• Journal of Distribution Science
• /
• v.13 no.5
• /
• pp.61-70
• /
• 2015

Purpose - This study investigates whether the effectiveness of self trait-advertisement versus communion-focused advertisement on product evaluations depends on a type of pride felt as ambient emotion. It also explores whether the mediating roles of cognitive and affective response to the effect of the advertisement type on product evaluation are moderated by types of pride such as hubristic pride or authentic pride. Research Design, Data, and Methodology - This research uses a restaurant service as the experimental object and employs a 2 (pride type: hubristic pride vs. authentic pride) × 2 (advertisement type: self trait-focused advertisement versus communion-focused advertisement) between-subjects design, with cognitive response and affective response as within-subject. Each experimental group consisted of 40 undergraduate students assigned to participate in the experiment. One questionnaire from the authentic pride and self-trait focused advertisement group and two questionnaires from the hubristic pride and communion-focused advertisement group were removed due to answer errors, resulting in a participant number of 157. The author conducts a 2 (pride type: hubristic pride vs. authentic pride) × 2 (advertisement type: self trait-focused advertisement versus communion-focused advertisement) ANOVA on advertised product evaluations, and to better understand the interaction effects, also conducts separate analysis of the hubristic and the authentic pride groups. Additionally, the study conducts mediated moderation analysis to check the mediation role difference of the cognitive response and the affective response to each advertisement on the interaction effects on product evaluations between the hubristic and the authentic pride groups. Results - The findings indicate that participants in the hubristic pride group more positively evaluate the product in self-trait focused advertisement, whereas participants in the authentic pride group more positively evaluate the product in communion-focused advertisements. In addition, the mediating role of cognitive response on the positive interaction effect of advertisement type and pride type on product evaluation is partially moderated by the pride type. However, the mediating role of affective response on the positive interaction effect of advertisement type and pride type on the product evaluation is not moderated by the pride type. Conclusions - The results of this study contribute to advertisement theory development by exploring interaction effects of ambient pride type and advertisement type on product evaluation, as well as to the theory of consumer behavior by exploring how pride type moderates the mediating roles of cognitive response on the positive interaction effect of advertisement type and pride type on product evaluation. From the perspective of the current research, advertisers should research what kinds of events consumers have experienced to increase the effectiveness of their advertisements, and use self-trait advertisements when consumers are grouped under ambient hubristic pride, and use communion-focused advertisements when consumers are grouped under ambient authentic pride. However, future research is necessary to discover the reasons why the mediating role of affective response to advertisements in the interaction effects of pride type and advertisement type on product evaluation is not moderated by pride type.

• Hwankyungkyoyuk
• /
• v.9 no.1
• /
• pp.90-99
• /
• 1996

This study focused on the investigation of objects and contents of environment-related chapters which were contained in the biology textbooks of middle school in the 5th curriculum, and in the 6th curriculum. As a result of objects analysis, cognitive domain such as the knowledge and information categories were allocated more than affective domain as skill, value and attitude, and behavior and participation. Compared with the 5th curriculum, the average-pages of environment-related chapters in the 6th curriculum were decreased. Environment-related chapters in the 6th curriculum also dealt negligibly with the real environmental problems in our country. Therefore the importance of the environment-related chapters of biology textbooks in the 6th curriculum was relatively deceased compared with that in the 5th curriculum. In considering the actual low optional rate of environment subject in middle school, it was thought that the reinforcing effect of environmental education can be hardly expected. Rather, the status of environment subject will grow weaker and weaker. Thus, in order to avoid the deterioration effect of its status and solve its problems, it is necessary to up-grade environment subject as obligatory course or needs strong reinforcement of environmental education.

• Journal for History of Mathematics
• /
• v.17 no.3
• /
• pp.61-72
• /
• 2004

In this paper, we investigate several values of the Nine Chapters on the Mathematical Art on mathematics educational viewpoint. We study them with four points of view: mathematical approach through problems of real life, algorithmization of concept and type, significance of affective domain and application of arithmetic. The result shows that the Nine Chapters on the Mathematical Art have great meaning of today's Korean mathematics education and possibility of application.

• Journal of Oral Medicine and Pain
• /
• v.19 no.2
• /
• pp.169-180
• /
• 1994

The aim of this study was to compare pain descriptions in common dental patients with those in patients with Temporomandibular disorders(TMDs). The study sample consisted of 104 common dental patients and 74 patients with TMDs, and their chief complaint was pain, Subjects were classified common dental pain group and TMDs pain group, respectively. All the subjects completed Korean Pain Rating Scale(KPRS) on first visit. KPRS contains 90 pain terms, which divided into 20 subclasses in 3 dimensions. Each subclass contains 3-6 pain terms. each patient had chosen only one term from each subclass. If there was no proper term, subject could pass the subclass without completion. Words chosen were categorized into sensory, affective, miscellaneous and total dimension. Thereafter they were processed and analyzed by SPSS/PC+ statistical package program with respect to rank values, scale values, number of words chosen and frequency of each subclass. The obtained results of this study were as follows : 1. Total mean number of words chosen was 7.6. 2. Chronic patients groups with Temporomandibular disorders had chosen more freuently from the subclasses in affective dimension than the patients in acute common dental pain group. 3. Frequency of affective dimension was higher in chronic patients groups with Temporomandibular disorders than that of acute patients group with Temporomandibular disorders. 4. Chronic patients group with Temporomandibular disorders had higher frequency in constrictive pressure pain, traction pressure pain, dull pain and fatigue-related pain terms than acute common dental patients group. 5. Acute patients group with Temporomandibular disorders had higher frequency in traction pressure pain and dull pain terms but had lower frequency in chemical pain, peripheral nerve pain and cold pain terms than acute common dental patients groups. 6. There were high positive correlation between the scale- and rank-value in the pain rating index.

• Hwankyungkyoyuk
• /
• v.12 no.1
• /
• pp.64-75
• /
• 1999

The goals of moral education according to the 7th educational curriculum are (1) to learn the basic life custom and ethical norms necessary to desirable life, (2) to develop the judgment to solve desirably and practically the ethical matters in daily life, (3) to develop the sound citizenship, national identity and consciousness, and the consciousness of world peace and mankind's mutual prosperity, and (4) to develop the ethical propensity to practice the ideal and principle of life systematically Based on the goals in the above, the following can be established as goals of environmental education possible: (1) to learn judgment to solve practically the environmental problems in the society with their ethical understanding, and (2) to recognize that environmental consciousness is the basic necessity of sound citizenship and national identity and consciousness, and mankind's mutual prosperity, and to have attitudes to practice environmental preservation in daily life. Like these, the intellectual aspect, the affective aspect, and the active aspect can be established in the environmental education in the ethics education keeping their balance. In order to achieve its goals, the contents of ethics subject are organized largely with 4 domains: (1) individual life, (2) home life, life with neighbors, and school life, (3) social life, and (4) national life. Among these, environmental education is mainly included in the domain of social life. These contents concerning environmental education take 22 (32.4%) out of the whole 68 teaching factors which are taught in the ethics subject from the 3rd grade to 10th grade. These 22 environmental teaching factors are mainly related to environmental ethics, environmental preservation and measures, and sound consumption life. Classified according to each goal, the environmental contents in the 7th curriculum for ethics subject put emphasis on environmental value and attitudes, action and participation, and information and knowledge. Therefore, the recommendable teaching and learning method for the environmental education in ethics subject is to motivate students' practice or to make them practice in person. For example, role-play model, value-conflict model, group study model can be applied according to the topics of environmental education.

• Journal of The Korean Association For Science Education
• /
• v.42 no.6
• /
• pp.611-619
• /
• 2022

The purpose of this study is to explore the possibility of applying big data analysis to provide appropriate feedback to students using evaluation data in science education at a time when interest in educational data mining has recently increased in education. In this study, we use the evaluation data of 2,576 students who took 24 questions of the national assessment of educational achievement. And we use K-means cluster analysis as a method of unsupervised machine learning for clustering. As a result of clustering, students were divided into six clusters. The middle-ranking students are divided into various clusters when compared to upper or lower ranks. According to the results of the cluster analysis, the most important factor influencing clusterization is academic achievement, and each cluster shows different characteristics in terms of content domains, subject competencies, and affective characteristics. Learning motivation is important among the affective domains in the lower-ranking achievement cluster, and scientific inquiry and problem-solving competency, as well as scientific communication competency have a major influence in terms of subject competencies. In the content domain, achievement of motion and energy and matter are important factors to distinguish the characteristics of the cluster. As a result, we can provide students with customized feedback for learning based on the characteristics of each cluster. We discuss implications of these results for science education, such as the possibility of using this study results, balanced learning by content domains, enhancement of subject competency, and improvement of scientific attitude.

• Hwankyungkyoyuk
• /
• v.12 no.1
• /
• pp.40-63
• /
• 1999

As the environmental problems are recognized as daily problems in our lives, not as issues of those who are engaged in specific professional fields, the interest in environmental education is increasing gradually. The environmental education is the one that studies the environment and its problems and seeks the solutions for them. This paper deals with how the Korean subject will include environmental education. The environmental problems are already dealt with in the Korean textbooks according to the 6th curriculum for the Korean subject. A noticeable fact is that those textbooks connect the skills for language skills with environmental education. That is, the textbooks try to improve 4 language skills (speaking, listening, reading, and writing) with the Korean data related to environment, which can be the most practical means. This tendency will be also reflected in the 7th curriculum for the Korean subject, and the means will be taken by which environmental education will be able to be implemented more effectively through a variety of learning activities. In case of speaking and listening, learning activities such as speaking of, listening to, or discussing the contents concerning environmental problems can be recommended. In case of reading and literature, learning activities such as reading articles or works concerning environmental problems. Through these learning activities the Korean education will be able to achieve the goal in the fields of knowledge, information, and autonomy or attitudes which are the goals of environmental education. If the contents of the Korean curriculum are described in detail, it can be known that the Korean subject have someting to do with knowledge, skills, and recognition more deeply. In the methods In obtain information and knowledge, it will be desirable to recognize knowledge and information indirectly through various reading data rather than to recognize knowledge and information directly. Or it will be desirable to increase the sensitivity about environmental problems through literary works. For this environmental education in the above, we need to utilize discussion or presentation-oriented leaching and learning in the Korean education. Also we need to approach environmental problems by using various teaching media. We need to emphasize the education in the affective domain, especially through expression of emotions. guidance of reactions, internalization, personification, and so on.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.4
• /
• pp.100-111
• /
• 2019

This study was undertaken to recommend a dementia education program for college students, and to understand the outcome on knowledge and attitude towards dementia, awareness of aged support, and cognitive-affective empathy. Totally, 40 college students in C city, K do, were enrolled for the study, and divided into two groups of 20 each: experimental group and control group. The experimental group subjects were provided a 12-hour dementia education program; effectiveness of this program has been verified in later studies. Data were collected from November 5, 2018 to December 7, 2018; collection was before, after, and 4 weeks after the program was provided to the experimental group. Control group data were also collected in the same time frame. Data analysis was done using IBM SPSS WIN/21.0, and the percentage, mean and standard deviation were analyzed using Shapiro-Wilks test, $x^2$-test, Fisher's exact probability test, Independent t-test, Friedman test, Mann-Whitney U and Repeated Measure ANOVA. Knowledge of dementia (F=19.80, p<0.001), attitude toward dementia (z=-4.10, p<0.001), and awareness of aged support (F=6.26, p=0.017) had a significant interaction between group and time; however, cognitive-affective empathy showed no correlation (F=1.32, p<0.256). We therefore suggest strengthening the contents of future education program for dementia, developing a customized program for cognitive-affective empathy by considering subject characteristics, and further research verifying the effectiveness of the program.

• Journal of the Ergonomics Society of Korea
• /
• v.17 no.1
• /
• pp.67-77
• /
• 1998

The objective of this study is to extract information from electroencephalogram(EEG) signals with which we can discriminate mental states. Seven university students were participated in this study. Ten stimuli based on IAPS (International Affective Picture Systems) Were presented at random according to the experimental schedule. 8-channel ($O_1$, $O_2$, $F_3$, $F_4$, $F_7$, $F_8$, $FP_1$, and $FP_2$)EEG signals were recorded at a sampling rate of 204.8 Hz for visual stimuli and analyzed. After random ten sequential stimuli presentation, the subject subjectively assessed the stimulus by scaling from -5 to 5. If the stimulus was the best and the worst, it was scored 5 and -5, respectively. Only maximum and minimum scored-EEG signals within each subject were selected on the basis of subjectively assessment for analysis. EEG signals were transformed into feature objects based on scalar autoregressive model coefficients. They were classified with Discriminant Analysis for each channel. The features produced results with the best classification accuracy of 85.7 % in $O_1$ and $O_2$ for visual stimuli. This study could be extended to establish an algorithm which quantify and classify emotions evoked by visual stimulus using autoregressive models.

• Journal of Korean Society of Industrial and Systems Engineering
• /
• v.35 no.2
• /
• pp.64-70
• /
• 2012

This paper presents a statistical analysis method for the selection of electroencephalogram (EEG) electrode positions and spectral features to recognize emotion, where emotional valence and arousal are classified into three and two levels, respectively. Ten experiments for a subject were performed under three categorized IAPS (International Affective Picture System) pictures, i.e., high valence and high arousal, medium valence and low arousal, and low valence and high arousal. The electroencephalogram was recorded from 12 sites according to the international 10~20 system referenced to Cz. The statistical analysis approach using ANOVA with Tukey's HSD is employed to identify statistically significant EEG electrode positions and spectral features in the emotion recognition.