• Research in Mathematical Education
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• v.13 no.1
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• pp.31-48
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• 2009

Utilizing the path analysis method, the study explores the relationships among the influential factors in mathematics modeling academic achievement. The following conclusions are drawn: 1. Achievement motivation, creative inclination, cognitive style, the mathematical cognitive structure and mathematics modeling self-monitoring ability, those have significant correlation with mathematics modeling academic achievement; 2. Mathematical cognitive structure and mathematics modeling self-monitoring ability have significant and regressive effect on mathematics modeling academic achievement, and two factors can explain 55.8% variations of mathematics modeling academic achievement; 3. Achievement motivation, creative inclination, cognitive style, mathematical cognitive structure have significant and regressive effect on mathematics modeling self-monitoring ability, and four factors can explain 70.1% variations of mathematics modeling self-monitoring ability; 4. Achievement motivation, creative inclination, and cognitive style have significant and regressive effect on mathematical cognitive structure, and three factors can explain 40.9% variations of mathematical cognitive structure.

• Asia pacific journal of information systems
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• v.16 no.3
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• pp.117-142
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• 2006

The purposes of this paper are to find out the characteristics of organizational members' cognitive structure for the effective acceptance of a six sigma innovative method in the organization. The author hypothesized the characteristics of individual cognitive structure is one of the most important factors on the acceptance of a six sigma method in the organizations for verifying through literature reviews, in-depth interviews and an analysis of questionnaire. This study is the first trial to corroborate the influence of characteristics of individual cognitive structure on the acceptance of a six sigma method. This can be utilized as an integrated appraisal model for the evaluation of acceptance of a six sigma method. The result not only helps the organizations that a six sigma method was recently introduced, to decrease the trial-and-errors experienced by the preceding groups, but can be used as fundamental data to establish an concrete strategy of a six sigma acceptance.

• Journal of the Korean Institute of Educational Facilities
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• v.19 no.3
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• pp.13-20
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• 2012

In this study, we performed the psychological analysis on campus facilities for university students with the observation that the evaluation on the physical environment of the campus is related to the image evaluation of the campus users. Specifically, we investigated the cognitive structure and the image evaluation structure of users, i.e., students, on the architectural and morphological elements of campus buildings. The investigation results are summarized as follows. 1) The cognitive structure of students on the architectural and morphological elements was different from building to building. In the case of architectural elements, the campus buildings were rated high, if they were designed with emphasis on symbolic elements, while the campus buildings with simple design were rated low. However, the morphological elements exhibited the opposite results. 2) We extracted six factors by performing the factor analysis for image evaluation. From the analysis results, we found that students showed a different structure of image evaluation for each building. In addition, the image evaluation structures were found to be related with the cognitive structures on architectural and morphological elements. 3) We also performed the correlation analysis between image evaluation structure and cognitive structure on architectural and morphological aspects. The analysis results indicated that each building showed different correlation patterns. In addition, the overall image became better, as they appraised "clarity" and "uniformity" more highly.

• Journal of architectural history
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• v.1 no.2 s.2
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• pp.172-182
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• 1992

The binary classification, Yin & Yang, can be shown in our culture. Yin & Yang thinking reveals the Up/Down (Principal/Subordinate) relation in space, and Before/After relation in time, and it shows the sequence of Contrast${\to}$Reconciliation & Unification${\to}$Contrast. For example, a follower is Yin against King, while Yang as a father against his son in our trational cognitive structure. With Left/Right, Front/Rear, and Upper/Lower, In/Out division is a basic body-space term to grasp the space position. In the traditional Korean house, when we go out from the deepest 'In', Anbang to Daechung, we may call Anbang 'In' and Daechung 'Out'. When from Daechung to Anmadang reversely, we call Daechung 'In' and Anmadang 'Out'. Namely, Daechung is both 'In' and 'Out'. This is a fallacy logic in view of western basic conception. 'The In/Out Structure, system of a series of inner spaces, is defined as a transformation of cognitive structure of Yin & Yang thinking to the Korean architectural space. The space structure is one of the important deep structure in Korean society.' The concept of the space structure, apperred in east Asia, can make humane space, for it is not a physical 'type' of typepology but related to cognitive structure of human thinking, The structure is applicable to space design in modern society, for the cognitive structure exists in living culture by transformation.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.70-84
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• 1994

This study tried to find the effect to cognitive structure upon the momentum effect. The previous studies showed that the momentum effect is influenced by students' cognitive levels and the abstractness of test items. The cognitive structure is examined by cognitive level and cognitive style. Cognitive levels and cognitive styles are determined by GALT and GEFT respectively. The research method used in this study is time series design. The period is 50 days. The period is divided into "pre-test", "intervention-test", "post-test". Pre-test period is 5 days and in this period class instruction does not exist Intervention-test period is 30 days and in this period class instruction exist Post-test period is 15 days and in this period class instruction does not exist. Field independent students showed longer momentum effect than field dependent students. Formal level students showed less ratio of decrease on post-test than nonformal level students. Momentum effects is not artifact but the essential characteristics of science study.

• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.57-66
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• 2004

The purpose of this study is to determine the relationship among the hypermedia structure(hierarchical and network), learner's cognitive style(field-independent and field-dependent), and learning performance in the elementary school. 128 students(4th graders) having field-independent and field-dependent cognitive style were randomly allocated into hierarchical and network structures of hypermedia learning program. There was not significant interaction between hypermedia structure and cognitive style in learning performance. The students in the hierarchical hypermedia structure showed higher learning performance than ones in the network hypermedia structure. Field-independent students significantly got higher results than field-dependent ones. It is concluded that instructional designers should consider hypermedia structure, learner's cognitive style, and learning outcomes when they plan and design hypermedia learning program.

• Archives of design research
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• v.19 no.2 s.64
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• pp.251-260
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• 2006

Rapid development of electronic technology has made it possible to perform various function. But this technology made it increase it's complexity. Therefore, It was important to identify usability problem in interface design. The quality of interface to promote the efficient interaction should be evaluated with regard to users' cognitive characteristics. So, in this paper, washing machine, that is one of the most useful electronic home application was studied menu structure on interface and it's operational states transition. At first, an cognitive menu structure is identified with users' conceptual similarity of the main function of washing machine. Then three washing machines was selected to compare with the cognitive menu structure. And, we were analyzed how operational state of the washing machine was transfered. As a result, we can be revealed that menu operational method based on the cognitive structure was consistent with the user's preferred operational method during the experimental tasks and the users and designers had a different knowledge of an it's function structure. These results will be useful to design the washing machine interface.

• The Mathematical Education
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• v.54 no.4
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• pp.365-383
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• 2015

Factorization asks the recognition of the structure of polynomials, compared to polynomial expansion with process characteristic. Therefore it makes students experience a lot of difficulties. This study aims to figure out causes of the difficulties by identifying students' cognitive characteristics in factorizing in the perspective of 'structure sense'. To do this, we gave six factorizing problems of three types to middle school students and selected six participants as interviewees based on the test results. They were classified into two categories, structure sense and non-structure sense. Through this interview, we figured out the interviewee's cognitive characteristics and the causes of difficulty in the perspective of structure sense. Furthermore, we suggested some didactical implications for encouraging structure sense in factorizing by identifying assistances and obstacles for recognition of structures.

• Journal of Korean Academy of Nursing
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• v.28 no.2
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• pp.510-518
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• 1998

It was assumed that the maternal identity in primi-gravida is one of the most attribute of the motherhood, that is not biological but cognitive phenomena, appears active process as intelligent human being. The purposes of this study were that the identification the cognitive structure and the influencing factors of the maternal identity in primi-gravida. Theoretical framework in this study, maternal identity in primi-gravida was constructed as a cognitive output, has the cognitive structure of cognitive-perceptual factor, cognitive-behavioral factor, and cognitive-emotional factor. Influencing factors of maternal identity was constructed as a cognitive input, which were pregnancy related perceptions (pregnancy intention, minor discomfort, value of motherhood), interpersonal relationship(relationship with mother, relationship with husband, relationship with social network), preparation to motherhood(maternal knowledge, antenatal self care), and biological factor (gestation period). This study was the descriptive correlational research design, was done from the 3rd January to the 15th March 1996, and the research subjects were selected conviniently 226 the primi-gravida during the gestation period, data collection method was self reported questionnaire cross-sectionally. Descriptive data analysis was done by SAS PC$^{+}$, testing the hypothetical model was done by covariance structural analysis using LISREL 8.03 program. The result of the hypothesis testing, the value of motherhood(y=.650, T=4.26) the maternal knowledge (y=.137, T=2.030), the gestation period( y=.113, T=2.621), showed significant causal effect on the maternal identity in primi-gravida. In conclusion, the maternal identity in primi-gravida had interrelated cognitive structure consist of perceptual, behavioral, and emotional factors. Significant causal factors influencing the maternal identity were value identified. It seems to contribute toward the understanding the characteristics of the maternal identity as a cognitive domains that has been regarded highly abstract concept, so has not been validated empirically.y.

• Korean Journal of Cognitive Science
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• v.6 no.1
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• pp.5-30
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• 1995

Fodor and his followers argue that connectionist model does not have compositional structure,or else it is merely an implementation of a classicist model.'Classical constityency'is used importantly to show connectionist model does not have compositional structure.However,in contrast Fodor and his followers,I maintain that it is possible for connectionist model to have compositional structure without attributing classical constituency to cognitive model,and the very classical consitiuency makes the connectionist model nonimplementational.