• Korean Journal of Cognitive Science
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• v.22 no.2
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• pp.79-101
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• 2011

This paper analyzes the central tenet of 'embodied cognition' approaches to the mind which emphasize the essential roles that the body and the environment play in cognitive processes. Those approaches can be best understood through the comparison with the neo-Cartesian conception of the mind, which views the mental and cognitive processes as the same with, or as being realized by the brain processes. However, we can also observe potential tensions among the 'embodied cognition' approaches. This paper highlights a tension between Shapiro's view of embodied cognition and Clark's view of extended cognition by reconsidering them against Block's dilemma of functionalism. Shapiro's view may be regarded as a chauvinistic form of functionalism, whereas Clark's view is a very liberal form of functionalism.

• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.243-260
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• 2022

This article examines the educational background of the knowledge system in mathematics education from three perspectives-behaviorism, cognitivism, and constructivism-centered on psychology in mathematics education. First, the relationship between mathematical education and learning psychology is reviewed according to the flow of time. Second, we examine the viewpoints of objectivism and constructivism for school mathematics. Third, we look at the psychology in mathematics education and constructivism from the perspective of learning theory. Lastly, we discuss the implications of mathematics education.

• Korean Journal of Cognitive Science
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• v.14 no.4
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• pp.65-70
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• 2003

In this article, I show that the cognitive suicide argument does not succeed in refuting eliminativism. The argument misses an important aspect of eliminativism. In Sec. 3, the last section, I will suggest the aspect of eliminativism and, on the basis of it, will develop my criticism against eliminativism.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.441-448
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• 2021

The purpose of this study were to investigate knowledge, awareness, and moral sensitivity, performance of standard precaution, and to identify influencing factors on performance of standard precaution of nursing students. The subjects of this study were completed by 201 nursing students from 2 colleges in D City. Data were collected from December 2 to 20, 2019. Data were analyzed using the t-test, the ANOVA, the Pearson correlation coefficient, and multiple regression analysis by SPSS ver. 21.0. There were significant positive correlations among knowledge of standard precaution, awareness of standard precaution, and moral sensitivity on performance of standard precaution. The factors influencing performance of standard precaution of the study subjects were awareness of standard precaution(β=.78, p<.001), and the explanatory power of these variables was 60.5%. The development of awareness of standard precaution education program that focuses awareness of standard precaution change is needed.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.967-984
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• 2010

This study purposed to examine the effects of the Feuerstein's cognitive mediated learning for gifted children on attention control and attention shift. For the study, 40 gifted students were chosen from the 3rd graders in elementary schools and divided into test and control groups using K-WISC-III and Torrance Tests of Creative Thinking. The mediated learning program that is targeted to improve the executive functions of gifted children has used the tools of Organization of Dots, Analytic Perception and Comparisons among Feuerstein's Instrumental Enrichment(FIE). According to the results of this study, a significant improvement has been observed in selective attention, self-control, sustained attention, and attention shift through cognitive mediated learning. Therefore, it has been proven that the cognitive mediated learning is effective in reducing gifted children's problematic behaviors that are caused by a lack of attention control and attention shift and improving their cognitive functions and potentials.

• Korean Journal of Cognitive Science
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• v.7 no.4
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• pp.141-162
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• 1996

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.13 no.2
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• pp.197-219
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• 2002

Education is an intentional change of human behaviors. This change is implemented through the learning process of humans. The principles in the learning process and its psychological mechanism are based on learning theories. The objective insight about how they are related with school libraries as a basic organization supporting school education, what they can contribute and what their research methodologies are is a base for educational and academic research of school libraries. This study at first is to investigate learning and teaching theories for school libraries based on behavioral learning theories, cognitive learning theories and constructive learning theories which are general trends for learning theories. Then it is to introduce new theory 'library-based education approach (LBEA)'as an educational base of school libraries.

• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.399-422
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• 2001

Models for human cognition currently discussed in cognitive science cannot be appropriate ones. The symbolic model of the traditional artificial intelligence works for reasoning and problem-solving tasks, but doesn't fit for pattern recognition such as letter/sound cognition. Connectionism shows the contrary phenomena to those of the traditional artificial intelligence. Connectionist systems has been shown to be very strong in the tasks of pattern recognition but weak in most of logical tasks. Brooks' situated action theory denies the. notion of representation which is presupposed in both the traditional artificial intelligence and connectionism and suggests a subsumption model which is based on perceptions coming from real world. However, situated action theory hasn't also been well applied to human cognition so far. In emphasizing those characteristics of models I refer those models 'left-brain model', 'right-brain model', and 'robot model' respectively. After I examine those models in terms of substantial items of cognitions- mental state, mental procedure, basic element of cognition, rule of cognition, appropriate level of analysis, architecture of cognition, I draw three arguments of embodiment. I suggest a way of unifying those existing models by examining their theoretical compatability which is found in those arguments.

• Korean Journal of Cognitive Science
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• v.22 no.2
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• pp.145-172
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• 2011

Prospective memory (PM) is memory for activities to be performed in the future, such as remembering to purchase a piece of fruit on the way home or remembering to give someone a telephone message. Theoretically, PM retrieval can be accomplished either by controlled monitoring of intended action or by a more automatic process that spontaneously responds to the presence of intended event. The present study examined the effect of meta-cognitive awareness in PM retrieval process. In Experiment 1, we manipulated PM condition with a salient cue to stimulate participants' meta-cognitive awareness. Results showed the salient cue condition spontaneously triggered remembering to perform an intended action. In Experiment 2, we manipulated participants' meta-cognitive awareness about PM task difficulty and about the degree to which cognitive capacity is required to realize the PM task. Results showed that PM retrieval process varied with meta-cognitive awareness (i.e., more resources were allocated if the PM task was expected to be difficult). These results imply that participants' meta-cognitive awareness play an important role in PM retrieval process.

• Korean Journal of Cognitive Science
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• v.23 no.2
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• pp.269-293
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• 2012

This study aimed to investigate the interactive effects of individual's cultural disposition (individualism, collectivism, horizontal disposition and vertical disposition) and cognitive style (analytic vs. holistic thinking) combination on differences in global precedence. For this purpose, the participants were divided into 4 different cultural disposition groups based on Singelis et al.'s(1995) INDCOL scale, and 2 cognitive style groups based on Choi et al.'s(2007) AHS, and required to respond selectively to global or local property of two types of compound stimuli (compound figure and compound letter). Reaction time and error rates for both global or local property were analyzed and compared as the dependent measurement. The results can be summarized as followings. First, faster responses were observed in compound figure condition than in compound letter condition, and to global property than to local property. Second, contrasting to individualism-cognitive style or horizontal disposition-cognitive style combinations, significant interaction effects both between collectivism and cognitive style, and between vertical disposition and cognitive style on global/local processing were found. This result indicated that combinations of collectivism-holistic thinking and vertical disposition-holistic thinking can induced larger global precedence effect than other combinations of cultural disposition and cognitive style.