• Korean Journal of Cognitive Science
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• v.19 no.1
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• pp.75-88
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• 2008

Visual scene contains lots of redundant information. To process this redundant information without increasing brain's volume, human visual system may summarize incoming information. If similar but different information are given to visual system, visual system extracts statistical properties of the information. One example of the statistical representation is representation of mean size. The mean representation is accurate and durable. The process of mean representation is suggested to be parallel. However, previous studies on the mean representation mostly used behavioral methods. The purpose of this study was to investigate which neural regions extracted the mean size of a set of circles using fMRI method. According to previous studies, BOLD signal of certain areas that were in charge of cousin stimuli decreased when the same stimuli presented repetitively. We used this paradigm and found that BOLD signal of right occipital area was decreased when same mean site was presented repeatedly. This results suggest that right occipital area is the locus of mean representation of visual stimuli.

• Korean Journal of Cognitive Science
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• v.18 no.4
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• pp.399-415
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• 2007

Many objects are always present in a visual scene. Since the visual system has limited capacity to process multiple stimuli at a time, how to cope with this informational overload is one of the important problems to solve in visual perception. This study investigated the suppressive interactions among multiple stimuli when attention was directed to either one of the stimuli or all of them. The results indicate that suppressive interactions among multiple circles were reduced in V4 when subjects paid attention to one of the four locations, as compared to the unattended condition. However, suppressive interactions were not reduced when they paid attention to all four items as a set, in order to compute their mean size. These results suggest that whereas focused attention serves to later out irrelevant information, distributed attention provides an average representation of multiple stimuli.

• Journal of the Korean Chemical Society
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• v.56 no.6
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• pp.759-767
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• 2012

The purpose of this study was to examine the impact of Science Writing Heuristic (SWH) on multiple representations in students' writing and to survey experimental group students' recognition about the use of multiple representations. For this study, Participants of this study were 158 students in 7th grade. 94 students were assigned to the experimental group and 64 students were assigned to the comparative group. The experimental group showed significantly higher mean score than comparative group at utilizing multiple representation in summary writing. Interview analysis indicated that all students who participated in interviews, regardless of solid multi-modal competency, recognized that use of multiple representations with appropriate explanations enable to communicate science information persuasively.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.119-124
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• 2002

공간적 관계정보(spatial relation)가 언어적 표상시스템과 비언어적 표상시스템에서 어떻게달라지는가를 범주화 모델의 원형이론 모델을 적용하여 알아보고자 하였다. 이전의 연구들에 따르면 공간적 관계정보에 대한 프로토타입이 언어적 범주와 비언어적 범주에서 다르다는 연구 결과(Crawford 등 2000, Huttenlocher 등 1991)와 동일하다. (Hayward & Tarr 1995)는 상반된 연구 결과가 제기되고 있다. 하지만 이전 연구들에서의 문제점은 언어/비언어 표상체계 간의 편향을 통제하지 못했기 때문에 과제에 따라 서로 다른 결과가 나온 것이라고 볼 수 있다 본 연구에서는 두 대상간의 관계정보를 문장으로 제시한 조건, 그림으로 제시한 조건, 그리고 두 조건을 혼합한 조건을 사용하여 편향에 의한 효과를 제거하고자 하였다. 실험은 각 조건에 따라 짝으로 구성된 자극을 학습한 후 검사자극을 공간적 관계정보를 다양하게 하여 학습자극과 동일한지 아닌지를 판단하게 하였다. 실험결과 관계정보를 언어적으로 제시한 조건과 비언어적으로 제시한 조건간에 대상의 위치에 따른 반응시간의 경향성에서 차이가 없었으며, 대상이 단어인지 그림인지에 따라서 반응시간에서 통계적으로 차이가 나타났다. 그리고 두 표상체계에서 공간적 관계에 대한 프로토타입을 분석한 결과 수직축을 중심으로 전형성 효과가 나타나는 것을 알 수 있었다.

• Journal of The Korean Association For Science Education
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• v.8 no.2
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• pp.43-52
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• 1988

과학교육에서의 문제해결력의 강조는 그 긴 역사를 가지고 있으나, 인지 심리학에서의 정보처리 모형을 사용한 문제해결과정의 분석이 사용되면서 그 교수가능성이 높아지고 있다. 본 연구는 하나의 탐색연구로써 학습자들이 물리문제를 해결하려는 과정에서 그 문제를 자기나름으로 이해하여 만든 내적표상과 동원한 해결방안이 문제해결에 어떤 관련이 있는지를 알아내보려고 한다. 물리전공 박사과정 학생 3명을 전문가로, 고등학생 2명과 대학 1년생 4명, 모두 6명을 초보자로 삼아 역학내용을 다룬 세 문제를 소리내어 푸는 과정을 개인별로 녹음하여 그 문제해결과정들을 분석하였으며, 학생들의 사고수준을 알기위해 사고 수준검사가 실시 되었다. 주로 질적 분석을 사용했으나 그 결론을 뒷받침하기위해 비모수통계방법이 사용되었다. (유의수준 . 10) 밝혀진 결론은 다음과 같다. 1) 내적표상은 피험자와 문제에 따라 각각 달랐다. 초보자들은 모두 한가지 표상을 세 문제에 걸쳐 계속 사용한데 반해, 2명의 전문가는 문제에 따라 다른 표상을 사용하였다. 이러한 표상의 형태에 따라 문제해결결과가 달랐다. 즉,일-에너지 표상형태를 사용한 피험자가 더 나은 결과를 얻는것으로 나타났다. 2) 문제해결방안에 있어서는 전문가들은 세문제에 걸쳐 계속하여 지식-개발 방안을 사용하였으나 초보자들은 문제에 따라 다른 방안들을 동원하였다. 지식-개발 방안을 사용한 경우가 다른 것들에 비해 더 나은 결과를 얻는 것으로 나타났다. 3) 사고 수준검사(하위검사 또는 전체)의 접수와 문제해결과정 변인들-특히 내적표상의 형태, 문제해결방안의 종류, 목표확인 그리고 문제 해결력-간에는 유의미한 관련이 있는 것으로 나타났다. 4) 그외 속도와 가속도 개념의 혼동, 마찰력 개념의 부정확 등이 공통적으로 범하는 실수였다. 본 연구가 과학교육 실제에 주는 함의로는 내적표상, 문제해결방안의 훈련을 통한 문제해결력의 향상을 들 수 있겠으며 이를 위한 세부연구가 실행되어야 할 것이다.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.500-508
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• 2012

The purpose of this study was to investigate the impact of multimodal representation-based lesson on embeddedness of multimodal representation in high school students' writing. The participants in this study were two groups of second-year science-track students (74 students) at an academic high school in a metropolitan city. One group (41 students) was assigned to the experimental group, the other group (33 students) was assigned to the comparative group. Data analysis showed that the students of the experimental group were better at utilizing and embedding multimodal representations. Thus, the conclusion was drawn that multimodal representation-based lesson had an effect on high school students' embeddedness of multimodal representation.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.583-592
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• 2014

The purpose of this study is to investigate the impact of argument-based modeling strategy using scientific writing on student's modeling ability. For this study, 66 students (three classes) from the 7th grade were selected and of these, 43 students (two classes) were assigned to two experimental groups while the other 23 students (one class) were assigned to comparative group. In the experimental groups, one group (22 students) was Argument-based multimodal Representation and Modeling (AbRM), and the other group (21 students) was Argument-based Modeling (AbM). Modeling ability consisted of identifying the problem, structuring of scientific concepts, adequacy of claim and evidence and index of multimodal representation. As for the modeling ability, AbRM group scored significantly higher than the other groups, AbM group was significantly higher than comparative group. The four sub-elements of modeling ability in the AbRM group was significantly higher than the other groups statistically and AbM group scored significantly higher than comparative group. From these results, the argument-based modeling strategy using scientific writing was effective on students' modeling ability. Students organized or expressed the model and evaluated or modified it through the process of argument-based modeling using scientific writing and the exchange of opinions with others by scientific language as argument and writing.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.153-171
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• 2015

The purposes of this study were to explore the relations of preschoolers' narrative representation profile types to diurnal cortisol regulation pattern at home. Fourteen story stems from the MacArthur Story Stem Battery (MSSB, Bretherton, et al., 1990) were administered to 40 preschoolers(22 boys, 18 girls, aged 5) recruited from 8 kindergartens in the Seoul and Gyeonggi areas. And also, their saliva cortisol was collected. The children's responses were aggregated into 5 dimensions, based on content themes and performance scores, which included emotions expressed and narrative coherence using the MacArthur Narrative Coding System(Robinson, et al., 2004). Data were analyzed by means of cluster analysis. Five response profiles emerged over the course of this research: Prosocial, Anxiety, Dyregulated aggression, Restricted, and Avoidance profiles. Cortisol at home showed decrease diurnal cortisol regulation patterns, however it showed a difference according to narrative response profiles. Restricted, Prosocial, and Avoidance profiles showed decrease diurnal cortisol regulation patterns. Anxiety profiles showed flat pattern, and Dyregulated aggression profile showed rising diurnal cortisol regulation pattern. These results show the preschoolers' internal representation may affect the diurnal cortisol reaction in daytime.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.215-239
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• 2015

A goal of this study is figuring out how fraction learning centered on various representation activities influences the fraction comprehension and mathematical attitudes. The study focused on 33 4th-grade students of B elementary school in Seoul. In the study, 15 fraction learning classes comprising enactive, iconic, and symbolic representations took place over 6 weeks. After the classes, the ratio of the students who achieved relational understanding increased and the students averagely recorded 90 pt or more on the fraction comprehension test I, II and III. Two-dependent samples t-test was conducted to analyze a significant difference in mathematical attitudes between pre-test and post-test. On the test result, there was the meaningful difference with 0.01 level of significance. To conclude, the fraction learning centered on various representation activities improves students' relational understanding and fraction understanding. In addition, the fraction learning centered on various representation activities gives positive influences on mathematical attitudes since it increases learning orientation, self-control, interests, value cognition, and self-confidence of the students and decreases fears of the students.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.931-941
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• 2011

This study aimed to examine the effects of argument-based chemistry laboratory investigations using the Science Writing Heuristic (SWH) approach on students' use and embedding of multimodal representations in summary writing. Participants of this study were thirty-nine freshman students majoring in science education at a National University in Korea. Argument-based chemistry laboratory investigations using the SWH approach were implemented for twenty-three students enrolled in one cohort, and the traditional chemistry laboratory teaching was implemented for 16 students enrolled in the other cohort. Summary writing samples were collected from students before and after the implementation. Summary writing samples produced by students were examined using an analysis framework for examining the use and embeddedness of multimodal representations. Summary writing was categorized into one of verbal mode, symbolic mode, and visual mode. With regard to the embedding of multi-modal representations, summary writing samples were analyzed in terms of 'constructing understanding,' 'integrating multiple modes,' 'providing valid claims and evidence,' and 'representing multiple modes.' Data analysis shows that the students of the SWH group were better at utilizing and embedding multimodal representations in summary writing as they provided evidence supporting their claims. This study provides important implications on pre-service science teacher education.