• Journal of Digital Convergence
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• v.11 no.2
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• pp.397-405
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• 2013

The development of the technology of the 21st century, wireless Internet technology development in smart environments, was rapidly settled. In such an environment, the user is faced with many smart devices and smart content. This study is the analysis of the smart environment and smart devices, and user-to-user cognitive out about the effects reported. Cognitive effects observed behavior, technology, and user-centered system design, and plays a very important role to play in educating the users. And theoretical consideration about the UX (User eXperience) and UXD (User eXperience Design), by case analysis on the technical aspects of 'effective' visual aspect of interoperation aspects (interaction), and the cognitive effects of UXD (User eXperience Design) examined. As a result, on the visual aspects of the user experience based on the design that can be used to know, and be sound or through interaction with the user of the machine-to-machine interaction (and interaction) that must be provided, such as location-based or speech recognition technology will help you through the convenience of the user. Through this research, the smart environment and helping act of understanding, effective UXD (User eXperience Design) to take advantage of to help.

• Fashion & Textile Research Journal
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• v.24 no.2
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• pp.229-240
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• 2022

This study explores the effect of anthropomorphism on fashion chatbot reliability, mediated by perceived intelligence and cognitive evaluation. The moderating effects of individuals' need for human interaction between chatbot anthropomorphism and perceived intelligence, cognitive evaluation, and chatbot reliability are also explored. Participants, who were recruited through the online research firm, responded to questions after watching a video clip showing a conversation with a fashion chatbot on a mobile screen. The data were collected through Mturk, a crowdsourcing platform with an online research panel. All responses (N = 212) were analyzed using SPSS 26.0 for the descriptive statistics, frequency analysis, reliability analysis, exploratory factor analysis, and PROCESS procedure. The results demonstrate that chatbot anthropomorphism increases chatbot reliability, and this is mediated by chatbot intelligence. Although chatbot anthropomorphism increases cognitive evaluation, the effect of cognitive evaluation on chatbot reliability is not significant; thereby, the effect of chatbot anthropomorphism on chatbot reliability is not mediated by the cognitive evaluation. The direct effect of anthropomorphism on chatbot reliability is also moderated by individuals' need for human interaction. For participants with a high need for human interaction, chatbot anthropomorphism increases chatbot reliability; however, anthropomorphism does not significantly affect chatbot reliability for participants with a low need for human interaction. The study's findings contribute to expanding the literature on consumers' new technology acceptance by testing the antecedents affecting service reliability.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2010.05a
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• pp.48-54
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• 2010

INTRODUCTION Interaction between temporal events at the millisecond level is important for visual and tactile interaction. OBJECT The aim of the present study is to identify any neural signature, as reflected in event-related potentials (ERP), for the integrative processes when the two sensory modalities are stimulated in synchrony as opposed to when they are stimulated separately. METHOD The basic strategy was to compare ERP signals obtained with simultaneous visual and tactile stimulation with a linear summation of ERP patterns obtained with each modality stimulated separately. Condition were presented, paired with various stimulus-onset-asynchronies (SOA) ranging from - 300 ms (tactile-first) to 300 ms (visual-first), and in trials where only one modality was stimulated alone. RESULT A positive deviation was located in observed ERP at C4 electrode (contralateral to the stimulated hand) at 200-400 ms, in comparison to the predicted ERP. The deviation was present at all SOAs other than -300ms (tactile-first) and 300 ms (visual-first). There was also a positive deviation at occipital leads at the 50-ms SOA (visual-first) trials. DISCUSSION It suggested that neural signatures of cross-modal integration occur within a limited time-window. The deviations were specifically localized at the contralateral somatosensory and visual cortices, indicating that the integration happens at or before the level of the primary cortices.

• Journal of Engineering Education Research
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• v.17 no.6
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• pp.20-29
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• 2014

The purpose of this study is to analyze the traits on the cognitive and affective learning style of university students. CALSIU(The Cognitive & Affective Learning Style Inventory for University School Students) by Kim, E. J. was modified for applying to university students and performed with 399 university students from three universities in Daejeon and Chungnam. Statistical analysis done in this study were ANOVA and Scheffe's test. Findings of the study are as follows : First, the students with high academic achievements have intuitive perception type, whole processing type, and deep storage & recall type. Secondly, the students with low academic achievement have strong non-academic learning type. Third, interaction attitude of affective learning styles is the important element to determine their academic achievement. The students with independent type get high academic achievements. Therefore, instructor should consider the learning styles of students, and it should be used to improve their teaching & learning strategy for better academic achievements of university students.

• Proceedings of the KAIS Fall Conference
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• 2003.11a
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• pp.10-15
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• 2003

In computer graphics, most animations of characters have been created using the traditional and often highly labor intensive key-framing technique. Recently, character animation is demanded increasingly automated techniques for animation according to interaction with the user or environment of the user. In this paper, we will propose a new method which can animate characters automatical/y with user interactions. The character's behavior is determined as a result of understanding the emotional condition of the user. Psychology and cognitive AI provide some ideas about how to approach this problem. Our study is based mostly on the theories of Ortony, Clore and Collins, which were designed to be implemented computationally. In our system, we can make 22 emotion types and some more behavior features and we apply to some characters.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.757-767
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• 2002

This study investigated the effects of scientific inquiry experiments emphasizing social interaction on the academic achievement, the ability for science inquiry and the learning motivation of the students. To examine the differences among the classes of scientific inquiry experiments according to the way of organizing small groups, the effects of the group in homogeneous cognitive level and the group in heterogeneous cognitive level were compared. 255 7th-graders were grouped into the treatment group and the control group. After the treatment group received the scientific inquiry experimental lessons emphasizing social interaction and the control group received traditional lessons for one year, academic achievement, ability for scientific inquiry, and learning motivation were examined. These inquiry experiments were composed of four steps which are eliciting, familiarizing, constructing and bridging. And students can interact with peers and teachers through the process of relating observed phenomena to concept, constructing experiment procedure, and eliciting results. The ANCOVA results revealed that there were significant effects of science inquiry experiments emphasizing social interaction on the academic achievement, the ability for scientific inquiry and the learning motivation of the students. The significant academic achievement of the students in most of the cognitive levels, if not all, was found and degree of improvement in the ability for scientific inquiry was lower than that in the academic achievement. Concerning the effects according to the way of organizing small groups, there were significant improvement in academic achievement and learning motivation of the group in homogeneous cognitive level compared to the group in heterogeneous cognitive level. These results indicate that social interaction in learning is important and it has positive influences on the improvement in academic achievement and ability for scientific inquiry of students.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.760-774
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• 2012

The purpose of this study was to analyze the characteristic of the linguistic interaction according to leadership type of the leader in the scientific inquiry activity groups and examine how leadership factors affect the linguistic interaction within a group. In this investigation, leaders among 12 elementary school students were chosen by considering results of the leadership diagnosis that tested 3 leadership factors: vision and promotion, assignment responsibility, and decision-making. The members of the groups were organized according to scientific inquiry ability and academic achievement; the groups were assigned to perform scientific inquiry activities. The linguistic interaction was largely divided into the cognitive domain and the affective domain for analysis. According to the results, the frequency of linguistic interaction within a group sorted by leadership type is more influenced by the cognitive domain than the affective domain. The highest frequency of linguistic interaction appeared within the group that had vision and promotion type leader. Assumedly, the vision and confidence of the vision and promotion type leader produced such an outcome. While solving the assignments, linguistic interaction in all three groups had more cognitive domain than affected domain. Linguistic interaction in cognitive domain displayed only low level of linguistic interaction in relation to the experiment itself: high level of linguistic interaction barely occurred. In the case of affected domain, active participation appeared more frequently than maintaining the mood: Interactions related to restricting the group members actions to solve the assignment appeared more frequently than those for maintaining the mood.

• Journal of Korean Academy of Nursing
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• v.47 no.1
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• pp.1-13
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• 2017

Purpose: The purpose of this study was to examine the effects of a cognitive training program on neurocognitive task performance and activities of daily living (ADL) in patients who had a stroke. Methods: The research design for this study was a nonequivalent control group non-synchronized design. Patients were assigned to the experimental (n=21) or control group (n=21). The experimental group received a 4-week cognitive training program and usual care (i.e., rehabilitation service), while the control was received usual care only. Cognitive function was measured with a standardized neurocognitive test battery and ADL was assessed at baseline and one and two months after completion of the intervention. Repeated measures ANOVA was used to determine changes in cognitive function and ADL over 2 months. Results: The interaction of group and time was significant indicating that the experimental group showed improvement in attention, visuospatial function, verbal memory, and executive function compared to the control group which had a sustained or gradual decrease in test performance. A significant group by time interaction in instrumental ADL was also found between the experimental group with gradual improvement and the control group showing no noticeable change. Conclusion: Findings show that the cognitive training program developed in this study is beneficial in restoring cognitive function and improving ADL in patients following a stroke. Further study is needed to investigate the long-term relationship between cognitive training participation and cognitive improvement and effective functioning in daily living.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.103-123
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• 2018

This study investigated the structural relationships among infant's cognitive and communication ability, temperament, teacher-infants interaction, and mothers' parenting stress. Subjects used in this study were 249 infnats whose mean age of 30.21 months, and who were attended in preschool in S city. Research instruments used in collecting data were 'K-ASQ(Korean Ages and Stages Questionnaires)', 'EAS(Emotionality, Activity, and Sociability-Temperament Survey for Children-Parental Ratings)', 'PSI/SF(Parenting Stress Index/ Short Form)', 'ECOI'. The collected data were analyzed through SPSS 18.0 and AMOS 18.0 program. Pearson's correlation and Structural equation model analysis were used to analyze the data. Findings are as follows. First, there were positive correlations between infant's cognitive and communication ability with social-ability temperament, teacher-infants interaction. There were negative correlations between infant's cognitive and communication ability with infant's emotionality temperament, mothers' parenting stress. Second, social-ability temperament directly affected disposition toward cognitive ability, but in-direct effect was not significant. Emotionality temperament partially mediated the effects of parenting stress toward cognitive ability. Third, social ability directly affected disposition toward language ability, but in-direct effect was not significant. There has no significant path of temperament to teacher-child interaction, but teacher-child interaction has direct effect to infant's cognitive ability. Finally, all path about infant's communication ability were not significant.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.83-96
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• 2001

This study examined the links among parents' interaction styles, their children's representational models of parents and peers, and children's peer acceptance and friendship quality. Forty-seven fourth grade children and their parents (47 mothers and 47 fathers) were observed during discussion interaction, and, one year later, 119 children (63 boys, 56 girls), including the original sample, were interviewed to assess representational models and peer competence. Parents' interaction styles predicted children's representations of parents, moderating the effect of each parent's style, children's representations of peers mediated the relations between the representational models of mothers and their peer acceptance.