• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.45-71
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• 2014

In learning the conic session, there is a gap between the curricula of the high school and the university level for the pre-service math teachers. So through the art of problem posing, 38 number of pre-service teachers worked in a pair to find fidelities in the environment of hand-held graphing calculator. We concluded that the cognitive fidelity showed three different properties using "what if not" strategy which the mathematical fidelity between the representations supported. Also, the exploration using a calculator in the pedagogical fidelity strongly helped them to apply and to expand their learning.

• Knowledge Management Research
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• v.12 no.2
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• pp.35-55
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• 2011

By providing a number of unprecedented knowledge sources, virtual communities have stimulated interests in knowledge sourcing Specifically, virtual communities have triggered fundamental changes in the ways that people interact with one another. Thus, there is a critical need to examine how people try to behave for sourcing knowledge in virtual communities, particularly in terms of the demand-side perspective of knowledge. To address the knowledge gap regarding knowledge sourcing behavior from the knowledge recipients' side, this study draws upon GPA(goal-plan-action) theory with both the social cognitive theory and the goal-setting theory as overarching theories. Furthermore, we apply past experience in virtual communities and trust in knowledge providers as moderating variables to deeply understand the knowledge recipients' behavior. We expect to present theoretical and practical implications through our findings, which are relevant to cognitive goal-setting and knowledge sourcing behavior. In the theoretical perspective, this study illustrates how knowledge recipients determine knowledge sourcing behavior. Based on our findings, this study has practical implications for virtual communities to effectively balance knowledge repositories and knowledge management systems with knowledge providers and recipients.

• Proceedings of the KSR Conference
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• 2003.05a
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• pp.159-164
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• 2003

The purpose of this article is to comparatively depict the organizational effectiveness of two rail firms based on the cognitive response of employees(group of drivers). To attain this purpose, several aspects of current personnel and organization management system and organizational culture are surveyed through questionaire and analyzed by SPSS. The questionaire includes two parts of items. First, it includes items on personnel-related factors such as evaluation system, job, wage, role, leadership and job satisfaction. Second, it includes items on organizational culture model suggested by Rousseau. The major findings are : 1) In general, the cognitive response of drivers in two firms concerning personnel-related aspects is to a certain degree negative. 2) The cognitive response of drivers in two firms concerning culture-related aspects is also awfully negative. 3) Job satisfaction of drivers in the firm A is highly related to role and leadership factors in terms of personnel-related aspects, on the one hand, and to achievement factor in terms of culture, on the other hand. In case of the firm B, job satisfaction of drivers is highly related to personnel evaluation factor as well as role and leadership factors in terms of personnel-related aspects, on the one hand, and to affiliation, power, and bureaucracy factors in terms of culture, on the other hand.

• Anxiety and mood
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• v.20 no.1
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• pp.27-34
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• 2024

Objective : Cognitive fusion, or believability, in acceptance and commitment therapy (ACT), refers to the tendency to become entangled in one's thoughts or feelings. It is an important factor in the development and maintenance of anxiety disorders. However, there is a lack of validated self-report measures for cognitive fusion and defusion, particularly for individuals with anxiety. To address this gap, this study aimed to evaluate the Korean Version of Believability of Anxious Feelings and Thoughts Questionnaire (K-BAFT). Methods : A total of 608 university students and 85 patients with obsessive-compulsive disorder (OCD) took part in this study. They were asked to complete various psychological measures, including the K-BAFT, other measures of ACT processes, and symptom scales. The researchers then analyzed the psychometric characteristics of the K-BAFT. Results : The results of the exploratory and confirmatory factor analyses indicated that the three-factor structure of the K-BAFT, which was reported in the original study, was also found in the university sample. Additionally, both the student and the OCD group demonstrated strong internal consistency (α=0.86 and 0.91, respectively). In the university sample, the K-BAFT showed a strong correlation with the Cognitive Fusion Questionnaire (r_s=0.53, p<0.001). However, it had a weak correlation with symptoms scales for depression, anxiety, and stress (all r_s<0.32). Furthermore, the OCD group had higher scores on the K-BAFT compared to the university sample. Conclusion : K-BAFT is considered to be a reliable and valid self-report tool for measuring cognitive fusion with anxious thoughts and feelings.

• Journal of Korean Library and Information Science Society
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• v.28
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• pp.447-475
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• 1998

We are seeing a shift of the focus of information service from system-centered(data-centered or intermediary-centered) a n.0, pproach to user-centered a n.0, pproach. Sense-making theory is one of the user- centered a n.0, pproaches. This study focused on user-centered information service paradigm concepts of Dervin's sense-making theory and interpreting sense-making theory in the practical context of library services. The sense-making theory is basically a cognitive a n.0, pproach to information-seeking, in that it recognizes information as something that involves internal cognitive processes. The user of information becomes the focus in this sense-making model. The sense-making theory sees information as subjective, situational, and cognitive. It focuses on understanding information within specific contexts and on understanding how information needs develop and how they are satisfied. It regards the user not as a passive receive of external information but as the center in a active, ongoing process of change. It related to the information needs of users. Dervin's method for studying information needs employs the 'situation-gap-use' metaphor. All information needs stem from a discontinuity or 'gap! in one's knowledge. Dervin believes that information needs can be addressed by understanding the process that each individual goes through in experiencing a gap, in trying to resolve it, and in gaining something (especially new knowledge) from the experience. Sense-making is a process; 'sense' is the product of this process. Sense includes 'knowledge'. However, it includes a host of other subjective factors that reflect an individual's interpretations of a situation including intuitions, opinions, hunches, effective responses, evaluations, questions, etc. For several reasons, however, difficulties are encountered if one attempts a more substantial assessment of the theory. First, it has not yet crystallized into a well-defined theory. Secondly, though the theory has aroused general interest, e.g. within LIS, detailed discussion of its strong and weak points is still lacking. A third source of difficulty is that the basic assumptions of the theory have been explicated metaphorically. If sense-making theory is to be really useful, it needs to be interpreted for library settings. But we have found no attempt to construct an information service based on the theory. Because the research tradition is still relatively young, there are many unanswered questions connected, e.g. with the design of information systems. In any case, e.g. intermediary access systems would be more efficient and effective it their planning could be founded on the user-centered a n.0, pproach.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.167-191
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• 2014

In this study, we investigate the term-sets of 'base' or 'bottom': 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. And we study the concept of 'the base area' in the solid figures and the formula of 'the bottom dimensions'. We start from the 6th grade math problem: 'Find the bottom dimension of the rectangular.' The primary answer is that it does not use the term('the bottom dimensions') in the elementary mathematics. However, in the middle school mathematics, 'the base area' is used as means of 'the area of one bottom side', which is not explained anywhere from the elementary mathematics to middle school mathematics. In addition, the base is defined and 'the surface area' and 'the side area' is taught in the elementary mathematics, so we naturally think of 'the base area'. Therefore we first investigate the term-sets of 'base' or 'bottom' which has two elements: 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. Next we discuss 'the base area' through curriculum and textbooks, dictionary definitions and so on. In addition, we survey pre-service teachers and teachers about the solid figures and analyse the understanding of 'the base side' and 'the base area' comparatively. In particular, we compare the changes and the tendency of correct answers from the first question to the last question. As a result, we verify 'the cognitive gap' between the elementary mathematics and the middle school mathematics, we suggest the teaching of 'the base area' and succession subjects to teach figure domain in the elementary mathematics.

• Korean Journal of Child Studies
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• v.5
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• pp.21-45
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• 1984

The cognition of Korean kinship names was examined in children in the 1st, 3rd, 5th, and 9th grades (N=188) of public school. The task consisted of 43 items which identified the relative relationships of cognates and cognates-in-law. It was found that the main effects of age and residential area on cognition scores were significant and the interaction effects between the variables were also significant. As expected, older children performed the task more precisely than the younger children and children in Seoul performed better than in outlying regions. Under 15 years of age, the scores in Seoul were higher than in Andong, but at the age of l5, this trend was reversed. The gap between residential areas under 15 years of age could be explained by differences in cognitive ability and test effects, but the gap at 15 by culture.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.422-431
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• 2002

Because of the gap between the cognitive levels of the students and the curricular materials for the students to understand, the secondary school students feel science difficult and they get to avoid science as they go up to the higher grade. So it is absolutely needed to take the active measures to improve the cognitive development of the students through some special programs stimulating their cognitive process. This study investigated the effects of thinking science activity program devised for cognitive acceleration of the students. After implementing thinking science program to 181 7th grade students, the effectiveness of this program was examined through the analysis of covariance of both experimental and control groups. The result of the study showed that the cognitive level of the students in experiment group dealt with thinking science program was more accelerated than that of the students in control group who were just taught regular science curriculum. Especially, the effect was clear to the students in stages 1 and 2B. It was also found that the percentage of the students who promoted from concrete operational stage to formal operational stage was higher in experimental group than in control group. The results of the study implied that cognitive acceleration of the students might be possible through the specially designed materials such as thinking science program.

• Korean Journal of Cognitive Science
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• v.20 no.4
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• pp.507-533
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• 2009

This paper examines the time course and processing patterns of filler-gap dependencies in Korean relative clauses, using an eyetracking method. Participants listened to a short story while viewing four pictures of entities mentioned in the story. Each story is followed by an auditorily presented question involving a relative clause (subject relative or dative relative). Participants' eye movements in response to the question were recorded. Results showed that the proportion of looks to the picture corresponding to a filler noun significantly increased at the relative verb affixed with a relativizer, and was largest at the filler where the fixation duration on the filler picture significantly increased. These results suggest that online resolution of the filler-gap dependency only starts at the relative verb marked with a relativiser and is finally completed at the filler position. Accordingly, they partly support the filler-driven parsing strategy for Korean, as for head-initial languages. In addition, the different patterns of eye movements between subject relatives and dative relatives indicate the role of case markers in parsing Korean sentences.

• The KIPS Transactions:PartB
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• v.15B no.2
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• pp.147-158
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• 2008

Fuzzy Cognitive Map (FCM) and Bayesian Belief Network (BBN) are two major frameworks for modeling, representing and reasoning about causal knowledge. Despite their extensive use in causal knowledge engineering, there is no reported work which compares their respective roles. This paper aims to fill the gap by providing a qualitative comparison of the two frameworks through a systematic analysis based on some inherent features of the frameworks. We proposed a set of comparison criteria which covers the entire process of causal knowledge engineering, including modeling, representation, and reasoning. These criteria are usability, expressiveness, reasoning capability, formality, and soundness. The results of comparison have revealed some important facts about the characteristics of FCM and BBN, which will help to determine how FCM and BBN should be used, with respect to each other, in causal knowledge engineering.