와 인과적 관계 이야기, 유머가 있는 이야기를 사용하였으며, 사실적 정보, 텍스트 추론, 빠진 정보추론 등 세 가지의 이해과제를 통하여 이해 능력을 측정하였다. 산출능력은 이해과제 전과 후에 CIU 비율로 질적인 측면을 측정하고, 분당어절 수를 이용하여 양적인 측면을 분석하였다. 그 결과 이해측면은 세 가지 이야기 모두 사실적 정보에 대한 이해 능력이 상대적으로 좋았으며, 오류의 형태는 추론오류가 가장 많이 나타났다. 산출에서는 인과적 관계이야기에서의 CIU 비율이 가장 높았고, 이해과제 전, 후의 차이를 비교한 결과, CIU 비율은 변화하지 않았으나, 분당 어절수에서는 증가하고 있음을 보여주었다. 이야기의 종류에 따라서 유창성 실어증화자의 산출과제의 수행수준은 다르게 나타났다. 그리고 이해과제의 수행이 산출과제에서 양적인 증가는 가져왔으나 질적인 수준에는 아무런 영향을 미치지 않았다.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.935-946
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• 2016

This study aims to explore cognitive biases relating the core competences of science and instructional strategy in reducing the level of cognitive biases. The literature review method was used to explore cognitive biases and science education experts discussed the relevance of cognitive biases to science education. Twenty nine cognitive biases were categorized into five groups (limiting rational causal inference, limiting diverse information search, limiting self-regulated learning, limiting self-directed decision making, and category-limited thinking). The cognitive biases in limiting rational causal inference group are teleological thinking, availability heuristic, illusory correlation, and clustering illusion. The cognitive biases in limiting diverse information search group are selective perception, experimenter bias, confirmation bias, mere thought effect, attentional bias, belief bias, pragmatic fallacy, functional fixedness, and framing effect. The cognitive biases in limiting self-regulated learning group are overconfidence bias, better-than-average bias, planning fallacy, fundamental attribution error, Dunning-Kruger effect, hindsight bias, and blind-spot bias. The cognitive biases in limiting self-directed decision-making group are acquiescence effect, bandwagon effect, group-think, appeal to authority bias, and information bias. Lastly, the cognitive biases in category-limited thinking group are psychological essentialism, stereotyping, anthropomorphism, and outgroup homogeneity bias. The instructional strategy to reduce the level of cognitive biases is disused based on the psychological characters of cognitive biases reviewed in this study and related science education methods.

• Korean Journal of Cognitive Science
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• v.2 no.1
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• pp.193-204
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• 1990

This paper discusses a reasoning model of information retrieval with a hierarchical thesaurus.The model computes the conceptual distance between a query and an object,both are indexed with weighted terms from a hierarchical thesaurus. The proposed model allows Boolean operators for user queries and edge weights for a hierarchical thesaurus. Experimental results have shown that the proposed model simulates, with surprising accuracy, people in the assessment of conceptual closeness between queries objects.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.123-148
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• 2014

The purpose of this study is to figure out the perceptional characteristics of mathematically gifted elementary students by comparing the mathematical reasoning ability and errors between mathematically gifted elementary students and non-gifted students. This research has been targeted at 63 gifted students from 5 elementary schools and 63 non-gifted students from 4 elementary schools. The result of this research is as follows. First, mathematically gifted elementary students have higher inductive reasoning ability compared to non-gifted students. Mathematically gifted elementary students collected proper, accurate, systematic data. Second, mathematically gifted elementary students have higher inductive analogical ability compared to non-gifted students. Mathematically gifted elementary students figure out structural similarity and background better than non-gifted students. Third, mathematically gifted elementary students have higher deductive reasoning ability compared to non-gifted students. Zero error ratio was significantly low for both mathematically gifted elementary students and non-gifted students in deductive reasoning, however, mathematically gifted elementary students presented more general and appropriate data compared to non-gifted students and less reasoning step was achieved. Also, thinking process was well delivered compared to non-gifted students. Fourth, mathematically gifted elementary students committed fewer errors in comparison with non-gifted students. Both mathematically gifted elementary students and non-gifted students made the most mistakes in solving process, however, the number of the errors was less in mathematically gifted elementary students.

• 한국HCI학회:학술대회논문집
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• 2007.02a
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• pp.308-315
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• 2007

상황 인지 컴퓨팅에서 상황정보 추론 기능은 상황정보 관리를 위해 중요한 기능 중의 하나이다. 상황정보 추론 기능은 하위 레벨의 상황정보들로부터 사용자의 상황을 나타내는 상위 레벨의 상황정보를 제공한다. 인프라 기반 지능형 공간에서 중앙 집중 형의 상황정보 관리 시스템은 상황정보 추론을 위한 자원 소모를 고려할 필요가 없었다. 하지만 자원이 제약된 장치들로만 구성된 개인 지능형 공간에서는 공간 내 전체의 자원 소모뿐만 아니라 상황정보 관리자 역할을 하는 장치 (coordinator)들의 자원 소모가 최소화 되어야 한다. 본 논문에서는 중앙 집중적인 상황정보 추론 작업을 분배하여 개인 지능형 공간 내의 다른 장치들에게 작업을 분산시키는 상황정보 추론 작업 분배 기법을 제안한다. 제안된 분배 기법은 건강정보, 환경정보, 지리정보 같이 상황정보가 자주 발생하는 환경에서 더 효율적이다. 상황정보 추론작업을 분배 함으로써 상황정보 추론을 위한 개인 지능형 공간의 전체의 처리량을 크게 증가시키지 않으면서 코디네이터의 처리량을 줄일 수 있다. 본 논문의 작업분배 기법은 상황정보 추론의 역할을 하는 코디네이터와 분산된 로컬 상황정보 추론기능을 제안한다. 본 논문에서는 제안된 상황정보 추론 기능을 개인 지능형 공간을 구성하는 장치들에 각각 구현하고 상황정보 추론을 위한 처리부하를 측정하여 제안된 기법의 실행 가능성을 보였다.