• Korean Journal of Cognitive Science
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• v.33 no.1
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• pp.1-22
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• 2022

Lavie's perceptual load theory (Lavie, 1995) proposes that the influence of distractors would be blocked as the load gets higher. Studies of perceptual load have usually adopted the flanker task, developed by Eriksen and Eriksen (1974), which measures reaction time on the target flanked by distractors. In the post-cueing forced task, participants should report the identity of the target cued later, and negative repetition effect (NRE) has often been observed. NRE means the effect that the accuracy of identification is worse when the target is flanked by the same nontargets than when flanked by different nontargets. This study has tried to check whether perceptual load has an effect on identification rate and NRE. Experiment 1 manipulated the similarity between targets and a distractor, and observed a tendency of NRE, but not the effect of perceptual load. Experiment 2 used 4, 2 (in two kinds of diagonal arrangement), or none distractors of the same identity to burden more perceptual load. NRE was significant and perceptual load showed significance but not a linear trend. Experiment 3 checked again whether NRE would be varied according to two levels of perceptual load strengthened by positional variability of load stimuli, but did not find the effect of perceptual load. It is concluded that perceptual load might have a limited effect on the early stage of perceptual processing due to divided attentional processing of the targets briefly exposed. Implications of this study were discussed.

• Journal of Music and Human Behavior
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• v.16 no.1
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• pp.47-72
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• 2019

This study reviewed and analyzed English-written studies using a rhythmic tapping task for motor control of children with autism spectrum disorder (ASD). Inclusion criteria for the participants were children with ASD and typically developing (TD) children. The keywords used for the outcome variables included rhythmic tapping, timed movement, and synchronization. Ten studies were included in the final analysis. The included studies were analyzed in terms of target variables, auditory stimuli, and measurements. A meta-analysis was also conducted to examine how children with ASD performed rhythmic tapping tasks compared to children with TD. In the identified studies, five variables were used: timed movement control, timing reproduction, bimanual coordination, synchronization, and interpersonal synchronization. It was found that rhythmic tapping performance was analyzed in terms of accuracy and precision of the movement and reported as significantly correlated to social skills measures. The meta-analysis results showed that there were no significant differences between the ASD and TD groups in continuing rhythmic movements when the presented auditory stimuli ended, whereas there were significant group differences in their ability to maintain their motor performance consistently and to synchronize with auditory cue or with others. These results support the rhythmic tapping task as an effective measure for not only motor control but also social skills development in children with ASD.

• Korean Journal of Cognitive Science
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• v.27 no.1
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• pp.61-99
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• 2016

This research investigated that participants' response time and recognition in the decision-making situation would vary according to either rational or emotional stimuli and analyzed how brain functions are related to each type of stimuli by means of fMRI. We tried to address the difference of cognitive processing between rational stimuli and emotional stimuli in the perspective of information processing theory. In order to achieve the research purpose above, we conducted two kinds of experiment studies. In study 1, subjects conducted decision-making task which selected which kind of information type the stimuli was after stimuli - rational stimuli or emotional stimuli - was randomly seen during experiment. During this experiment, we investigated the effect of each stimuli by measuring the duration from the onset time at which stimuli was shown to the response time at which subjects conducted decision-making. Furthermore, we compared the brain functions by finding out what kinds of brain areas were activated during the decision-making task. In study 2, subjects conducted recognition task at which subjects made a decision whether the stimuli was sees in the previous experiment or not. During the second experiment, we investigated the recognition effect by measuring the memory for each stimuli type. Moreover, we compared the cognitive processes during recognition by analyzing the differences of brain area functions. The results of two experiments above were as following. Firstly, regarding the response time as the effect of stimuli, we found that the effect of emotional stimuli was higher than that of rational stimuli. And regarding the recognition as the effect of stimuli, it was found that the effect of rational stimuli was higher than that of emotional stimuli. Secondly, the explanation about the characteristics of cognitive processes with the result of behavioral response by analyzing brain functions was as following. First of all, regarding the decision-making task which conducted for analyzing the effect of response time, the relatively high activated brain areas of rational stimuli were related with the functions of movement control or working memory, and the relatively high activated brain areas of emotional stimuli were connected with the functions of lingual processing.

• Journal of Technology Innovation
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• v.23 no.3
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• pp.1-19
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• 2015

The paper reviews the precedent studies on the relationship between standards and technological innovation. First of all, the paper defines standards, standardization, and technological innovation, respectively. Since standards have been considered as an obstacle in technological innovation, whether standards can promote innovation, or vice versa, is addressed. In addition, the role of standards and standardization in technological innovation is reviewed at the following levels: the stage of innovation, the type of innovation, and the macro or institutional aspect. Based on the above, the paper introduces at a glance the articles published in the special issue of Journal of Technology Innovation on the standards. Finally, the research questions to be studied in the future are presented.

• Korean Journal of Cognitive Science
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• v.15 no.3
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• pp.1-14
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• 2004

This research examined the effects of individual differences on visual discrimination skill teaming and its transfer to novel stimuli. Individual participants were categorized as having an analytic or holistic cognitive style, high or low working memory capacity, and high or low levels of rationality, experientiality, and adaptive decision-making styles. Participants received easy or difficult training for the serially presented discrimination task, and then transferred to novel discriminations. Training content interacted with cognitive style and working memory capacity to affect transfer accuracy performance, but individual differences in decision-making styles did not affect transfer performance. Results suggest individual differences should be taken into account when designing an interface for visual discrimination.

• Annual Conference on Human and Language Technology
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• 1994.11a
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• pp.57-63
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• 1994

인간의 정보처리 과정의 특성을 알아보기 위하여 반구별로 색채와 단어의 처리과정을 분석하였다. 단어와 색깔이라는 두가지 자극 속성이 있는 한 개의 자극에 대하여 각 자극 속성에 대한 판단과정을 반응키를 이용하여 반구별로 알아보았다. 단어에 대한 판단과 색깔에 대한 판단을 반구별로 분석한 결과, 색깔처리나 단어처리에 있어서 반구간 비대칭성은 나타나지 않았으나 색깔에 대한 판단이 단어에 대한 판단보다 신속하게 이루어지는 것으로 나타나 색채가 단어보다 기초적인 자극 속성임을 확인하였다. 단어와 색깔이라는 두가지 자극 속성을 이용한 경우에 한가지 자극속성을 처리할 때 다른 자극속성이 자동적으로 영향을 주는 것으로 나타났으나 그 정도에 있어서 반구간의 차이는 없었다. 그러나 색채가 단어처리를 간섭하는 정도가 단어가 색채처리를 간섭하는 정도보다 큰 것으로 나타나 기존의 스트룹 연구결과들과는 상반되는 결과를 얻었는데 이는 과제의 특성이라는 측면으로 기술되었다. 단어 처리에서 반구간 차이가 발견되지 않은 것은 한글의 시각적 특성과 관련지어 논의되었다. 자극의 한 속성이 자동적으로 다른 속성에 영향을 주지만 그 효과의 크기도 반구별로 차이가 없다는 것은 이전의 반구별 스트룹 효과를 알아본 연구들과 상반되는 결과이다. 따라서 자극속성이 상호영향을 줄 수 있는 좀더 일반적인 상황에서는 한 자극 속성이 다른 자극 속성의 처리에 자동적으로 영향을 주는 효과에서 반구 비대칭성이 발견되지 않으며 스트룹 효과는 두 자극 속성의 관계가 밀접한 특별한 경우에 나타나는 반구비대칭성 효과인 것으로 논의되었다.양 발생과 유의적으로 상관관계가 있었다. 본 연구의 결과는 phenol의 종류에 상관없이 식이 phenol에 조직의 항산화(산화억제)를 통해 암 예방(cancer prevention)에 영향을 미친다는 것을 제시해준다.물을 첨가하여 물내리기를 한 후 김이 오른 후 물내린 쌀가루에 15% 이상의 설탕을 첨가하여 20분간 쪄서 만든 백설기가 가장 바람직하다는 것을 알 수 있었다. 이 실험 중 가장 중요한 조건은 첨가하는 물의 양이 10%이며 첨가하는 당이 설탕일 경우는 김이 오른 후 설탕을 섞어 바로 쪄야 하며 설탕의 양이 15% 이상이라는 것이다. 이 조건은 대체적으로 hardness, adhesiveness, gumminess가 큰 수치를 나타낸다.순구조의 Tonpilz형 초음파 변환기와 비교하여 비록 송파전압감도에 있어서는 약 5 dB 정도의 음향출력의 손실이 불가피하지만, 그 대신 주파수 대역폭을 약 5 재 정도 확대시킬 수 있는 장점이 있기 때문에 이 넓은 주파수 대역을 효과적으로 활용하면 어종식별을 위한 음향산란신호를 정량적으로 수집 및 평가하는 것이 가능하다고 판단된다.n A was 11 ug.이, 0.9 ug/g and 3.7 ug/g in the blood, liver and kidney, respectively.sional-managerial who secure the higher autonomy and stability in their work have the highest life chance in the labor and health, and leisure life

• Korean Journal of Cognitive Science
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• v.24 no.4
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• pp.365-391
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• 2013

Negative repetition effect (NRE) refers to the phenomenon that the accuracy of report is impaired when a target was flanked by the same distractor than when by alternative distractor. To probe the nature of NRE, this study introduced attention window(s) indicating the positions where a target might be presented, and non-attention window(s) where a target could not be presented. Attention windows are supposed to help participants detect targets readily. Two among three positions are indicated by attention windows in Exp. 1, and a single large attention window encompassing central two positions among four positions was used in Exp. 2, and either large or small attention window was used depending on the number of target candidates in Exp. 3. In the result of three experiments, NREs were consistently observed when both positions of a target and a distractor were indicated by previous attention windows. However, NREs (including its tendency) and its opposite, PREs were observed when a distractor was presented in the non-attention position, depending on its distance from the target and the size of attention window. It seems that this pattern of repetition effects is hard to be explained by repetition blindness hypothesis (Kanwisher, 1991), positional uncertainty hypothesis (Keren & Boer, 1985), and inhibitory attention capture hypothesis (Kwak et al., 1993). Instead it was proposed that shifting of spatial attention should be considered accordingly with the structure of stimulus display. The promising role of this task was discussed in studying the relation of attention and perception.

• Korean Journal of Cognitive Science
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• v.17 no.4
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• pp.287-301
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• 2006

Two experiments were performed to investigate effects of background depth information on the judgment of two-dimensional shapes, using the Posner et al.'s(1969) physical match task. In both experiments, the focus was on whether the background depth information affects the decisions of physical shape sameness of two letters or figures presented successively. In Experiment 1, artificially constructed rues of linear perspective and texture gradient were used, whereas cues contained in a real road situation were used in Experiment 2. The results of both experiments showed that the depth cues affect the perception of two-dimensional shapes. That is, when two stimuli of the same physical shape were likely to be perceived differently due to the given depth cues, response accuracies('yet' in this case) decreased and reaction tines of physical match increased. And when two stimuli of the different physical shape were likely to be perceived the same due to the given depth cues, response accuracies('no' in this case) decreased and reaction times of physical match increased likewise. These results wert discussed in terms of some conceptual methodological problems of the previous studies on the shape constancy and the directions of future research.

• 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 KIISE
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• v.45 no.3
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• pp.251-279
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• 2018

Users can experience cybersickness when interacting with virtual reality (VR). The symptoms of cybersickness are similar to those of motion sickness which include eye fatigue, disorientation, and nausea. Despite the longstanding interest of user's discomfort, inconsistent results have been drawn on the underlying mechanisms and solutions of cybersickness. In this study, we propose an integrated view of cybersickness connecting causes of the symptoms, human perception model, and measurements of cybersickness. Cybersickness-related factors of previous research are reorganized into content, hardware, and human factors as well as analyzed in terms of VR fidelity. Also, pros and cons that measure the degree of cybersickness are discussed.