• Journal of Korea Technology Innovation Society
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• v.9 no.1
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• pp.149-174
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• 2006

Although conceptual and empirical researches on the technological learning is increasing rapidly, a few empirical researches of technological learning processes have been undertaken, taking into account a reality of learning processes of a firm. In order to analyze the learning processes of technological knowledges, based on integrative organizational learning theory, this study investigated technological learning processes by analyzing 13 technology development projects of one company with case study research design. Results of the empirical analyses suggested two taxonomy of technological learning processes. First are tour group of technological learning processes derived by the dimension of flow of cognitive and behavioral learning which is explained by the technological competency level of a firm. The other is two group of technological learning processes derived by the dimension of relative difficulty of cognitive and behavioral learning which is explained by the technology characteristics. Finally, the managerial implications for effective management of technological learning and limitations are discussed.

• Journal of the Korea Institute of Building Construction
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• v.13 no.4
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• pp.382-390
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• 2013

Recently, the housing problem has been recognized as a matter of housing supply with a certain environmental level and not simply a matter of handing as a quantitative problem, and the demand for pleasant residential environments and requirements for residential environments are increasing more and more. However, it is necessary to establish the directions for improvement of the residential environment according to the house type, as the requirements and levels of satisfaction differ. This study aimed to deduce the level of resident satisfaction with the residential environments according to house type, and determine the direction for improvement of the residential environment. To achieve this, the difference between the house types was analyzed through ANOVA analysis and T-Test, and the major factors on the improvement direction of the residential environment were derived through Action-grid analysis.

• KIPS Transactions on Software and Data Engineering
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• v.2 no.4
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• pp.291-302
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• 2013

Signage can be defined as the media device that provides specific information to many unspecified users in public places. Recently applied context-aware technology, signage provides personal on-demand information services in a way that can continue to evolve. The purpose of this study is to analyze characteristics of types which users identify signage on the perceptions and attitudes about consideration of the perspective of the experts in the fields. The research is carried out by applying Q methodology with in-depth interview. First, interviews are conducted to determine the perceptions and attitudes of experts and practitioners on signage. Thereafter users' perceptions and attitudes toward signage are classified by each types using Q methodology. The first type is named as 'signage as smart media', the second type is named as 'signage as passive media', and the third type is named as 'signage as interactive media' is named. The results of this study will be useful guidelines for conducting further academic researches and R&D.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.563-581
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• 2016

Studies on meta-affect in problem solving tried to build similar structures among affective elements as the structure of cognition and meta-cognition. But it's still need to be more systematic as meta-cognition. This study defines meta-affect as the connection of cognitive elements and affective elements which always include at least one affective element. We logically categorized types of meta-affect in problem solving, and then observed and analyzed the real cases for each type of meta-affect based on the logical categories. We found the operating mechanism of meta-affect in mathematical problem solving. In particular, we found the characteristics of meta function which operates in the process of problem solving. Finally, this study contributes in efficient analysis of meta-affect in problem solving and educational implications of meta-affect in teaching and learning in problem solving.

• The Journal of the Korea Contents Association
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• v.7 no.2
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• pp.161-169
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• 2007

This study examines the effects of learner's metacognition and scaffolding types on problem solving processes by examined 49 undergraduates to identify effective scaffolding type in Web-based PBL. This study classifies problem solving processes as defining the problem, developing solutions, making selections and justifications for the Proposed solution(s), and monitoring the solution. Moreover, it classifies scaffolding types as subject-related scaffolding and process-related scaffolding. As a result, the upper metacognition group showed higher performance only in monitoring solutions than the lower metacognioon group. This study also showed that offered scaffolding effects are not statistically significant. However, the lower metacognition group showed higher performance when subject-related scaffolding was offered and the upper metacognition group showed higher performance when process-related scaffolding was offered in making selections and justifications for the proposed solution(s) and monitoring solution. This study, based on the result of research, can partially verify the effects of learner's metacognition on problem solving processes and interaction effects between scaffolding and metacogniton in Web-based PBL.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.133-143
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• 2019

The purpose of this paper was to analyze the differences in executive function according to type of early English learning experience. The subjects were 75 5-years-old who had immersive early English learning in language school, and daycare center. The measurement tools were stroop, DCCST, memorize numbers, pattern fluency, and maze. We conducted covariance analysis with total intelligence as the covariates. In the results, there were significant differences in attention control and cognitive flexibility, but weren't significant differences in information processing and goal setting according to type of early English learning experience. This study suggests that experience of immersive early English learning positively affected attention control and cognitive flexibility, and didn't affect information processing and goal setting.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.503-513
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• 2005

The purpose of this study was to analyze the generating processes of scientific emotion, that appears during the generation of biological hypotheses. To perform the study, a tentative model was set up through pilot test, a think-aloud training procedure was planned and a standardized interview instrument was developed before getting protocols. In this study, 8 college students were selected to bring out protocol through the method of think-aloud, retrospective debriefing, focused interview and observing. As the result of analysis of the collected protocol through coding scheme, 4 types of process for scientific emotion-generating were sorted out. First type was a basic process which was a feeling process in prior to recognition. Second type was a retrospective process that explains the process of retrospect for emotional memory based on the past. Third type was a cognitive process and it explains emotion that occurs during thinking process to achieve cognitive goal. Fourth type was an attribution process and it explains that emotion is generated in the process of attribution for cognitive goal's achievement. These types of process of scientific emotion-generating can contribute the basis for developing cognitive model of EBL (Emotional Brain-based Learning) strategy.

• School Mathematics
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• v.18 no.4
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• pp.749-771
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• 2016

The purpose of this study is to analyze mathematical tasks of Korea and the USA textbooks focused on conditions for parallelograms. In this study, structures of task, types of proof and reasoning, and levels of cognitive demand are investigated. The conclusion is as follows: First, with respect to structures of task, structures presented in the USA textbooks are more diverse. Second, with respect to types of proof and reasoning, Korea and the USA prefer IC task and DA task. And task types presented in the USA textbooks are more diverse. Third, with respect to levels of cognitive demand, in both Korea and the USA textbooks, PNC task and PWC task account most. And compared to the USA, Korea prefer algorithms. In addition, we find out implications for reconstruction of Korea textbook. It is as follows: First, with respect to structures of task and types of proof and reasoning, the diversity of composition needs to be raised. Second, with respect to levels of cognitive demand, the concentration in PNC task needs to be declined. And levels of cognitive demand on types of tasks need to be reconsidered. Third, with respect to tasks' topic and material, internal and external connectivities of mathematics need to be strengthened.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2023.05a
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• pp.166-166
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• 2023

본 연구는 인지과학을 통해 해기사의 행동을 분석하였다. 인지과학은 인간의 판단이 논리적이지 않으며 모든 의사결정이 기억에 의존한다는 사실을 밝혀냈다. 그래서 본 연구는 해기사의 의사 결정에 영향을 미치는 기억 유형을 확인했다. 본 연구는 해기사의 의사결정 과정을 분석하기 위한 과학적 접근과 MASS에 적용하기 위한 의사결정 모델 구축을 위한 공학적 접근을 취하였다.

• Journal of Digital Convergence
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• v.17 no.2
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• pp.283-292
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• 2019

The loss of semantic knowledge and impairments in semantic associations by semantic category is gaining increasing attention, as indicators of early-stage cognitive decline. As such, we assigned semantic association task (SAT) to normal elderly (NE) and those with subjective memory impairment (SMI) or mild cognitive impairment (MCI) to examine their performance by semantic subcategories and the differences in error patterns. We found a significant difference in the number of correct response and reaction time under the SAT categories among the three groups, with the highest performance observed in 'function' and the lowest performance in 'superordinate' and 'part/whole'. Moreover, the error frequency was the lowest in NE, followed by those with SMI and MCI, with the latter two groups showing a significant increase in no-response. Our findings demonstrate the varying extent and process of impairments in the semantic network by category over different stages of cognitive decline. Thus, we proposed SAT performance as an indicator to detect and follow-up on cognitive decline in elderly with cognitive disorder.