• Journal of Agricultural Extension & Community Development
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• v.21 no.4
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• pp.1029-1060
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• 2014

The purpose of this study are to figure out whether there are the meaningful differences between learner's learning achievements and contents preference in accordance with the delivery strategies (instructor-focused model, learner-focused model) of learning materials suggested by Bloom in web-based instruction, and to suggest the various options on the contents delivery strategies to improve the learner's learning achievements of each learning domains. Learning domains were divided by the cognitive domain, the affective domain, and the psychomotor domain. The result of research with 182 learners showed that learner-focused model in the cognitive domain caused higher learning achievements and preference than instructor-focused model. And instructor-focused model in the psychomotor domain compared with learner-focused model caused higher learning achievements and preference. However, there were less meaningful differences in the affective domain. In other words, learner-focused model is appropriate to the feature of the cognitive domain while instructor-focused model is appropriate to the feature of the psychomotor domain. The results suggest that delivery strategies should be chosen by domains of learning contents in order to improve learner's learning achievements in web-based instruction. Learner-focused delivery strategies in the cognitive domain and instructor-focused delivery strategies in the psychomotor domain need to be considered positively. Delivery strategies should be studied and developed in order to lead higher learning achievements and preference.

• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.271-285
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• 2005

An experiment was conducted to investigate the effect of three types of prior knowledge (domain related knowledge, summary-writing strategy knowledge, and neutral unrelated knowledge) and two types (analytic and wholistic) of cognitive styles on the quality of the summary writing of a descriptive text. The results showed that learning domain-related knowledge and summary-writing-strategy knowledge increased the level of understanding of the target text and the quality of the summary; the former operating mainly at the understanding phase, and the latter operating mainly during the summary planning and producing phases. The effect of the types of cognitive style was found somewhat limited but mainly operating In the process of planing the summary. Other features of time course in writing a summary were further discussed.

• Dementia and Neurocognitive Disorders
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• v.22 no.1
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• pp.1-15
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• 2023

The Seoul Neuropsychological Screening Battery (SNSB) is known as a representative comprehensive neuropsychological evaluation tool in Korea since its first standardization in 2003. It was the main neuropsychological evaluation tool in the Clinical Research Center for Dementia of South Korea, a large-scale multi-center cohort study in Korea that was started in 2005. Since then, it has been widely used by dementia clinicians, and further solidified its status as a representative dementia evaluation tool in Korea. Many research results related to the SNSB have been used as a basis for the diagnosis and evaluation of patients in various clinical settings, especially, in many areas of cognitive assessment, including dementia evaluation. The SNSB version that was updated in 2012 provides psychometrically improved norms and indicators through a model-based standardization procedure based on a theoretical probability distribution in the norm's development. By providing a score for each cognitive domain, it is easier to compare cognitive abilities between domains and to identify changes in cognitive domain functions over time. Through the development of the SNSB-Core, a short form composed of core tests, which also give a composite score was provided. The SNSB is a useful test battery that provides key information on the evaluation of early cognitive decline, analysis of cognitive decline patterns, judging the severity of dementia, and differential diagnosis of dementia. This review will provide a broad understanding of the SNSB by describing the test composition, contents of individual subtests, characteristics of standardization, analysis of the changed standard score, and related studies.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.06a
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• pp.163-168
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• 2000

기계번역에서 좋은 품질의 번역 결과를 얻기 위해서는 대상으로 하고 잇는 전문 영역에 맞게 시스템의 번역 지식을 조정해야 한다. 본 연구에서는 대상 영역 코퍼스를 이용하여 기계번역 시스템의 특정 영역화를 지원하는 워크벤치를 설계하고 구현한다. 워크벤치는 대상 영역의 코퍼스에서 대상 영역의 지식을 추출하는 영역 지식 추출기와, 추출된 지식을 사용자에게 제시하여 사용자가 사전을 편집할 수 있는 환경을 제공하는 영역 지식 검색기와 사전 편집기로 구성된다. 구혀된 워크벤치를 이용하여 일반 영역 사전을 군사 정보 영역으로 특정 영역화를 해 본 결과, 효율성과 정확성에서의 향상이 있었다.

• Korean Journal of Schizophrenia Research
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• v.21 no.2
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• pp.74-80
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• 2018

Objectives : This study investigated whether long-acting injectable (LAI) paliperidone is different from its oral form in terms of the effect on cognitive function in schizophrenia spectrum and other psychotic disorders. Methods : We reviewed the medical records of patients in Seoul National University Bundang Hospital who were diagnosed as having schizophrenia and/or other psychotic disorders based on DSM-5 from 2016 to 2017. Seven patients were treated with oral paliperidone and 11 were treated with paliperidone palmitate. All patients underwent clinical and neuropsychological assessment, including the Korean version of the MATRICS Consensus Cognitive Battery (MCCB) at their first visit or within one month of their initial treatment. MCCB was repeated within three to 12 months after the initial assessment. Results : There was no significant difference between the two groups in most cognitive domains including speed of processing, attention and vigilance, working memory, verbal learning, visual learning and reasoning and problem solving domain. However, patients treated with paliperidone palmitate showed better improvement in social cognition domain than those taking oral paliperidone. The standardized values of social cognition domain scores had significantly improved over time in patients under paliperidone palmitate, demonstrating a significant time-by-group interaction. Conclusion : Our results show that long-acting injectable paliperidone could be helpful in some aspects of improving cognitive function in schizophrenia spectrum and other psychotic disorders. Further studies with other antipsychotics are necessary to generalize the results.

• Journal of the Korean earth science society
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• v.26 no.5
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• pp.387-394
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• 2005

We have analyzed the science-gifted educational program (year 2002) at the Seoul National University in terms of its educational objectives, scientific models, and cognitive processes in scientific inquiry in order to provide insights into developing and improving science-gifted educational program. We assumed the following items as important factors for teaching scientifically gifted students: higher-order thinking skills involving synthesis domain in the educational objectives, highly abstract nature and complexity in the scientific models, cognitive processes of planning experiments in the cognitive processes in scientific inquiry. According to the analyzed results, the program has the following characteristics: (1) the rates of both higher and lower-order thinking skill domain in the educational objectives are similarly high, but the rate of synthesis domain is relatively low; (2) in the case of the scientific models, the rate of the multiple concepts and/or processes model is relatively low, while the level of the abstractness is relatively on average (3) cognitive processes of authentic scientific inquiry is not thoroughly reflected in the scientific inquiry activities, and very few cognitive processes of planning experiments factor is reflected. Therefore, we conclude in the synthesis domain in the educational objectives, multiple concepts and/or processes model, and cognitive processes of planning experiments should be especially reflected more on the science-gifted educational program in order to serve the needs of scientifically gifted students.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.63-71
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• 2008

The purpose for this study is to check if research activities can make positive effects on inquiry instruction utilizing materials when compared to traditional instruction utilizing the textbook. The effects of the class should be measured both in cognitive domain and in affective domain. The cognitive domain was measured by the change in achievements in learning science, and the affective domain was measured by the change in learning attitudes of science. The assumptions to be verified in this study were as follows. First, achievements in learning science are higher in the learner oriented inquiry instruction utilizing materials than in the learner oriented traditional instruction utilizing the textbook. Second, learning attitudes of science are higher in the learner oriented inquiry instruction utilizing materials than in the learner oriented traditional instruction utilizing the textbook.The results of the research are as follows. In the cognitive domain, achievements in learning science showed significant change(p=.045) measured by verifying the score for the difference among the averages for each sub-scale, in 5% of meaningful probability, and were higher in the inquiry instruction utilizing materials study. In the affective domain, learning attitudes of science showed significant change(p=.019) measured by verifying the score for the difference among the averages for each sub-scale, in 5% of meaningful probability, and were higher in the inquiry instruction utilizing materials study. In learning attitudes of science, 2 items(self-conception of science, attitudes of learning science) out of 3 items(self-conception of science, attitudes of learning science, learning habits of science) showed significant changes (p=.045, p=.001). But the difference(learning-habits of science) was not significant(p=.914).

• Journal of the Korea Safety Management & Science
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• v.15 no.3
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• pp.133-141
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• 2013

As a work analysis technique, Work Domain Analysis (WDA) aims to identify the design knowledge structure of a work domain that human operators interact with through human-system interfaces. Abstraction hierarchy (AH) is a multi-level, hierarchical knowledge representation framework for modeling the functional structure of any kinds of systems. Thus, WDA based on AH aims to identify the functional knowledge structure of a work domain. AH has been used in a range of work domains and problems to model their functional knowledge structure and has proven its generality and usefulness. However, many of researchers and system designers have reported that it is never easy to understand the concepts underlying AH and use it effectively for WDA. This would be because WDA is a form of work analysis that is different from other types of work analysis techniques such as task analysis and AH has several unique characteristics that are differentiated from other types of function analysis techniques used in systems engineering. With this issue in mind, this paper introduces the concepts of WDA based on AH and offers a comprehensive list of references. Next, this paper proposes a set of principles for effectively applying AH for work domain analysis, which are developed based on the author's experiences, consultation with experts, and literature reviews.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.159-169
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• 1994

The purpose of this study was to establish the goals of Science Pedagogy as a subject curriculum. This study is served as the criterion for syllabus of teacher's university which instruct the preservice science teachers. To perform this study, by a premise of Science Pedagogy, the domains and the categories of science eduactional goals ware pursued by review of literature. In this study, the sources to establish science educational goals are national educational ideology, nature of science, interests and cognitive levels of children, and social demands. According to these sources, the domains of science educational goals are as follows; 1.cognitive domain 2.inquiry process domain 3.manual skills domain 4.creativiry domain 5.science attitude domain 6.S-T-S domain These six domains are essential to school science educational achievement. Therefore, these domains are surely reflected in the course of science preservice teacher's training. On the base of these domains of science educational goals, 1 general goal and 10 specific objectives of Science Pedagogy are proposed.

• ETRI Journal
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• v.29 no.5
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• pp.676-678
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• 2007

In this letter, we propose a cognitive ultra-wideband radio scheme which is based on a modified chirp waveform. Therefore, it requires only time domain processing in the cognitive radio systems and reduces system complexity and power consumption.