• 한국언어정보학회지:언어와정보
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• 제8권1호
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• pp.163-182
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• 2004

Since metaphor was proposed to be a matter of thought instead of language over two decades ago, the research in this area has made most of its progress by the cognitivists. For the cognitivists represented by Lakoff, metaphor is not a mere poetic or rhetoric device, but is central to our everyday language. Furthermore, according to them, we categorize the world and break it into concepts mainly through metaphors, and truth conditions simply cannot account for metaphor. However, this cognitivists' view has been severely counterattacked by the truth-conditional semanticists. Their main criticism is that the cognitivists do not provide a way to go from our internal representations to the outside world. It is also criticized that the cognitive theory of metaphor as cross-conceptual domain mappings is too broad and general, and that they do not explain why a particular metaphorical expression should be subsumed under one mapping rather than another mapping, i.e., their schemes and structural relations are not predictive. In this context, the purpose of this paper is to propose a model for metaphor interpretation that combines the virtues of the two opposite views of metaphor. Truth-conditional semantics cannot ignore cognitive aspects of language, so-called states of affairs or mental representations, while cognitive theories cannot neglect vigorous representation of meaning with objective reality. This paper will try to present a preliminary outline of this combining model.

• 한국초등과학교육학회지:초등과학교육
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• 제35권4호
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• pp.469-478
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• 2016

A brain-based evolutionary approach developed by reflecting the brain functions and authentic science is consisted of Affective, Behavioral, and Cognitive domains, and within each domain the processes of Diversifying, Evaluating, and Furthering are proceeded (ABC-DEF). Two core components of creativity of originality and usefulness are inherent in each step. So, this study analyzed scientific creativity with the originality and usefulness components in cognitive domain, which is composed of diversifying the meanings inherent in the results of observations or experiments (C-D), evaluating the meanings (C-E), and furthering (C-F) in learning of 'World of Plants' unit which includes two topics of 'Plants on Land' and 'Plants in Water and Special Environment'. A total of 20 fourth grade students at Y elementary school in Gyeonggi province participated in the study. The main results of this study are as follows. First, the scientific creativity in step C-D (Diversifying stage) was assessed according to the scientific creativity assessment formula. The scores of scientific creativity were quite different with topics and showed different pattern in the originality and usefulness components. Second, when the students compare and evaluate the values of each meaning (C-E stage), they weighed more on usefulness than originality, such as "because it is useful" or "because it solve many everyday problems". Third, the overall scores of scientific creativity in step C-F (Furthering stage), as compared with those of step C-D, were low and showed decrease in the average scores of originality from 9.8 to 7.5 points, whereas increase in the average scores of usefulness from 5.4 to 6.1 points. In conclusion, these results showed that, even though the levels were not so high, the students, as scientists, can exhibit the scientific creativity in the processes of diversifying, comparing and evaluating, and applying the meanings about the results obtained by observations or experiments. The specific and various strategies to help students express their potential scientific creativity more effectively need to be developed.

• 한국과학교육학회지
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• 제36권4호
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• pp.607-616
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• 2016

2009 개정 과학과 교육과정의 성취기준에서 사용되고 있는 서술어는 '안다(38%)'와 '이해한다(46%)'가 80% 이상을 차지하고 있다. 많은 독자들은 '안다', '이해한다'와 같이 포괄적 의미의 서술어로 진술된 문장의 의미를 해석하는 데 어려움을 가진다. 한편 수학 과학 성취도 추이변화 국제비교 연구(TIMSS)에서는 인지적 영역을 다양하고 구체적인 수준의 동사를 사용하여 서술하고 있다. 이에 본 연구에서는 2009 개정 과학과 교육과정의 성취기준을 TIMSS 인지적 영역 평가틀을 중심으로 분석하였다. 3인의 교사가 분석에 참여하였으며, 분석자별 해석 차이가 발생한 경우에는 연구자와의 면담을 통해 그 이유를 알아보았다. 교사 3인의 분석 결과 구체적 의미의 서술어를 사용할수록 공통된 해석을 얻었고, 포괄적 의미의 서술어를 사용한 경우 각기 다양한 인지적 영역으로 해석되었다. 특히 '안다'라는 서술어로 진술된 성취기준은 '기술하기(Describe)(27%)', '회상하기/인식하기(Recall/Recognize)(25%)', '관련짓기(Relate)(17%)' 등으로 해석되었고, '이해한다'라는 서술어로 진술된 성취기준은 '설명하기(Explain)(37%)', '관련짓기(Relate)(27%)', '기술하기(Describe) (21%)'등으로 해석되었다. 교사들이 성취기준을 해석하는 과정에서 의견이 불일치한 경우는 '안다', '이해한다'와 같이 포괄적인 서술어가 사용된 동시에 해당 학년에서 가르칠 개념의 수준과 범위를 모호하게 진술한 경우로 해석된다. 성취기준이 뜻하는 바를 명확하게 표현하기 위해서 성취기준 문장의 서술어 진술 방식에 대한 논의가 지속적으로 이루어질 필요가 있다.

• 한국정보관리학회:학술대회논문집
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• 한국정보관리학회 1999년도 제6회 학술대회 논문집
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• pp.181-184
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• 1999

This study has described information literacy standards have been chosen for teaching students the methods for developing the information competency, closely connected with other subjects in school curriculums beyond the traditional school library users education. According to the Bloom's educational objective texonomy, the information literacy standards have been classified into two domains, cognitive domain and affective domain, and investigated. Desirable information literacy standards have been developed and chosen.

• Molecules and Cells
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• 제40권12호
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• pp.954-965
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• 2017

Mammalian genomes are well established, and highly conserved regions within odorant receptors that are unique from other G-protein coupled receptors have been identified. Numerous functional studies have focused on specific conserved amino acids motifs; however, not all conserved motifs have been sufficiently characterized. Here, we identified a highly conserved 18 amino acid sequence motif within transmembrane domain seven (CAS-TM7) which was identified by aligning odorant receptor sequences. Next, we investigated the expression pattern and distribution of this conserved amino acid motif among a broad range of odorant receptors. To examine the localization of odorant receptor proteins, we used a sequence-specific peptide antibody against CAS-TM7 which is specific to odorant receptors across species. The specificity of this peptide antibody in recognizing odorant receptors has been confirmed in a heterologous in vitro system and a rat-based in vivo system. The CAS-TM7 odorant receptors localized with distinct patterns at each region of the olfactory epithelium; septum, endoturbinate and ectoturbinate. To our great interests, we found that the CAS-TM7 odorant receptors are primarily localized to the dorsal region of the olfactory bulb, coinciding with olfactory epithelium-based patterns. Also, these odorant receptors were ectopically expressed in the various non-olfactory tissues in an evolutionary constrained manner between human and rats. This study has characterized the expression patterns of odorant receptors containing particular amino acid motif in transmembrane domain 7, and which led to an intriguing possibility that the conserved motif of odorant receptors can play critical roles in other physiological functions as well as olfaction.

• 인간행동과 음악연구
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• 제10권1호
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• pp.67-83
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• 2013

음악치료에서 사정평가는 내담자의 현재 기능과 필요를 파악하기 위하여 반드시 선행되어야 하는 과정이다. 음악치료사는 사정평가의 내용을 바탕으로 치료목적 및 목표를 설정하고 이를 달성하기 위한 단계적 접근과 치료전략을 수립한다. 하지만 기존의 음악치료 사정도구는 해당 영역의 행동을 열거하고 이를 관찰하여 수치화함으로써 기능을 평가하였기 때문에, 실제 인간의 음악행동을 통한 기능의 사정이 불가능하다는 단점을 지니고 있다. 또한 음악행동을 바탕으로 하는 소수의 음악치료 사정도구에서도 음악행동을 구성하는 세부기능영역, 발달단계에 따른 근거에 따른 난이도 검증 과정을 거치지 않고 사용되어 왔다. 본 연구에서는 인지기술 사정을 위한 리듬요소군을 중심으로 한 음악 프로토콜 문항을 개발하였으며 발달학적 근거와 인지기술 수준에 따른 난이도 요소를 규명하고자 하였다. 인지발달에 따른 소리정보의 그룹핑, 구조형식의 수준, 전체-부분 관계의 명료성, 반복-변동성 수준을 고려한 리듬 연주 항목과 연주행동에 내포된 정서 행동을 분석할 수 있는 리듬 사정 프로토콜을 개발하였다. 검증과정으로는 먼저 15개의 예비 리듬문항을 난이도, 복합성, 패턴 유형을 고려하여 선정한 후 이를 일반인 61명을 대상으로 난이도 검증을 실시하여 문항별 수준과 난이도 계수를 도출하였다. 둘째, 7인의 전문가 평가팀의 검증을 통해 1차 개발된 문항들을 수정 보완하여 최종적으로 20개의 리듬프로토콜 문항을 개발하였다. 본 연구의 결과는 이후 개발될 음악치료사정평가도구의 기초 자료로 활용될 수 있다.

• 한국초등수학교육학회지
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• 제22권1호
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• pp.25-46
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• 2018

본 연구의 목적은 수학교실문화 형성 수업이 초등학생의 인지적 정의적 영역에 미치는 영향을 확인하고 그 과정을 분석하는 것이다. 연구를 위해 서울시내 한 초등학교 3학년 2개 학급을 선정한 후 수학교실문화 형성을 위한 규범 협의 및 수학적 의사소통을 기반으로 한 20차시의 수업을 진행하고 경청 자기 평가지를 작성하였다. 인지적 영역의 검사를 위해 수학 성취도 평가를 실시하였고 정의적 영역의 검사를 위해 수학적 성향 검사를 실시하였다. 연구 결과 수학교실문화 형성 수업이 학생의 인지적 정의적 영역 발달에 긍정적인 효과를 준다는 것을 확인하였다. 특히, 수학교실문화 형성 과정에서 학생들은 수학 교과의 정의적 측면에서의 변화가 드러났다. 이러한 결과를 바탕으로 학교 현장에서 수학교실문화의 중요성에 대한 교사의 인식 변화의 필요성과 학생을 둘러싼 다양한 환경이 연계된 수학교실문화의 형성을 제안하였다.

• Journal of Korean Neurosurgical Society
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• 제56권3호
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• pp.188-193
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• 2014

Objective : Moyamoya disease (MMD) is a chronic cerebrovascular occlusive disease of unknown etiology. In addition, the neurocognitive impairment of adults with MMD is infrequently reported and, to date, has not been well described. We attempted to determine both the neurocognitive profile of adult moyamoya disease and whether a superficial temporal artery-middle cerebral artery (STA-MCA) anastomosis can improve the neurocognitive impairment in exhibiting hemodynamic disturbance without stroke. Methods : From September 2010 through November 2012, 12 patients with angiographically diagnosed MMD underwent STA-MCA anastomosis for hemodynamic impairment. Patients with hypoperfusion and impaired cerebrovascular reserve (CVR) capacity but without evidence of ischemic stroke underwent a cognitive function test, the Seoul Neuropsychological Screening Battery (SNSB). Five patients agreed to undergo a follow-up SNSB test. Data from preoperative and postoperative neurocognitive function tests were compared and analyzed. Results : Five of 12 patients were enrolled. The median age was 45 years (range, 24-55 years). A comparison of preoperative to postoperative status of SNSB, memory domain, especially delayed recall showed significant improvement. Although most of the domains showed improvement after surgery, the results were not statistically significant. Conclusion : In our preliminary study, large proportions of adult patients with MMD demonstrate disruption of cognitive function. This suggests the possibility of chronic hypoperfusion as a primary cause of the neurocognitive impairment. When preoperative and postoperative status of cognitive function was compared, memory domain showed remarkable improvement. Although further study is needed, neurocognitive impairment may be an indication for earlier intervention with reperfusion procedures that can improve cognitive function.

• 한국수학교육학회지시리즈A:수학교육
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• 제60권1호
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• pp.41-59
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• 2021

본 연구의 목적은 또래교수를 활용한 수학 수업이 학생의 인지적·정의적 영역에 미치는 효과를 종합하는 데 있다. 이에 총 61편의 개별연구 결과를 메타분석하여, 또래교수가 학생의 수학 학업성취도와 정의적 영역에 미치는 효과크기를 산출하였다. 연구 결과, 또래교수를 활용한 수학 수업의 인지적·정의적 교육효과가 전반적으로 중간 효과크기를 가짐을 확인하였다. 또한, 또래교수를 활용한 수학 수업이 학생의 인지적·정의적 영역에 미치는 효과에서 학교 급, 학생 유형, 학습 장소, 수업 시간, 또래교수자 훈련 또는 사전교육 실시 유·무를 중요한 변수로 발견하였다. 이러한 결과는 학교 수학 수업에서 또래교수의 설계와 운영에 대한 다양한 변인들을 바탕으로 구체적 아이디어를 제안할 수 있다.

• Educational Technology International
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• 제11권1호
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• pp.93-117
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• 2010

The purpose of this study was to develop the problem solving instruction facilitating novice learner to represent the problem. For the purpose, we mainly focused on three aspects of problem solving. First, learner should represent the targeted problem and its solutions for problem solving. Second, from crucial notions of cognitive load theory, learner's mental load should be optimized for problem representation. Third, for optimizing students' mental load, experts may support making their thinking more visible and mapping from their intuition to expert practice. We drew the design principles as follows. First, since providing worked examples for the targeted problem has been considered to minimize analogical errors as well as reduce cognitive load in problem representation at line of problem solving and instructional research, it is needed to elaborate the way of designing. The worked example alternatively corresponds to expert schema that consists of domain knowledge as well as strategies for expert-like problem representation and solution. Thus, it may help learner to represent what the problem is and how to solve it in problem space. Second, principle can be that expert should scaffold learner's self-explanations. Because the students are unable to elicit the rationale from worked example, the expert's triggering scaffold may be critical in that process. The unexplained and incomplete parts of the example should be completed not by expert's scaffold but by themselves. Critical portion of the expert's scaffold is to explain about how to apply and represent the given problem, since students' initial representations may be reached at superficial or passive pattern of example elaboration. Finally, learner's mental model on the designated problem domain should be externalized or visualized for one's reflection as well as expert's scaffolding activities. The visualization helps learner to identify one's partial or incorrect model. The correct model of learner could be constructed by expert's help.