• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 1997.11a
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• pp.193-198
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• 1997

고도로 자동화된 시스템에서 인간이 수행하는 작업은 대부분 '감시와 반응'으로 단순화될수 있으며, 시스템에 이상이나 비상사태가 발생되는 경우 이에 대응되는 조치를 취하기 위한 정보처리와 의사결정을 수행하는 인지과정이 중요한 사항이다. 본 연구는 숙련된 작업자가 인지적 의사결정과정에서 잘못된 정보처리를 초래하는 원인으로 감각정보의 잘못된 해석에 있다고 보았으며, 이 과정에 감성의 영향을 도입하였다. 인간감성의 특성은 감각자극에 대하여 반사적이고 직관적으로 발생하며, 개인에 따라 다양함과 함께 애매모호성과 변화성을 가지고 있다. 감성은 두뇌의 limbic systim에 축적된 생활경험의 기억에 의하여 발생되며, 이 후에 발생되는 감정이나 두뇌에서의 정보초리에 영향을 미친다. 감성의 발생과 정보처리 및 의사결정과정에 대한 영향을 모형화하기 위해서는 조종사의 레이더 감시에 대한 인지과정을 정밀하게 기술하였으며, 이 과정에 감성요소를 도입하여 인지모형을 개발하였다.

• Asia Marketing Journal
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• v.1 no.1
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• pp.2.1-2.38
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• 1998

본 연구에서는 소비자 만족 형성 과정에서 발현되는 소비자의 감정 반응의 역할에 대해 이론적 및 실증적으로 고찰하였다. 소비자 감정 반응에 관한 선행 연구의 고찰을 통해 소비자 만족 형성 과정에서 발현되는 소비자 감정 반응은 구매라는 사건을 중심으로 기분 상태와 소비 정서라는 주요한 범주로 구분할 수 있음을 발견하였다. 다음으로 감정과 인지의 관계를 설명하는 이론, 특히 정서의 인지적 평가 이론을 기초로 기존의 기대-불일치 모형에 의한 인지적 과정과 기분 상태→소비 정서의 감정적 과정을 결합하는 연구 모형을 수립하고 확인적 요인 분석과 구조 방정식 모형으로 실증 분석하였다. 실증 연구 결과 점포 내 기분 상태는 유쾌와 각성, 소비 정서는 긍정적 소비 정서와 부정적 소비 정서의 차원으로 구분되며, 기대가 소비자의 점포 내 기분 상태의 인지적 평가로, 불일치가 소비 정서의 인지적 평가로 간주될 수 있으며, 점포 내 기분 상태가 제품의 성과 판단과 소비 정서에 직접적으로 영향을 미친다는 사실이 밝혀졌다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.01a
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• pp.159-162
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• 2011

이 연구는 인지기제를 활용한 문제기반학습이 학습자의 학업성취도와 수학적 태도에 미치는 효과를 분석하였다. 우선 초등학교 수학과 학습에서 학습자들의 인지과정을 안내할 수 있는 문제기반학습 설계를 위해 문제기반학습 모형에 란다(N. Landa)의 인지기제 교수학습설계이론을 적용하여 인지기제 활용 문제기반학습 모형을 도출하였다. 그리고 초등학교 수학과 4학년 2학기 4개 단원의 8차시를 추출하여 문제를 개발하고 서울시 소재 'ㅈ' 초등학교 4학년 학생들 중 동질집단으로 확인된 2개 학급에 이 모형을 적용하였다. 연구 결과 인지기제 활용 문제기반학습을 적용한 실험집단과 적용하지 않은 통제집단 간 학업성취도 효과에 있어서 통계적으로 유의한 차이가 있었다. 또한 수학적 태도와 관련해서는 하위영역 중 수학에 대한 자아개념과 수학에 대한 태도 영역에서는 유의한 차이가 있었으나 수학에 대한 학습습관 영역에서는 유의한 차이를 보이지 않았다. 특히 세부영역별로 자신감, 흥미, 우월감, 주의집중, 목적의식, 자율학습에 있어서 유의한 차이를 보였으며, 학습기술 적용과 성취동기에 대해서는 유의한 차이가 없었다.

• Journal of Korea Society of Industrial Information Systems
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• v.26 no.5
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• pp.21-35
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• 2021

In this study, in order to find out how the quality factors of information system affected the technology acceptance model and user intention, the importance of IT security which had been recently emerged by including the security in the system, information and service is considered as the factors of information system quality. To verify how the information system quality affected the technology acceptance model and user intention, the study was conducted with expanded information system by classifying the technology acceptance model with perceived usefulness and perceived ease of use and classifying user intention with acceptance and utilization whether user had only acceptance intention or both acceptance and utilization intentions. The study results are as follows. First, the hypothesis that quality factors of information system affected the technology acceptance model significantly was partially adopted. Second, the hypothesis that the technology acceptance model affected user intention significantly was adopted.

• Korean Journal of Cognitive Science
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• v.2 no.2
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• pp.487-513
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• 1990

The present paper reviews experimental finding such as kanji stroop effect, kana superiority effect in naming task, kanji superiority effect in lexical devision task, and the different pattern of facilitatory priming effect in repetition priming task. Most of the experimental findings indicate that kana script and kanji script are processed independently and modularly. These indications are also consistent with the basic observations on Japanese dyslexics. A connectionist model named JIA(Japanese Interactive Activation)is proposed which is a revision of interactive activation model proposed by McClelland & Rumelhart(1981). The differences between the two models are as follows. Firstly, JIA has a kana module and kanji module at letter level. Secondly, JIA adopts script-specific interconnections between letter-level nodes and word-level nodes:word nodes receive larger activation from the script consistent letter-level nodes. JIA successfully explains all the experimental findings and many cases of Japanese dyslexia. A computer program which simulates JIA model was written and run.

• Journal of Science Education
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• v.37 no.1
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• pp.170-185
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• 2013

The purpose of this study is to investigate a cognitive model of task commitment on biology classification inquiry. To achieve this goal, first, this study analyzed several literatures on task commitment in biology inquiry, and invented the tentative model of the task commitment. To investigate a tentative model invented, 2 main tasks were developed. These tasks were administered to 8 high-school students, first grade. Raw protocols were collected by thinking aloud method and a retrospective interview method. Collected protocols were converted to segmented protocols and coded by analyzing frame based invented model. The codes were analyzed. As a result, some problems were discovered, tentative model were revised. New analyzing frame based on Improved model were composed, and raw protocols were re-analyzed. Finally, a cognitive model of task commitment on biology classification inquiry was investigated. The investigated cognitive model of task commitment on biology classification inquiry was constructed 3 steps, 'Task commitment Induction', 'Task commitment Reinforcement', 'Task commitment Maintenance'. And each steps were consisted of several sub-factor. And commitment component were changed in each steps. Through this results, base information for strategy that improvement task commitment on biology classification inquiry is provided. Furthermore, the cognitive model of task commitment on biology classification inquiry will assist on evaluation and feedback by stage on task commitment.

• School Mathematics
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• v.16 no.2
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• pp.387-407
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• 2014

Gender differences have been given major attention in mathematics education in the context of pursuing gender equity in instructional and learning environment. It had been traditional belief that male students would outperform female students in mathematics, especially in the areas as geometry. This belief has been given doubts by cumulated empirical evidences that gender differences are gradually diminishing or even reversing its direction as time goes on. In this study, gender differences in geometry were explored using TIMSS 8th grade mathematics data administered in TIMSS 2003, 2007, and 2011, based on a cognitive diagnostic modeling(CDM) approach. Among various CDM models, the Fusion model was employed. The Fusion model has advantages over other CDM models in that it provides more detailed information about gender differences at the attribute level as well as item level and more mathematically tractable. The findings of this study show that Attribute 3(Three-dimensional Geometric Shapes) revealed statistically significant gender differences favoring male students in TIMSS 2003 and 2007, but did not show significant differences in TIMSS 2011, which provides an additional empirical evidence supporting the recent observation that gender gap is narrowing. In addition to the general trends in gender differences in geometry, this study also provided affluent information such as gender differences in attribute mastery profiles and gender differences in relative contributions of each attribute in solving a particular item. Based on the findings of the CDM approach exploring gender differences, instructional implications in geometry education are discussed.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.202-205
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• 2005

대부분의 실험상황과 달리 실제 상황에서 사람들은 의사결정에 필요한 정보를 직접 획득해야 한다. 기존의 연구는 정보 획득 방략이 고정된 것으로 간주하였다. 그러나 반복적인 의사결정은 환경에 대한 피드백 학습을 가능케 하여 심적 모형 형성에 영향을 미치며, 심적 모형의 변화는 정보 획득 방략의 변화를 초래한다. 이 연구에서는 심적 모형 형성과 정보 획득 방략의 변화에 대해 고찰하였다.

• Journal of Digital Convergence
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• v.12 no.8
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• pp.147-155
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• 2014

Social commerce is a combination of social media and shopping. Social commerce, based on Web 2.0 technologies, has the various potentials, which is the factor attracting customers. In Korea, collegians are more active user of social media, in turn, are estimated more active customer in social commerce context. Present research explored what made Korean collegians use social commerce with extending technology acceptance model(TAM) with word-of-mouth(WOM) and perceived enjoyment(PE). We found that WOM affected indirectly the intention to use(ITU) with mediating PE, in turn, PE has a positive effect on the all of constructs in TAM. Accordingly, TAM extended with WOM and PE is validated in social commerce context. Finally, based on the findings, implications and suggestions for future studies are discussed.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.47-57
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• 2017

The purpose of this study is to verify the effectiveness of a CT-CPS(Computational Thinking-based Creative Problem Solving) instructional model on the cognitive and the affective area of middle school students' software class. To achieve our goal, we explored theoretical background and designed a lesson plan based on CT-CPS instructional model. Then we analyzed our experimental results after applying the lesson plan to middle school students. We performed our experiment to an experimental group by using our CT-CPS instructional model-based lesson plans, and we carried out three pre and post tests about cognitive and affective area, i.e. creative problem solving ability, meta cognition and motivation of learning. As a result, most of the test factors were statistically improved, so the effectiveness of the CT-CPS instructional model on the cognitive and the affective area of middle school students' software class was verified.