• Journal of Fisheries and Marine Sciences Education
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• v.21 no.2
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• pp.278-290
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• 2009

The purpose of this study is to investigate the relationship between learning skills and cognitive functions on elementary school students. In this study CAS and Learning Skills Test(LST) were administered with 3 to 6 grade, 60 students from 5 elementary schools. The data were analyzed according to Pearson's correlation and Stepwise Multiple Regression Analysis. The results are as follows. Firstly, girls and older students showed significantly higher ability than boys and younger students on the learning skills. And girls significantly outperformed boys on the planning function and attention function and on the simultaneous cognitive function was the other way round. Secondly, learning skills were explained 41% by two variables that the planning function and the successive function which are sub factors of the cognitive function. And then, planning and successive processing effected to self-management, attention and planning to test-taking skills, successive processing and attention to class-participation skills, and successive processing to information processing.

• Science of Emotion and Sensibility
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• v.6 no.3
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• pp.63-72
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• 2003

This study investigated how cognitive style and training context influenced visual discrimination skill acquisition and transfer under time pressure. This experiment consisted of a screening session, a training session, and a transfer session using random polygon comparison tasks. Screening session was designed to separate participants according to their cognitive style (analytic or holistic). Training session was divided into difficult and easy conditions. In transfer session, participants compared polygon pairs in a novel task. The stimuli were presented for 1.5 seconds to examine the influence of time pressure. Through the all sessions, this experiment measured accuracy and response time. According to the results of this study, analytic group responded as quickly as holistic group in the beginning of training session because time pressure induced them to the holistic strategy. However, as training session progressed, their slopes of reaction time increased, suggesting that their own analytic style emerged. Holistic group showed flatter slopes than did analytic group for training session. Of interest is the slopes increased at the beginning of transfer session, suggesting that they developed analytic strategies in difficult training context. It is suggested individuals differently develop strategic processing skills depending on cognitive styles even under time pressure.

• The Journal of the Korean dental association
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• v.58 no.11
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• pp.670-682
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• 2020

This research examined the difference in cognitive load and the virtual presence depending on auditory feedback and task difficulty in haptic-based dental simulation. In the field of dental education, practice-centered training using handpiece has been crucial because a practitioner's psychomotor experience has a significant impact on the mastery of treatment skills. For the novice, it is necessary to reduce errors in dental treatment to enhancing skill acquisition in the haptic practice. In the training process, the force-feedback is crucial to elaborate subtle movement to guide what to do and how it should be hard or soft. However, It is not easy to add force-feedback to generate kinetic experience training. As an alternative method, we examined that auditory feedback can help learners' skill training. In this study, we analyzed how the presence/absence of auditory feedback at the different levels of task difficulty impacts learners' psychological demand and virtual presence in the virtual reality simulation. For this study, 29 dental college students participated in a dental simulation. The participants were grouped into two conditions that are with and without auditory feedback. Additionally, two consecutive tooth preparation tasks with different levels of difficulty were used in the simulation. The auditory feedback condition gives alarms to a learner when he treats a non-targeted tooth with a virtual handpiece. The user's cognitive load and virtual presence were measured to examine the effects of auditory feedback. The results revealed that the main effect was found in cognitive loads. Also, a significant interaction effect was shown in the virtual presence. We discussed the effective design methods for the virtual reality-based dental simulation through the result of this study.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.59-69
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• 2020

The purpose of this study is to design the framework of evaluation on learner's cognitive skill for artificial intelligence(AI) education through computational thinking. To design the rubric and framework for evaluating the change of leaner's intrinsic thinking, the evaluation process was consisted of a sequential stage with a) agency that cognitive learning assistance for data collection, b) abstraction that recognizes the pattern of data and performs the categorization process by decomposing the characteristics of collected data, and c) modeling that constructing algorithms based on refined data through abstraction. The evaluating framework was designed for not only the cognitive domain of learners' perceptions, learning, behaviors, and outcomes but also the areas of knowledge, competencies, and attitudes about the problem-solving process and results of learners to evaluate the changes of inherent cognitive learning about AI education. The results of the research are meaningful in that the evaluating framework for AI education was developed for the development of individualized evaluation tools according to the context of teaching and learning, and it could be used as a standard in various areas of AI education in the future.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.539-544
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• 1998

The consistency and balance of objectives by objective domains in units, sub-units and instructional units were investigated. The 6th elementary biology curricular teaching guidebooks were analysed. Domains of objectives are cognitive, inquiry process, instrumental skill, creative, affective and STS. Cognitive objectives were most dominant in all units, sub-units and instructional units. But no objective for creative domain were suggested. In unit and sub-unit, proportions of objectives were cognitive, inquiry process, affective, instrumental skill and STS domains in order. Objectives for cognitive and inquiry process domains were more than others in instructional units, Except cognitive and inquiry process domains, objectives for the others were not consistent in all units, sub-units and instructional units. Especially, the percentages of objectives for affective domain decreased in units, sub-units and instructional units orderly. These resulted from teaching objective domains categorized formally, Thus, it is necessary to develope curriculum and textbook to be consistent and balanced with objective domains and reflect upon the characteristics of them.

• Journal of Korean Society for Quality Management
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• v.23 no.3
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• pp.69-83
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• 1995

In a large number of literature on of inspection tasks, one of the most consistent findings is the existence of large and consistent differences among inspectors. It is possible that the individual difference is described by the difference of cognitive skills, because cognitive skills are required more than manual skills in inspection tasks. Therefore, a set of cognitive factors in human information processing may underly human performance in inspection tasks. In this study, a cognitive skill was described as the relative importance of the cognitive factors involved. A hierarchical task analysis and a fuzzy hierarchical analysis were used to represent how the importance of cognitive factors contribute to inspection performance. An experiment was conducted using the computer simulations of PCB inspection tasks. The results revealed that the subject group with better performance showed the importance weights of cognitive factors in the following rank; (attention, perception, judgement, classification, recognition)<(detection)$\ll$(memory). The results of the experiment can serve as a selection criterion for efficient inspection performance and the information of skilled learning for an inspection training program. The usefullness of a hierarchical task analysis and a fuzzy hierarchical task analysis for the analysis of cognitive tasks are also confirmed.

• Anxiety and mood
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• v.10 no.2
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• pp.85-94
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• 2014

Non-pharmacological treatments have long been used for paraphilia or sexual offenders, but few clinical studies were conducted. However, recently there were issued cognitive behavioral therapy of paraphilia or sexual offenders based on the research findings obtained so far. In addition, there were the changes of Diagnostic and Statistical Manual of Mental Disorder by American Psychiatric Association at 2014. The methods of cognitive behavioral therapy for paraphilia or sexual offenders were electric aversion therapy, olfactory aversion therapy, ammonia aversion therapy, covert sensitization, masturbatory reconditioning, directed masturbation, verbal satiation, social skill training, assertiveness training etc. By synthesizing the newly reported foreign guidelines for treatment and review articles, the aim of this study is to investigate the non-pharmacologic therapies used for treatment of paraphilia or sexual offenders.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.73-86
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• 2008

The purpose of this study was to investigate the effects of learning-related skills in kindergarten on school adjustment in first-grade children. Subjects were 119 kindergarten children. Instruments were Learning-Related Skill (Park, 2008) and School Adjustment (Chi & Jung, 2006). Statistical methods were Pearson product moment correlation coefficients and multiple regressions. Results of this study showed that : (1) there were positive relationships between learning-related skill in kindergarten and school adjustment in first-grade children. (2) Cognitive, behavioral, and affective learning-related skills in kindergarten were significant predictors of school adjustment in elementary school Conclusions suggest the importance of learning-related skills in kindergarten.

• Journal of Korea Game Society
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• v.9 no.3
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• pp.87-96
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• 2009

According to the Flow Theory, when the perceived level of Challenges of player and his skill are high, he is able to experience the flow state. What does the skill mean in the Flow Theory? This study suggests that the self-efficacy of the actor should be concerned to understand the perceived level of actor's skill in relation to the level of Challenges and his personal characteristics. This study hypothesizes the equity-distribution of extrinsic reward and the positive reputation influence the player's self-efficacy, and his self-efficacy affect the flow experience. This hypothesis is confirmed by the structure equation model test. This result can serve to understand skill related on the flow theory, and what factors players to get flow experience are given by.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.165-187
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• 2011

This study was aimed to explore the effect of the physical science activity based on the constructivism on young children's scientific process skills and scientific attitudes, cognitive self-esteem. The subjects consisted of 20 five-years-old children of experimental group and 20 children of control group. Children of experimental group conducted the physical science activity based on the constructivism for total six weeks. As a result of study, children who experimental group showed significant result in the scientific process skill, scientific attitude, cognitive self-esteem. The educational implications of these indicate that we need to actively develop programs to increase scientific process skills and scientific attitude, cognition self-esteem of young children through teacher's education.