• Knowledge Management Research
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• v.19 no.3
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• pp.47-61
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• 2018

A knowledge map, a taxonomy of knowledge repositories, must have capabilities supporting and enhancing knowledge user's activity to search and select proper knowledge for problem-solving. Conventional knowledge maps, however, have been hierarchically categorized, and could not support such activity that must coincide with the user's cognitive process for knowledge utilization. This paper, therefore, aims to verify and develop a methodology to build a networked knowledge map that can support user's activity to search and retrieve proper knowledge based on the referential navigation between content-relevant knowledge. This paper deploys keywords as the semantic information between knowledge, because they can represent the overall contents of a given document, and because they can play the role of semantic information on the link between related documents. By aggregating links between documents, a document network can be formulated: a keyword-based networked knowledge map can be finally built. Domain expert-based validation test was also conducted on a networked knowledge map of 50 research papers, which confirmed the performance of the proposed methodology to be outstanding with respect to the precision and recall.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.165-190
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• 2011

This research investigates listening strategies and the relationship between the employment of strategy and listening proficiency of Korean EFL middle school students. One hundred and four middle school students (N = 104) participated in this study and their strategy use was assessed through a questionnaire adapted from Oxford's (1990) SILL and O'Malley and Chamot (1990). To measure listening proficiency, the English Listening Ability Test designed by 15 city and provincial offices of education in Korea was used. The results show that students employed a moderate use of strategies; compensation strategies were used most frequently and metacognitive strategies were used the least frequently. Significant differences were found in the use of implicit strategy among different listening proficiency groups, but not in their use of behavioral strategy. Furthermore, there were significant differences in the use of implicit memory, cognitive and compensation strategies among groups of students with different listening proficiencies, but not in their use of metacognitive strategy. The results from multiple regression analysis indicate that implicit strategy use could play an important role in listening comprehension. The findings suggest the need for additional research to explore the effect of listening strategy training for English language learners.

• Journal for History of Mathematics
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• v.29 no.5
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• pp.267-278
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• 2016

Mathematics is a kind of language, and even a tool of cognition for human beings. Mathematics has been used to communicate and to develop the civilizations through the history. So mathematics is one of the most important subjects for human to teach and learn. Especially, developed countries believe that mathematics will play very important roles in the developments of future industries and so future society. In this article, we clarify that combinatorics which is mainly represented by counting is an important ingredient of future mathematics education. To do so, we investigate the characteristics of combinatorics from the educational and cognitive perspectives.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.27 no.2
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• pp.84-86
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• 2016

Globus pharyngeus or globus sensation is the painless sensation of a lump in the throat and may be described as a foreign body sensation, a tightening or choking feeling. It is often associated with persistent clearing of the throat, chronic cough, hoarseness, and catarrh. Its etiology remains unclear ; however, laryngopharyngeal reflux may play a role in a subset of patients. Psychogenic problems have often been thought to cause or trigger the globus sensation. Personality studies have found higher levels of alexithymia, neuroticism, and psychological distress (including anxiety, low mood, and somatic concerns) and lower levels of extraversion in patients presenting with globus. Globus patients with laryngopharyngeal reflux exhibited weaker psychological symptoms than non- laryngopharyngeal reflux globus patients, and globus patients who did not respond to proton pump inhibitor had significantly higher anxiety scores. In cases with negative clinical investigations and consistent globus symptom, other treatment strategies, including speech therapy, antidepressants, and cognitive-behavioral therapy, should be considered.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.85-99
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• 2000

Researches have shown that learning science frequently requires the process of conceptual change. As a result, many of the constructivist teaching and loaming approaches focus on this kind of loaming. In approaches that focus on conceptual change, cognitive conflict strategies play a key role. Students, however, still have much difficulty in loaming science. Theoretically, it underlies Piaget's genetic epistemology in which disequilibration demands an interplay between assimilation and accommodation until equilibrium is restored. Also, radical constructivism has its roots in a variety of disciplines, but has been most profoundly influenced by the theories of lean Piaget as interpreted and extended by Glasersfeld. This study is intended to interpret the conceptual change from radical constructivist perspective and explain difficulties of conceptual change which students have in learning science.

• School Mathematics
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• v.4 no.4
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• pp.555-563
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• 2002

The purpose of this paper is to try formulating a working definition of connection of informal and formal mathematical knowledge. Many researchers have suggested that informal mathematical knowledge should be connected with school mathematics in the process of learning and teaching it. It is because informal mathematical knowledge might play a important role as a cognitive anchor for understanding school mathematics. To implement the connection of them we need to know what the connection means. In this paper, the connection between informal and formal mathematical knowledge refers to the making of relationship between common attributions involved with the two knowledge. To make it clear, it is discussed that informal knowledge consists of two properties of procedures and conceptions as well as formal mathematical knowledge does. Then, it is possible to make a connection of them. Now it is time to make contribution of our efforts to develop appropriate models to connect informal and formal mathematical knowledge.

• Korean Journal of Child Studies
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• v.15 no.1
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• pp.23-35
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• 1994

This paper investigated children's learning process concerning age and gender, two of the most apparent social roles. The subjects of the study were 72 Korean preschool children between three to five years of age. The Study was designed to examine problems of developmental sequence and horizontal decalage in understanding of these social roles. Two five-step knowledge sequences of age growth and sex constancy were administered utilizing skill theory (Fischer, 1980). Each step in a sequence had different stories of age or sex role with increasing cognitive complexity, but the two sequences were equivalent in complexity. The children were tested under two different assessment conditions:high support condition of elicited imitation and low support condition of free play and the best story. The findings show that, the understanding of age and sex roles develops through the predicted five-step sequences. The understanding of age role seems to develop earlier than that of sex role although the developmental patterns of the two roles are similar. Variations in the children's performances under different conditions were dramatic, especially for the older children.

• Journal of the Ergonomics Society of Korea
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• v.19 no.3
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• pp.51-60
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• 2000

Non-verbal sound feedback, called earcon, has been used for portable digital electronic products to give appropriate information for the selected function. This study evaluated usability based on user cognition time, error rate, and subjective satisfaction using 20 male and female subjects. The study compared five major user functions from a portable digital electronic product with currently available earcons and the same functions from the product with the new earcons (suggested by this study) which considered user cognitive characteristics, such as loudness, pitch, melody, and length. For subjective evaluation, the study assessed various earcons by subjective impression of sounds using the seven-point rating scales. Major statistical results indicated that the new earcons significantly reduced user error rates and generally improved user performance functions, such as 'play, off, stop, fast forward, and rewind.'

• Speech Sciences
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• v.10 no.1
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• pp.131-141
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• 2003

Recently, researchers have been debating whether Korean children exhibit a verb bias or not. Since verbs are perceptually and structurally more salient in Korean language, it has been questioned whether these differences in the Korean make a difference in the pattern of noun and verb acquisition of Korean children. Although language structures may vary between Korean and English, universal cognitive constraints play an important role in early vocabulary acquisition. Several recent studies have examined the noun and verb acquisition of Korean children. However, their conclusions regarding the noun versus verb bias have still been inconclusive. In this paper, previous studies investigating Korean children's noun versus verb bias are examined. Methodological issues are mentioned and results were reinterpreted as favoring the noun bias for one-year-old Korean children.

• Journal of Home Health Care Nursing
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• v.18 no.1
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• pp.40-47
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• 2011

Purpose: This study investigated changes in neurocognitive function over a 2-month period of board game therapy in patients with schizophrenia. Method: Twenty-one schizophrenic patients treated with board game therapy and nineteen control schizophrenic patients were evaluated with neuropsychological and clinical tests, such as the Wisconsin Card Shorting Test (WCST). The same tests were re-administered after 2 months of board game therapy. Results: At the first series of neuropsychological tests, no difference was seen in performance, demographical aspects, or clinical severity among both patient groups. After 2 months, the group receiving board game therapy showed significant improvement of WCST performances compared to the controls. However, no difference was observed in clinical symptoms between the groups. Conclusion: The results of cognitive enhancement in patients playing board games indicates that board game play, easily used in an inpatient setting, is a promising tool for executive function improvement in chronic schizophrenic patients.