• Title/Summary/Keyword: Cognition process

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A Study on the Formation of the Orientation and the Event Through the phenomenological cognitive system (현상학적 지각체계에 의한 정위와 사건의 형성에 관한 연구)

  • Byun, Dae-Joong
    • Korean Institute of Interior Design Journal
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    • v.21 no.1
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    • pp.68-77
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    • 2012
  • Appreciating the aspect of modem architecture requires not only the comprehension of the nature of design and architects' ways of thinking and expression but also observers' views on buildings and their perceptive/cognitive stages. This calls for an in-depth study on the "system of phenomenological perceptions" that works as a new architectural experience system. The system of phenomenological perceptions makes it possible to specify the individual process of understanding architecture, that is, hands-on experiences, participations, feelings, perceptions, and cognition. The value of user experience and cognition has been emphasized by philosophical and aesthetical concepts as well. Therefore, in order to better appreciate the modern architecture, this study suggests theoretical consideration to "orientation and event" that are crucial elements in understanding a phenomenological view and materializing actual space formation. This offers the cognitive system with which we analyze modem architecture and comprehensive expressional methods. In other words, this study contemplates the system of phenomenological perceptions from an existential spatial perspective by structurizing the system of the orientation and the event in order to segmentalize users' current locations, potential directions, the relations with spaces, continual vie'wpoints as well as buildings' functions and interior and exterior division. The system of phenomenological perceptions helps understand and systemize modern architecture through a system based on relations between sensation, perception, cognition, sensitivity, and rationality. This creates a new cognitive system employing the concept of the orientation and the event, which is different from a normal cognitive system basing on the sense of vision. When observers appreciate space, they tend to relate the space to a certain event and to remember their experiences in it. During the process, they draw borders of the space in which the event takes place and give shape to their experiences including actions, movements, cognition and sensation. The process leads to the formation of "placeness," and here, the concept of the orientation comes in as the location and the center of the placeness. This study proves that a determined orientation coupled with individual experience and events settles the place ness; detailed elements in the cognitive system have close relations with one another; the orientation, actions, events, and places are the factors that materialize observers' architectural experience.

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The Analysis of Learner탐s Variables Affecting on Scientific Reasoning and Science Process Skills (과학 추론능력과 과학 탐구능력에 영향을 미치는 학습자 변인 분석$^{1)}$ )

  • 김영신;정완호;이진희
    • Journal of Korean Elementary Science Education
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    • v.20 no.1
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    • pp.1-7
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    • 2001
  • The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

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A Study of Node Authentication for Home Networking (홈 네트워크 환경에서 보안성을 가진 노드 인식기술)

  • Lee, Jeong-Yoon;Lee, Ki-Young
    • Proceedings of the IEEK Conference
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    • 2005.11a
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    • pp.225-228
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    • 2005
  • In this paper, we put a focus with a node cognition section of home gateway for information equipments to operate in a home network environment organically individually. We used an IPv6 protocols on a home network node connection on IP base. A node used a certificate published in a registered process by a home gateway for security. We designed secure node cognition structure to have had strong identification.

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The Effect and Cognition of Open-Inquiry Lesson using Lubric on the Elementary Student's Open-Inquiry (루브릭을 활용한 자유탐구 지도가 초등학생의 자유탐구에 미치는 영향 및 인식 조사)

  • Jung, HyunJu;Lim, Sungman;Chun, Jaesun
    • Journal of Korean Elementary Science Education
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    • v.32 no.3
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    • pp.285-297
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    • 2013
  • The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.

Relationship of Attribution Styles and Science-related Attitude and Science Process Skills of Science-gifted (초등학교 과학영재의 귀인성향과 과학 관련 태도 및 과학탐구능력과의 관계)

  • Lee, Yong-Seob;Park, Mi-Jin
    • Journal of the Korean Society of Earth Science Education
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    • v.3 no.2
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    • pp.124-131
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    • 2010
  • The purpose of this study is examine relationship of attribution styles and attitude toward Science and Science Process Skills of Science-gifted, to understand unique characteristics of the Science-gifted and to give useful information that can be use in develop special programs for the Science-gifted. The result of this study were as follows: First, there was no difference between genders. But there was a significant difference in attribution of luck. Second, there was a correlation between internal tendencies and Scientific attitude. Especially attribution of effort correlated with sub - constituent of Scientific attitude. Internal tendencies correlated with the Cognition in Scientific Professions that sub - constituent of the attitude toward Science. Third, There was a correlation between external tendencies and the interest activity in Science that sub - constituent of the attitude toward Science. There are correlations between sub - constituent of the attitude toward Science and sub - constituent of external tendencies that attribution of luck and interest in Scientific Professions, attribution of task difficulty and Cognition activity in Science. Fourth There was no correlation between Attribution styles and Science Process Skills. But Internal tendencies correlated with classification that sub - constituent of Science Process Skills. And classification correlated with attribution of ability that sub - constituent of external tendencies. Attribution of effort that sub - constituent of internal tendencies correlated with Science Process Skills.

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The Effect of EPL Programming Loaming on Logical Thinking Ability by the Meta-Cognition Level (메타인지 수준에 따른 EPL 프로그래밍 학습이 논리적 사고에 미치는 영향)

  • Hong, Jae-Un;Lee, Soo-Jung
    • Journal of KIISE:Software and Applications
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    • v.36 no.6
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    • pp.498-507
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    • 2009
  • There has been insufficient studies on the effect of programming language learning on logical thinking ability. Each study result on the improvement degree and items of logical thinking ability is different according to the object of the study, its method, and the learning subject, which makes the generalization process difficult. Moreover, the necessity of programming language learning seems not proved, because it is not apparent whether the improvement of logical thinking ability is due to the advancement of knowledge or programming language learning. In this study, we instructed educational programming languages to elementary students in 6th grade for 7 hours, investigated its effect on logical-thinking ability by the meta-cognition level, and compared the result with that of computer skill learning. As a result, for Dolittle, LOGO, and Powerpoint learning groups, the logical-thinking ability of high meta-cognition level students has increased with significance, but that of low meta-cognition level students has significantly increased for Dolittle and LOGO groups only. However, regardless of meta-cognition levels, there was no significant difference of logical-thinking ability between all three groups.

Natural Language Processing and Cognition (자연언어처리와 인지)

  • 이정민
    • Korean Journal of Cognitive Science
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    • v.3 no.2
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    • pp.161-174
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    • 1992
  • The present discussion is concerned with showing the development of natural language processing and how it is related to information and cognition.On the basis of the computeational model,in which humans are viewed as processors of linguistic structures that use stored knowledge-grammar, lexicon and structures representing the encyclopedic information of the world,such programs of natural language understanding as Winograd's SHRDLU came out.However,such pragmatic factors as contexts and the speaker's beliefs,internts,goals and intentions are not easy to process yet.Language,ingormation and cognition are argued to be closely interrelated,and the study of them,the paper argues,can lead to the development of science on general.

A Study on the Meaning of 'Social Construction' in Mathematics Education (사회적 구성'의 수학교육적 의미에 관한 고찰)

  • 홍진곤
    • The Mathematical Education
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    • v.41 no.3
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    • pp.329-339
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    • 2002
  • This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.

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An Interpretation of Modeling-based Elementary Science Lessons from a Perspective of Distributed Cognition (분산 인지의 관점에 따른 모델링 중심 초등 과학 수업의 해석)

  • Oh, Phil Seok
    • Journal of Korean Elementary Science Education
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    • v.36 no.1
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    • pp.16-30
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    • 2017
  • The purpose of this study was to interpret modeling-based elementary science lessons from a perspective of distributed cognition. Data sources included three consecutive elementary science lessons dealing with particle models of gases and students' worksheet generated from modeling activities during the lessons. The data were analyzed in ways that could reveal the affordances and constraints of students' mental models and an external model in the science textbook, as well as the evolution of the models. The results showed that the students' mental models and the external model provided both affordances for and constraints to scientific problem solving and that the models evolved in the process of overcoming the constraints. Implications for science lessons and science education research were suggested.

An Analysis of Rank Correlation between the Apartment Purchase Price Decision Factor and Amenity decision Factor with cognition of the Consumer. (소비자가 인식하는 아파트 구매가격결정요인과 쾌적성 결정요인과의 순위적 관계분석)

  • 김형돈
    • Journal of the Korean housing association
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    • v.12 no.2
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    • pp.45-54
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    • 2001
  • The purpose of this research was to analyze the correlation between the Apartment Purchase Price Decision Factor and Amenity decision Factor with cognition of the Consumer. The result are as follows; 1. The correlation coefficient between the Apartment Price Decision Factor and Amenity decision Factor with cognition of the Consumer was 0.587. 2. The ranking of the purchase price factor which it prefers were analyzed orientation > sunlight > view > the rising price expectation > natural environment etc. And the ranking of the amenity were analyzed orientation > natural environment > view > sunlight > noise etc. 3. Consumer group was classified the location, sex, year of ages and unit scale. The rank correlation coefficient of (the significant was below 0.05) sex was 0.617~0.644, year of ages was 0.62~0.771 and unit scale was 0.762~0.852. This research proved the fact that the amenity correlated with the apartment purchase price decision factor, so amenity contained an economic value. And this result will be used in decision-making-process of apartment construction.

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