• Korean Journal of Cognitive Science
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• v.20 no.4
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• pp.481-506
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• 2009

The purpose of the present research was to examine whether the attention mechanism employs physical or represented location of the cue and target. To achieve this, we have employed the paradigm of facilitation of response as well as inhibition of return. In the experiments, valid and invalid conditions were defined by the position consistency of the cue and the target in the aspect of either physical or represented location. We used auditory cue and visual target in Experiment 1 while visual cue and auditory target in Experiment 2. As a results, in Experiment 1, effect of facilitation of response in valid condition was found when the valid/invalid conditions were defined in the aspect of represented location. In Experiment 2, effect of facilitation of response in valid condition was found when the valid/invalid conditions were defined in the aspect of represented location. In all the other conditions, no effect was found when the conditions were defined in the aspect of physical location. No effects of inhibition of return were found in Experiment 2. These results imply the possibility that attention mechanism operates based on objects' represented location rather than on their physical location. More importantly, the present research suggests that it is necessary to separate represented location from physical location of the target and the cue in the experiment of facilitation of response and inhibition of return in the future.

• Journal of the Korea Computer Industry Society
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• v.9 no.5
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• pp.191-196
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• 2008

The purpose of this study is to investigate the effect of number representation activities using computer software on young children's ability in mathematics. The effect of the number representation activities using computer software will be shown differently according to the age. The effect of the number representation activities using computer software will be shown differently according to the genders. The result of this study has shown that it gives a positive influence to the young children's mathematical ability.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.61-73
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• 2004

The purpose of this study was to suggest a grounded theory on the process of undergraduate students' generating pattern-knowledge about scientific episodes. The pattern-discovery tasks were administered to seven college students majoring in elementary education. The present study found that college students show five types of procedural knowledge represented in the process of pattern-discovery, such as element, elementary variation, relative prior knowledge, predictive-pattern, and final pattern-knowledge. Furthermore, subjects used seven types of thinking ways, such as recognizing objects, recalling knowledges, searching elementary variation, predictive-pattern discovery, confirming a predictive-pattern, combining patterns, and selecting a pattern. In addition, pattern-discovering process involves a systemic process of element, elementary variation, relative prior knowledge, generating and confirming predictive-pattern, and selecting final pattern-knowledge. The processes were shown the abductive and deductive reasoning as well as inductive reasoning. This study also discussed the implications of these findings for teaching and evaluating in science education.

• Science of Emotion and Sensibility
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• v.26 no.3
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• pp.3-14
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• 2023

This study used intersubject representational similarity analysis (IS-RSA) to identify participant-response consistency patterns in previously published data. Additionally, analysis of variance (ANOVA) was utilized to detect any variations in the conditions of each experiment. In each experiment, a combination of ASMR stimulation, visual and auditory stimuli, and time-series emotional video stimulation was employed, and emotional ratings and physiological measurements were collected in accordance with the respective experimental conditions. Every pair of participants' measurements for each stimulus in each experiment was correlated using Pearson correlation coefficient as part of the IS-RSA. The results of study revealed a consistent response pattern among participants exposed to ASMR, visual, and auditory stimuli, in contrast to those exposed to time-series emotional video stimulation. Notably, the ASMR experiment demonstrated a high level of response consistency among participants in positive conditions. Furthermore, both auditory and visual experiments exhibited remarkable consistency in participants' responses, especially when subjected to high arousal levels and visual stimulation. The findings of this study confirm that IS-RSA serves as a valuable tool for summarizing and presenting multidimensional data information. Within the scope of this study, IS-RSA emerged as a reliable method for analyzing multidimensional data, effectively capturing and presenting comprehensive information pertaining to the participants.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.153-171
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• 2013

The purpose of this study is to investigate characteristics of students' problem solving processes based on their mathematical thinking styles and thus to provide implications for teachers regarding how to employ multiple representations. In order to analyze these characteristics, 202 university freshmen were recruited for a paper-and-pencil survey. The participants were divided into four groups on a mathematical-thinking-style basis. There were two students in each group with a total of eight students being interviewed. Results show that mathematical thinking styles are related to defining a mathematical concept, problem solving in relation to representation, and translating between mathematical representations. These results imply methods of utilizing multiple representations in learning and teaching mathematics by embodying Dienes' perceptual variability principle.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.31-37
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• 2020

This study examines the way poetry text is inserted in dramas and the way poets represent themselves through the drama "The climax" (2011). The drama features Lee Yuk-sa, a poet and independence activist, as a central figure and chooses a narrative structure that follows his life. The drama maximizes the lyricity and visual beauty of the drama by inserting his poems with fantastic images at the most dramatic moments of the poet's life. The image presented with the poem maximizes Lee Yuk-sa's intense hardship, while portraying the poem as a crystal of this hardship. Thus, the drama "The climax" uses Lee Yuk-sa's poetry to visualize the inner world of the central character Lee Yuk-sa. Lee Yuk-sa's poems are used in conjunction with his image to simultaneously represent the beauty of poetry and the upright spirit of the poet. This is the result of a balanced portrayal of Yi Yuk-sa, a poet and independence activist, as an intellectual who acts. The drama "The climax" is the main text that sincerely performed the representations of poems and poets through video.

• Korean Journal of Logic
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• v.11 no.2
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• pp.93-125
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• 2008

The radical probabilitists deny that propositions represent experience. However, since the impact of experience should be propagated through our belief system and be communicated with other agents, they should find some alternative protocols which can represent the impact of experience. The useful protocol which the radical probabilistists suggest is the Bayes factors. It is because Bayes factors factor out the impact of the prior probabilities and satisfy the requirement of commutativity. My main challenge to the radical probabilitists is that there is another useful protocol, q(E|$N_p$) which also factors out the impact of the prior probabilities and satisfies the requirement of commutativity. Moreover I claim that q(E|$N_p$) has a pragmatic virtue which the Bayes factors have not.

• Korean Journal of Cognitive Science
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• v.26 no.4
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• pp.453-481
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• 2015

The presnt study reviewed two contrasting models, fixed-resolution slot versus flexible-resource hypotheses, for the representational characteristics of visual working memory (VWM), and emphasized the necessary efforts for resolving their conflicting arguments. To accomplish this goal, the review explored the background hypotheses of the object-based versus parallel independent storage models, and introduced theoretical bases for their contrasting claims. The review then evaluated validity of empirical evidence provided in the studies to support each model, and attempted an understanding of their neurophysiological background. The study further emphasized the necessity of theoretical and methodological reconsiderations to resolve their conflict as well as the necessity of obtaining converging pieces of evidence to accomplish the resolution.

• School Mathematics
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• v.13 no.4
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• pp.563-580
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• 2011

This study is centered on the application of metaphor theory to math education from the cognitive-linguistic view. This study, at first, introduced what metaphor is, and looked into it from the math-educational view. Furthermore, on the basis of that, this study examined the significance of metaphor to math education, and dealt with its relevance to math education, focusing on the functions that metaphor has. This study says that metaphor has the function of explanation, elaboration and representation. In addition, this study examplifies that using metaphor can be an effective math learning strategy for mathematical concept explanation, mathematical connection and mathematical representation learning.

• Journal of the Korean Geographical Society
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• v.35 no.4
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• pp.565-583
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• 2000

레지오 접근법을 토대로 한 구성주의적 지리교육이 현실적 적실성을 갖기 위해서는, 첫째, 도식적 언어를 통한 상징적 표상을 지식 구성의 결과가 아닌 과정적 도구로, 또는 토론의 매개체로 전환하여야 한다. 둘째, 주제(선도) 개념을 중심으로 연계성과 위계성을 가진 개념을 조직하고, 이를 토대로 여러 차시의 내용을 연계하여 수업해야한다. 섯째, 개인적 구성보다 사회적 구성이 보다 고차적이고 심층적인 지식 구성을 가능케 한다. 따라서 구성주의 수업은 협동적.토론적인 모습일 때가 바람직하다. 넷째, 수업의 방향성과 학습의 목적성을 위해 안내자, 조력자로서 교사의 역할을 다하여야 한다. 이때 안내는 학습자 스스로 자신의 학습 목적과 방향을 판단하는 매개체로서, 그리고 사고력을 증진시키는 디딤돌로써의 안내이어야 한다. 다섯째. 선행학습에서의 구성과정과 구성맥락을 재 상기시키고, 이를 통해 구서의 지속성과 심층성을 강화하는 나선형적 구성의 절차를 반드시 밟도록 해야 한다.