• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.571-582
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• 2005

In spite of the importance of cognitive conflict in conceptual change, there has been little research on the characteristics of cognitive conflict in students enrolled at vocational high schools. The purpose of this study was to expose these students' cognitive conflict types and investigate characteristics of cognitive conflict according to the type of cognitive conflict. This paper examined how vocational students' motivational beliefs and epistemological beliefs affect the process of cognitive conflict when students are confronted with an anomalous situation related to the action and reaction concept. Results indicated that many vocational students experienced low levels of cognitive conflict and remained passive during the explanation of anomalous phenomenon or easily desisted any attempt to resolve the conflict situation because of their epistemological belief to depend on the external absolute knowledge of teachers, an extrinsic motivation to choose easier tasks, or reliance on the teachers' reputations. Therefore, Instructors need to recognize these characteristics in order to facilitate vocational students' conceptual change when presenting cognitive conflict tasks.

• 한국노년학
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• v.36 no.3
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• pp.751-763
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• 2016

In this article, we conducted a literature review about cognitive aging and social-psychological factors that influence cognitive function in old age. As getting older, cognitive function was mostly seen as declining, even though the effect of aging is differential across domains of cognitive ability. The negative view about cognitive aging might be reflecting social-psychological factors such as age stereotypes. Age stereotypes vary among different cultures, but appear to be negative in general. Negative age stereotypes are related to lower level of memory performances. Older adults who were experimentally presented with positive age stereotypes exhibited better memory performances than those with negative age stereotypes. Self-referent belief, appraisals of one's own cognitive abilities, could also affect actual performance in cognitive tasks. Older adults showed lower self-referent belief than younger adults, and it might explain memory decline in old age. Theoretical explanation and implication about the relationship between social-psychological factors and cognitive abilities were discussed.

• Journal of Advanced Technology Convergence
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• v.3 no.3
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• pp.37-45
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• 2024

This study reviews the literature on the utilization of gamification elements in digital applications for cognitive assessment and rehabilitation of the elderly, focusing on both domestic and international research from 2015 to 2024. Following the PRISMA methodology, inclusion and exclusion criteria were applied to align with the research objectives. Out of 1,718 initial studies, 18 were ultimately analyzed after a screening and filtering process. The results of this literature review indicate a growing interest in cognitive training and other interventions aimed at mitigating cognitive decline among the elderly. Additionally, it was found that the gamification elements of digital applications are effective in engaging elderly users and improving cognitive functions such as memory, attention, and executive function. The findings of this study suggest that integrating gamification elements can enhance user engagement and provide practical solutions for cognitive health management. Further research is needed to explore the long-term effects and broader applicability of these digital interventions.

• 대학교육
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• s.95
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• pp.74-83
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• 1998

국립대학 구조조정의 원칙은 핵심역량을 살려 나가야 하고, 시너지 효과가 발생해야 하며, 자율적으로 추진되어야 한다는 것이다. 이에 터한 구조조정의 방향은 첫째, 교육중심대학인지 연구중심대학인지 분명히 정하고, 둘째, 특정 분야를 집중 육성하며, 셋째, 학과 통폐합 및 정원 감축을 단행해야 한다. 경영혁신 전략은 중복 행정업무의 통합화와 단순화, 일반 행정업무와 지원업무의 아웃소싱, 공생 마케팅.전략적제휴 추진, 혁신적 교육방법과 내용의 채택을 들 수 있다.

• Journal of the Korean Society for information Management
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• v.18 no.3
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• pp.265-284
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• 2001

The aim of this study was to discover the correlation between users cognitive style and their attitude towards evaluating the system. Postgraduate students cognitive styles were defined as Verbaliser/Imager and Wholist/Analytic, and the functionality and ease of learning features of a Web-based OPAC(Online Public Access Catalogue) system were evaluated using a combined evaluation methods: interviews for the preliminary survey, a questionnaire far the central data collection, and a psychometric approach for the judgement of students cognitive style using Ridings CSA(Cognitive Style Assessment) tool. Forty-four postgraduate student volunteers responded and data was analysed using SPSS(Statistical Package for Social Science) for Windows. The statistical analysis of each feature of the evaluation, the correlation between the variables, and the features were explored using Pearsons correlation coefficients(r). In exploring the effects of the cognitive styles of individuals, this study has failed to reveal a significant (P < 0.05) correlations in the interactive Web-based OPACs evaluation. It could be said that the contribution of cognitive styles to evaluating Web-based OPACs is likely to be weaker than that of non-cognitive (or demographic) variables.

• Journal of Korean Academy of Nursing
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• v.37 no.7
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• pp.1049-1060
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• 2007

Purpose: This study was conducted to investigate the effects of a cognitive behavior program on cognition, depression, and activities of daily living in elderly with Cognitive Impairment. Method: The research design was a nonequivalent control group pretest-posttest design. There were 21 subjects in the experimental group and 19 in the control group among 40 senior residents in a Hall for the elderly in the city of S. The subjects scores ranged from 15 to 23 on the MMSE-K(Korean Version of Mini-Mental State Examination) over age 65. The length of time for data collection and intervention was from Jun 26 to September 1, 2006. The cognitive behavior program consisted of 'Facing problem behavior', 'Searching for a coping skill', and 'Training in the coping skill'. It was applied to the experimental group twice a week, fifty minutes per session for six weeks. Result: Cognition(t=-4.232, p< .001) and IADL(t=-2.939, p< .01) in the experimental group were significantly higher than those of the control group. Depression in the experimental group was significantly less than the control group(t=3.870, p< .01). However, ADL in the experimental group was not significantly higher than the control group. Conclusion: These findings confirmed that a cognitive behavior program contributed to improving cognition and IADL, and to reducing depression in the elderly with Cognitive Impairment.

• Journal of the Korean Society for information Management
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• v.20 no.4 s.50
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• pp.135-158
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• 2003

The Purpose of this study is to investigate how information use contributes to learning. Conducted as part of a larger study, this study focuses on learning by analyzing students' use of cognitive skills during the Process of using information. Within the broad methodological framework of qualitative research in constructivist paradigm (Guba and Lincoln, 1998), the study applied the revised Bloom's taxonomy (Anderson and Krathwohl, 2000) as a particular framework to understand the Phenomenon. Participants included 21 high school juniors in an honors' class of persuasive speech. The study's combinational use of two techniques -concept mapping and individual interview - in a naturalistic setting Proved to be the unique methods for researching the reflection of information use in learning Products. The results revealed that changes in students' understanding occured in four types - simple, analytic, organizational, and holistic changes. The analysis using the revised Bloom's taxonomy showed that a variety of cognitive skills were used during the whole process of information use and that the use of higher levels of cognitive skills is particularly crucial.

• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.331-352
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• 2012

The purpose of the study is to verify what cognitive variables have significant effect on proportional problem solving. For this aim, the study classified proportional problem into well-structured, moderately-structured, ill-structured problem by the level of structuredness, then classified the cognitive variables as well into factual algorithm knowledge, conceptual knowledge, knowledge of problem type, quantity change recognition and meta-cognition(meta-regulation and meta-knowledge). Then, it verified what cognitive variables have significant effects on 6th graders' proportional problem solving abilities through multiple regression analysis technique. As a result of the analysis, different cognitive variables effect on solving proportional problem classified by the level of structuredness. Through the results, the study suggest how to teach and assess proportional reasoning and problem solving in elementary mathematics class.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.403-419
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• 2004

The perspective on this study assumes that the mathematical modeling activity provides students with the environment which promotes metacognitive thinking. The purposes of this paper are to investigate metacognitive thinking on the mathematical modeling with the result of case study. The study revealed that development of students' model was accompanied with the control and monitoring of modeling activities. Also students refined the model by self-assessment and peer-assessment in small group modeling activities and developed generalizable model.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.267-275
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• 2015

This research purports to find out the characteristics of Korean students cognitive attributes and compare it with that of high-achieving countries who took TIMSS 2011 based on the Cognitive Diagnostic Theory. Based on TIMSS 2011 Science framework, nine cognitive attributes were extracted and the researcher analyzed that 216 of the TIMSS 2011 science items require these attributes. This analysis was conducted to come up with a Q-matrix. After producing the Q-matrix, multi-level IRT was used to figure out each countries' characteristics for each of the cognitive attribute. According to the study results, four attributes, such as 'Use Models,' 'Interpret Information,' 'Draw Conclusions,' and 'Evaluate and justify' were easier attributes for Korean middle school students. However, the other five attributes such as 'Recall/Recognize', 'Explain', 'Classify', 'Integrate', 'Hypothesize and Design' were considered as harder attributes compared to other countries. Korean students also considered 'Interpret Information' as the easiest attributes, and 'Explain' as the hardest attributes of all. For Korean students, those attributes considered to be easy were the easiest and hard attributes as the hardest compared to other countries, showing very extreme cases. Therefore, to give students more meaningful learning experience, it is better to use all the attributes altogether rather than use specific attributes while constructing Science curriculum or textbooks.