• Korean Journal of Cognitive Science
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• v.17 no.4
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• pp.357-373
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• 2006

Virtual reality (VR) provides a virtual experiment (VE) context consisting of information presented to the senses of the user. The user perceiver and interprets the VE context, and then naturally recognizes a level of realism in the VE. Presence is often thought of as the sense of 'being there' in the n. Presence includes overall feelings about the information conveyed from a virtual avatar to the user. Therefore, there must be brain mechanisms for integrating sensory information about presence.'Feeling of presence' is related with the user's cognition and perception about information on communication through medium. Thus 'feeling of presence' may characterize perceptual mechanisms in the brain. We studied these mechanisms by presenting a VR that consisted of an avatar telling a story about a social conversation. We performed covariance analysis on subjective brain activity (fMRI) during the story presentation with a presence score. The data analysis revealed that activity in several brain areas was correlated with the presence store. A positive correlation was shown in the right lingual gyrus, right cuneus, left lingual gyrus, right fusiform gyrus, left inferior temporal gyrus, anterior cingulate cortex and right posterior cingulate cortex of the brain. This study showed the brain mechanism to be related the feeling of presence and brain activities in our subjects, using VR to communicate information.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.211-215
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• 2002

본 실험은 종합적 인지과정을 추론할 수 있는 결합 문제(binding problem)를 언어적인지 과정을 통해 알아 본 실험으로, 총 10 명(남:61여:4, 평균나이:24.40 $\pm$ 1.35)의 정상군을 대상으로, 4개의 음소로 이루어진 단음절 명사를 목표 자극(target stimulus)으로 하고, 4개 음소의 임의적인 조합으로서 글자를 이루지 못하는 비목표 자극(non-target stimulus)을, 각각 200 회와 800 회씩 시각적으로 0.5초씩 무작위로 제시하여 128 채널 고밀도 사건관련전위(ERP)를 측정하였다. 이번 실험 결과의 주요 특징은 글자가 아닌 비목표 자극보다 글자인 목표 자극에서 두드러지게 나타난 두정엽 부근의 P500 과 N900 이라고 할 수 있다. 자극 제시 비율의 차이에서 오는 oddball 효과로 인한 기존 P300 의 인지적 의미를 이번 결과의 P500 이 함축한다고 볼 수 있으며, 단음절 단어를 인지할 때, 글자임을 인식하는 순간은 의미적인지 과정이 진행되었다기보다 그 글자의 형태만으로 낯익은 글자인지를 분간하는 것으로 보인다 따라서, 이 경우 기존 언어 실험에 자주 등장하던 의미론적 peak 인 N400 은 보이지 않고, 곧바로 형태적이고, 통사적(syntactic)인 인지 처리 과정인 P500이 나타났다고 해석할 수 있다. 하지만, 이번 실험에서는 N400 대신에 N900 이 나타났다. 이 결과는 이번 ERP 실험과 병행된 프로토콜 분석을 통해, 피험자가 자극 제시 후, 약 900ms 정도에, 이미 제시되고 사라진 글자 자극을 다시 한번 떠올리는 인지 과정이 일어난다는 점과 관련 지어 해석하면, 기존에 의미적(semantic) 인지 과정으로만 해석했던 negative-peak 를 생각(thinking)과 같은 내재적인지 과정(internal cognitive process)으로 확장하여 일반화하는 추론도 생각해 볼 수 있다. 요컨대, 언어인지를 통한 이번 실험을 통해, 뇌파에서 검출되는 negative-peak 은 internal cognitive process로 추측되고, positive-peak 는 external cognitive process 라고 생각된다. 덧붙여, 유의해서 볼 점은 각 peak-topology 에서 Cz 의 진폭이 Fz 보다 크게 나온 점과, 일반적으로 언어 기능을 담당한다는 좌측 측두엽(T7)이 우측(T8)보다 통계적으로 더 유의미한 차이를 보였다는 점등이다.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.69-85
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• 2018

The purpose of this study is to explore teachers' responsive moves that affect students' argumentation practices, and to propose responsive teaching strategies in argumentation-based science classroom. Two teachers, who have not implemented argumentation in their classes, and 57 students, participated in this study. We recorded and transcribed their classes and interviews for the analysis. According to grounded theory approach, we categorized the teachers' responsive moves as focused on either structural or dialogical aspects of argumentation, and qualitatively analyzed their responsive teaching practices in classes. We discovered that the teachers mostly responded to structural rather than dialogical aspects of argumentation, particularly during the students' small-group discussions. This was mainly due to their instructional goals, which focused on the structural aspect of argumentation, and the limited time available for supporting small-groups. Regarding the structural aspects, those responsive moves that explored the students' thinking or facilitated their reasoning helped them to share their thinking and justify their arguments further with recognition of learning goals in the argumentation activities. Regarding the dialogical aspects, which were seen mostly in whole-class discussions, the moves that underlined similarities and differences between arguments, facilitated the sharing of a small-group's arguments with the entire class, or asked a specific student to evaluate the arguments were notable. These moves supported clarification of various small-groups' arguments, which led to reconstruction of coherent argument through evaluation and rebuttal of these arguments, consequentially facilitating dialogical interactions. Based on these results, we proposed responsive teaching strategies in an argumentation-based science classroom.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.256-265
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• 1999

The purpose of this study is to investigate the relationship between cognitive levels and achievement of science process skills. A science laboratory process skills test based on optional instrument of the SISS was administered to a sample of 162 students in the 8th grade. Practical assessment tasks consisted of the contents about acid, base, density, and a property of cobalt chloride. The format of this practical test was the station type that students had to conduct a short activity. Science process skills included three sub-skills which were categorized as designing, performing, and reasoning. As cognitive levels develop from concrete operational stage to transition stage and formal operational stage. total scores of science process skills and mean scores of sub-skills were significantly increased. Regardless of cognitive levels. all students were more successful on performing than designing or reasoning. In case of being controlled cognitive levels, gender differences and area differences were not detected in achievement of science process skills. According to these results. there was a strong relationship between cognitive levels and achievement of science process skills by practical assessment. This study implies that considering student's cognitive levels is very important for improving science process skills.

• Science of Emotion and Sensibility
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• v.17 no.1
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• pp.79-92
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• 2014

This study is aimed at minimizing the errors in using a sensitivity evaluation model that could occur when sensitivity analysis method is actively used for design evaluation. To extract words of a contrantion-type model by product, interior space, and streetscape design, primary word refinement was conducted with the words extracted from preceding studies. The analysis revealed that 19 words were used in all three fields. A reliability analysis revealed that different words had a bad impact on the reliability in each field. The applicability was reviewed through reliability analysis of EPA model as contraction-type and PAD model as inference-type. The results are as follows. Although the reliability of the contrantion-type model was higher than that of inference-type model in all three fields, the differences in Cronbach's Alpha were small. Also, When the reliability was analyzed after deleting the words that had a bad impact on reliability, the differences in the reliability's coefficients were clearly significant. Therefore, it is necessary to select words suitable for sensitivity evaluation target and objectivity of the evaluation can be boosted by using a proper model. Analysis of the sensitivity evaluation model suitable for future environmental evaluation should be analyzed with various statistical methods, beyond verification of reliability.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.129-158
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• 2020

In this study, we presented two geometric tasks to three 11th grade students to identify the characteristics of the images that the students had at the beginning of problem-solving in the problem situations and investigated how their images changed during problem-solving and effected their problem-solving behaviors. In the first task, student A had a static image (type 1) at the beginning of his problem-solving process, but later developed into a dynamic image of type 3 and recognized the invariant relationship between the quantities in the problem situation. Student B and student C were observed as type 3 students throughout their problem-solving process. No differences were found in student B's and student C's images of the problem context in the first task, but apparent differences appeared in the second task. In the second task, both student B and student C demonstrated a dynamic image of the problem context. However, student B did not recognize the invariant relationship between the related quantities. In contrast, student C constructed a robust quantitative structure, which seemed to support him to perceive the invariant relationship. The results of this study also show that the success of solving the task 1 was determined by whether the students had reached the level of theoretical generalization with a dynamic image of the related quantities in the problem situation. In the case of task 2, the level of covariational reasoning with the two varying quantities in the problem situation was brought forth differences between the two students.

• Korea Trade Review
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• v.41 no.3
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• pp.135-156
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• 2016

This study, with reference to data on economic conditions in Shandong Province, China, looked into trade and investment activities in Korea and major cities of Shandong - Qingdao, Yantai, Weihai and Jinan - and investigated claim cases between the two countries by type. In addition, we investigated the matter empirically by conducting a survey administered to 300 Korean companies investing in Shandong Province and, based on the data, tested hypotheses for inferential analysis. The findings are as follows: i) while hypotheses in which the size of a firm, represented by import and export volume, has a positive relation with the frequency of trade claim filings (H1) and with the financial value of the trade claims (H2) were quoted, company size proved to have a significantly negative relation with the time required to obtain a claim decision, which rejects the third hypothesis (H3) in which the relation was thought to be positive: ii) while products, as represented by the type of business, showed a clearly significant difference with the frequency of trade claim filings (H4) and with methods of preventing and responding to claims (H6), they did not show a significant link to the type of trade claim (H5). This study is a theoretical and empirical overview of Korean companies based in Shandong Province of China, and can be used to address the practical needs of the Korean companies looking to start business in Shandong Province.

• Proceedings of the Korean Society for Bio-Environment Control Conference
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• 2001.04b
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• pp.75-76
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• 2001

순환식 펄라이트재배에서 배액 재사용을 위한 양분흡수 모델링을 작성하고자 EC 처리(1.5, 1.8, 2.1, 2.4, 2.7 dSㆍm-1)를 수행하였다. 생육 중기까지 EC 수준에 따른 양액흡수량은 차이가 없었지만 중기 이후 EC가 높을수록 흡수량이 감소되는 경항을 보였다(Fig. 1). NO$_3$-N, P 및 K의 흡수량은 생육기간 동안 처리간 차이를 유지하였는데 N과 K는 생육 중기 이후 일정 수준을 유지하였으나 P는 생육기간 동안 다소 증가되는 경향을 보였다. S의 흡수량은 생육 중기 이후 모든 처리에서 급격한 감소를 보였으며 생육 후기에는 처리간에 차이가 없었다(Fig. 2). 오이의 무기이온 흡수율에서와 같이 흡수량에서도 EC간 차이를 보여 EC를 무기이온 흡수량을 추정하는 요소로 이용할 수 있을 것으로 생각되었다. 무기이온 흡수량은 모든 EC 처리간에 생육 초기에는 차이를 보이지 않았으나 생육중기 이후에는 뚜렷한 차이를 보인 후 생육 후기의 높은 농도에서 그 차이가 다소 감소되는 경향을 보였다. 단위일사량에 따른 양액흡수량과 EC를 주된 변수로 한 오이의 이온 흡수량 예측 회귀식을 작성하였는데 모든 무기이온 흡수량 추정식의 상관계수는 S를 제외한 모든 이온에서 높게 나타났는데 특히 N, P, K 및 Ca에서 높았다. S이온에서의 상관계수는 0.47로 낮게 나타났으나 각 이온들의 회귀식에 대한 상관계수는 모두 1% 수준에서 유의성을 보여 위의 모델식을 순환식 양액재배에서 무기이온 추정식으로 사용이 가능할 것으로 생각되었다(Table 1). 이를 이용한 실측치와의 비교는 신뢰구간 1%내에서 높은 정의상관을 보여 실제적인 적용이 가능할 것으로 생각되었다(Fig 3)..ble 3D)를 바탕으로 MPEG-4 시스템의 특징들을 수용하여 구성되고 BIFS와 일대일로 대응된다. 반면에 XMT-0는 멀티미디어 문서를 웹문서로 표현하는 SMIL 2.0 을 그 기반으로 하였기에 MPEG-4 시스템의 특징보다는 컨텐츠를 저작하는 제작자의 초점에 맞추어 개발된 형태이다. XMT를 이용하여 컨텐츠를 저작하기 위해서는 사용자 인터페이스를 통해 입력되는 저작 정보들을 손쉽게 저장하고 조작할 수 있으며, 또한 XMT 파일 형태로 출력하기 위한 API 가 필요하다. 이에, 본 논문에서는 XMT 형태의 중간 자료형으로의 저장 및 조작을 위하여 XML 에서 표준 인터페이스로 사용하고 있는 DOM(Document Object Model)을 기반으로 하여 XMT 문법에 적합하게 API를 정의하였으며, 또한, XMT 파일을 생성하기 위한 API를 구현하였다. 본 논문에서 제공된 API는 객체기반 제작/편집 도구에 응용되어 다양한 멀티미디어 컨텐츠 제작에 사용되었다.x factorization (NMF), generative topographic mapping (GTM)의 구조와 학습 및 추론알고리즘을소개하고 이를 DNA칩 데이터 분석 평가 대회인 CAMDA-2000과 CAMDA-2001에서 사용된cancer diagnosis 문제와 gene-drug dependency analysis 문제에 적용한 결과를 살펴본다.0$\mu$M이 적당하며, 초기배발달을 유기할 때의 효과적인 cysteamine의 농도는 25~50$\mu$M인 것으로 판단된다.N)A(N)/N을 제시하였다(A(N)=N에 대한 A값). 위의 실험식을 사용하여 헝가리산 Zempleni 시료(15%

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.385-398
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• 2020

This study aims to examine genetics problem-solving processes of high school students with different learning approaches. Two second graders in high school participated in a task that required solving the complicated pedigree problem. The participants had similar academic achievements in life science but one had a deep learning approach while the other had a surface learning approach. In order to analyze in depth the students' problem-solving processes, each student's problem-solving process was video-recorded, and each student conducted a think-aloud interview after solving the problem. Although students showed similar errors at the first trial in solving the problem, they showed different problem-solving process at the last trial. Student A who had a deep learning approach voluntarily solved the problem three times and demonstrated correct conceptual framing to the three constraints using rule-based reasoning in the last trial. Student A monitored the consistency between the data and her own pedigree, and reflected the problem-solving process in the check phase of the last trial in solving the problem. Student A's problem-solving process in the third trial resembled a successful problem-solving algorithm. However, student B who had a surface learning approach, involuntarily repeated solving the problem twice, and focused and used only part of the data due to her goal-oriented attitude to solve the problem in seeking for answers. Student B showed incorrect conceptual framing by memory-bank or arbitrary reasoning, and maintained her incorrect conceptual framing to the constraints in two problem-solving processes. These findings can help in understanding the problem-solving processes of students who have different learning approaches, allowing teachers to better support students with difficulties in accessing genetics problems.

• Korean journal of applied entomology
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• v.56 no.4
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• pp.377-385
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• 2017

Estimates of evolutionary sequence divergence and inference of a phylogenetic tree for eight delphacid planthopper species were based on the full-length nucleotide sequence of the internal transcribed spacer 2 (ITS2) region. Size of the ITS2 DNA sequence varied from 550 bp in Sogatella furcifera to 699 bp in Nilaparvata muiri. Nucleotide sequence distance ($d{\pm}S.E.$) was lowest between N. muiri and N. bakeri ($0.001{\pm}0.001$), and highest between Ecdelphax cervina and Stenocranus matsumurai ($0.579{\pm}0.021$). Sequence distance between N. lugens and other planthoppers ranged from $0.056{\pm}0.008$ (N. muiri) to $0.548{\pm}0.021$ (S. matsumurai). In the neighbor-joining phylogenetic tree, all planthoppers were clustered separately into a species group, except N. muiri and N. bakeri. The ITS2 nucleotide sequence of N. lugens was used to design four loop-mediated isothermal amplification (LAMP) primer sets (BPH-38, BPH-38-1, BPH-207, and BPH-92) for N. lugens species-specific detection. After the LAMP reaction of three rice planthoppers, N. lugens, S. furcifera, and Laodelphax striatellus, with the four LAMP primer sets for 60 min at $65^{\circ}C$, LAMP products were observed in the genomic DNA of N. lugens only. In the BPH-92 LAMP primer set, the fluorescence relative to that of the negative control differed according to the amount of DNA (0.1 ng, 10 ng, and 100 ng) and incubation duration (20 min, 30 min, 40 min, and 60 min). At $65^{\circ}C$ incubation, the difference was clearly observed after 40 min with 10 ng and100 ng, but with a 60-min incubation period, the minimum DNA needed was 0.1 ng. However, there was little difference in fluorescence among all DNA amounts tested with 20 or 30 min incubations.