• The Research Journal of the Costume Culture
• /
• v.10 no.3
• /
• pp.248-260
• /
• 2002

The purpose of this study were 1) to examine underlying dimensions of two aspects of attitudes - cognitive beliefs and consumption feelings of well-known name brand apparel and 2) to examine predictiveness of those two variables in predicting buying intentions of well-known name brand apparel. The data were collected through questionnaire from convenient samples of 207 female college students. Statistical analysis of factor analysis, t-test and multiple regression analysis were performed in analysing the data. The major findings were as fellows: 1. The dimensions of evaluation criteria of well-known name brand apparel were design/brand name, clothing construction, and practicality. 2. The dimensions of consumption feelings were pleasure/confidence, active and regret. 3. In predicting buying intension of name brand apparel, consumption feelings fecund to be as more robust predictors than cognitive variables.

• Proceedings of the ESK Conference
• /
• 1995.10a
• /
• pp.27-36
• /
• 1995

원자력발전소와 같은 공정제어(process control) 체계에서 운전원의 수행도는 인터페이스에서 인간과 기계간에 이루어지는 상호작용의 신뢰도를 결정할 뿐만 아니라, 전 체 체계의 효용을 좌우하는 중요한 문제로 대두되고 있다. 이러한 체계의 설계에서는 감시제어(supervisory control) 기능의 설계요건 설정과 평가과정에서 체계의 주도자인 인간의 특성을 반영하여 직무수행의 신뢰도를 확보하는데 많은 노력을 기울고 있다. 본 연구에서는 인간-기계 체 계의 설계과정에서 운전원의 직무수행도를 보장하도록 직무요건(task requirements)을 도출 할 수 있는 방법론을 제시하고자 하였다. 직무요건을 파악하는 과정을 일반적으로 직무분석(task analysis)이라고 하는데, 적합한 직무분석 기법의 확보가 중요시된다. 본 연구에서는 우선, 기존의 직무분석 기법들을 조사하여 대표적인 기법들과 주요 기술 동향을 검토하였으며, 직무의 인지적인 측면 파악을 중심으로한 새로운 기법의 방향을 설정하였다. 설정된 방향에 따라 인지적인 측면의 분석을 강화하고 원자력발전소 운전원의 직무분석에 적합한 인지적 직무분석 기법의 기본체계 (basic framework)를 제안하였다.

• Journal of the Korean Society of Floral Art and Design
• /
• no.40
• /
• pp.3-24
• /
• 2019

This study aim to suggest connective potential of eco-therapy in interior therapy for integrative psychotherapy. The study method was literature review on qualitative study. The study scope was ranged as the following three steps: 1) Literature review on integrative psychological therapy; 2) Discussion on therapy and ecology in interior design; and 3) Association between three aspects of integrative psychotherapy(emotion, cognition and behavior) and psychological phases of interviewee (quasi-consideration, consideration, preparation, behavior, and maintenance). The study results are summarized below: 1) Emotional aspect of integrative psychotherapy utilizes installing and sensory aspects of space. 2) Cognitive aspect of integrative psychotherapy utilizes energetic and installing aspects of space. 3) Behavioral aspect of integrative psychotherapy utilizes structural, installing, emotional, and purposive aspects of space. This study has its significance in extending collaborative concept of plants as the decoration to broad sense of eco-therapy available as the psychological factor in organic relationship between human and environment, which will be used as the resource for design therapy training program in the future.

• School Mathematics
• /
• v.9 no.3
• /
• pp.375-396
• /
• 2007

The purpose of this study is to analyze how a mathematics teacher and a high school student make the meaning in a graph and how aspects of the interpretation of a graph are interacted during the signification process, and to suggest considerations for teaching and learning of a graph. The findings of a case study have led to conclusions as follows: All of them have a difficulty in making the meaning in a graph and construct the meaning as a nested signification model. In the process which they make the meaning, they interrelate cognitive, contextual, and affective aspects and construct interpretants. In this process, a teacher focuses on cognitive aspect, based on a qualitative approach. But a student considers contextual aspect more, based on a quantitative approach. This study suggests three considerations for teaching and learning of a graph.

• Proceedings of the Korean Society for the Gifted Conference
• /
• 2003.05a
• /
• pp.127-130
• /
• 2003

본 연구는 과학영재교육의 중요성이 증대되고 있는 현 시점에서 이의 효과적인 성취를 가져오기 위해선 우선 영재 판별의 시도가 다양해져야 한다는 필요성에서 출발하였다. 그 동안 영재 판별은 주로 인지수행의 결과적인 측면을 다루었다고 본다면, 본 연구는 인지수행의 과정적인 측면을 다루었다고 할 수 있다. 인지수행의 과정적인 측면은 뇌기능의 활동성을 파악하는 것으로 가능하다. 따라서 뇌의 활동성에 대한 뇌파측정 방법을 통해 좌.우뇌 기능상에서의 뇌파특성을 파악해 보므로써 영재성 판별의 한 방법으로서 그 가능성의 단초를 제공하는데 본 연구의 주목적이 있다. 이를 위해 영재성 판별 및 뇌기능 연구방법과 뇌의 정보처리과정에 대한 이론적인 고찰을 바탕으로 초등학교 4-6학년 아동 중 과학영재아 11명, 일반아 10을 연구대상으로 선정하여 PC용 뇌파측정기를 통해 이들의 뇌파특성을 분석한 결과, 다음과 같이 나타났다. 다음 표는 과학영재아 및 일반아의 아무런 과제를 수행하지 않은 상태의 기본뇌파와 과학 창의적 과제를 수행중인 상태에서의 뇌파를 좌뇌와 우뇌의 뇌파 활성도별로 그 차이를 분석한 것이다.

• Management & Information Systems Review
• /
• v.33 no.1
• /
• pp.17-43
• /
• 2014

research tries to present the role of perceived justice and authenticity in service recovery process. Prior research on the service recovery have focused on relationship among perceived justice, recovery satisfaction and positive customer behavior. Especially perceived justice including distributive, procedural, and interactional justice has addressed as most important antecedents of recovery satisfaction. Although the pivotal role of perceived justice for successful service recovery has agreed by many researchers, relatively little attention has been paid to emotional aspect of customer. During the service recovery process, even if customer perceived recovery effort from service provider as justice one, they might feel displeasure or dissatisfaction. It means prior researches have underestimated the importance of emotional aspect while they focus on cognitive aspects. The one research focused on emotional aspects examined effect of authenticity in service context with other related factors. However, solely examined effect of authenticity is not enough to present proper implication effect between justice and authenticity so that it can be understood more clearly. In this study, we examined customer reactions to service failure and recovery process in restaurant service settings. Specifically, we focused on the moderating effect of authenticity on the paths between perceived justice and outcome variables such as forgiveness and recovery satisfaction.

• Korean Journal of Cognitive Science
• /
• v.19 no.1
• /
• pp.41-56
• /
• 2008

Previous studies, while investigating factors of sensibility, had rarely considered its internal structure. This study hypothesized that sensibility had sensational aspects and emotional aspects and the former corresponded to objective adjectives, describing attributes of objects, and the latter to subjective adjectives, describing psychology of experiencers. Forty-three objective adjectives and 21 subjective adjectives describing color sensibility were selected both by a linguistic criterion and an empirical evaluation. Factor analysis on semantic differential responses to these two groups of adjectives resulted in 5 sensational factors and 3 emotional factors of color sensibility respectively. Hierarchical structure was derived by regressing emotional factor scores on sensational factor scores. In consequence, emotional aspects were interpreted by different combinations of sensational factors. Limitations and significance of this study were discussed.

• Communications of Mathematical Education
• /
• v.10
• /
• pp.59-80
• /
• 2000

수학 학습 부진아의 지도가 효율적으로 이루어지기 위해서는 먼저 원인의 진단이 선행되어야 하고, 이를 바탕으로 적절한 치료 대책이 이루어져야 하는 바, 교사는 수학 학습에서 부진을 야기하는 여러 가지 복합적인 요인에 대한 지식을 갖출 필요가 있다. 학생들이 수학적 이론의 구조 속에 싸여 있을 때, 수학적 개념과 원리를 잘 이해하는 것처럼, 교사는 수학 학습 부진의 요인에 대한 이론의 구조 속에서 학생들의 행동을 투사함으로써 그들의 행동을 이해하게 되고 진단과 치료가 잘 이루어질 것이다. 이와 같은 관점에서 본 연구는 수학 학습 부진의 요인을 크게 개인적 측면과 환경적 측면으로 나누고, 개인적 측면에서는 인지적 요인, 심동적 요인, 정서적 요인을, 환경적 측면에서는 사회적 요인, 교육적 요인에 대해 고찰한다. 그리고 이들 요인에 대한 정확한 처방을 하기에는 어려움이 많지만, 최선의 교육적 치료 방법을 논의해 보고자 한다.

• Journal of The Korean Association For Science Education
• /
• v.24 no.2
• /
• pp.375-386
• /
• 2004

Creative thinking alone can not lead to scientific creativity. Scientific knowledge and scientific inquiry skills are needed for scientific creativity. Focused only on cognitive aspect, I suggested a cognitive model of scientific creativity (CMSC) consisting of 3 components: thinking for scientific creativity, scientific knowledge contents, and scientific inquiry skills. Recently, many researchers have emphasized the various thinking for creativity as well as divergent thinking. Therefore, I suggested three types of creative thinking - divergent thinking, convergent thinking, and associational thinking - and discussed its rationale. Based on this model, an example of activity material for the scientific creativity was suggested. In the further research, based on CMSC, various activity types related to scientific creativity and concrete learning materials for scientific creativity will be developed.

• Journal of The Korean Association For Science Education
• /
• v.40 no.2
• /
• pp.203-216
• /
• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.