• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.327-336
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• 1998

The purposes of this study were to investigate 6th-graders' use of cognitive strategies and metacognitive strategies in usual learning and testing situations, and to compare the difference in the use of the strategies by students' science achievement, learning motivation, and gender. The relationship among these strategies, science achievement, and learning motivation were also examined, and the portion of variance of explanation for achievement score was studied by a multiple regression analysis. The results showed that high-achieving students used more cognitive strategies and metacognitive strategies in usual learning and more cognitive strategies in testing situations than low-achieving students. Highly motivated students used more cognitive and metacognitive strategies than poorly motivated students in all situations. Elementary female students used more learning strategies than male students in usual learning. On the other hand, no gender differences was found to be significant in the use of strategies in testing situations. These learning strategies were significantly correlated with the science achievement and motivation scores. The cognitive strategies in usual learning accounted for the significant portion of the variance of the achievement score. Educational implications are discussed.

• 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.

• Journal of Korean Academy of Medicine & Therapy Science
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• v.10 no.2
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• pp.59-71
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• 2018

Objective: The purpose of this study is to compare the effects of the CO-OP program using cognitive strategy on the satisfaction and high-level cognitive function of chronic stroke patients with cognitive impairment with the existing task-oriented approach training method. Method: The group randomly selects the experimental group and control group from 30 patients who suffer cognitive damage due to brain damage, and then randomly presents the Cognitive Orientation to daily Occupative Performance (CO-OP) Results: The results of the study showed a significant increase in patient performance and satisfaction, task performance, and high-level cognitive functions in comparison to those before training (p<).05) There was no significant difference in CNT testing in controls; Although there were no significant differences in overall CNT testing between the two groups, the COPM, AMPS tests showed a significant increase in the experimental group compared to the comparators (p <.05). Conclusion: The Cognitive Orientation to Daily Occupative Performance (CO-OP) Intervention Act, which uses meta-in strategies, was previously used. We were able to confirm that it could be a more effective intervention in task performance and high-level cognitive function than in the Meaningful Task-Specific Training Program (MTST).

• Korean Journal of Psychosomatic Medicine
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• v.3 no.1
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• pp.64-71
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• 1995

Cognitive-behavioral approach can be clinically applied to coping with stress, because cognitions are playing a central mediating role in the occurances of stress and stress reactions. In other words, cognitive distortions can be associated with causing and/or maintaining psychopathology. The goal of cognitive-behavioral approach is to help the patients identify and alter cognitive distortions and maladaptive assumptions. This approach is aimed not at curing but rather at helping the patients to develop better coping strategies to deal with their life and work. The cognitive-behavioral techniques often used in this approach include problem solving, hypothesis-testing, self-monitoring, cognitive challenges, generating alternatives to automatic cognitive distortions, self-instruction, attribution and reattribution, and techniques to control or suppress thoughts. This approach is considered to be helpful for treatment and prevention of psychiatric disorders including psychosomatic disorders, in which stress can greatly affect their onset and course.

• Journal of the Korea Society of Computer and Information
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• v.22 no.5
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• pp.51-56
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• 2017

The purpose of this study was to identify differences in cognitive function according to the presence or absence of apraxia and the tasks most relevant to the cognitive function among the various types of tasks in the apraxia test. The subjects were 42 community residents who participated in a cognitive rehabilitation program related to dementia in a Chungbuk area. MMSE-K and BCoS(Birmingham Cognitive Screen) apraxia test were administered to all subjects. The apraxia test includes three types of tasks, gesture production tasks that make meaningful movements according to verbal instructions, gesture recognition tasks that display behavior after make sense of meanings, and meaningless imitation task. Apraxia group(n=30, MMSE-K mean score: 25) showed lower cognitive function than group without apraxia(n=12, MMSE-K mean score: 28). All tasks in the apraxia test showed a significant correlation with cognitive function, but the meaningless imitation task had a negligible correlation. The apraxia test is a good way to assess cognitive function, and it may be more effective to use meaningful behavior to replace cognitive testing.

• Korean Journal of Cognitive Science
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• v.11 no.1
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• pp.33-45
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• 2000

The present study examined the usability of the web site design, focusing on the cognitive characteristics of the WWW. Specifically, we conducted two major non-experimental usability testing methods on the domestic web sites with various purposes. In research I. we used an on-line questionnaire method on 12 domestic web sites. As a result. several critical usability features and factors were identified. In research 2. we carried out a heuristic evaluation method to identify more specific usability problems The result of research 2 suggests that the heuristic evaluation method reveals more specific problems of the web site design than the questionnaire method.

• Korean Journal of Cognitive Science
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• v.22 no.2
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• pp.103-121
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• 2011

This study investigated how spatial dimension information and dimensional consistency between learning and testing phase would influence the target search performance. The participants learned spatial layouts of Lego blocks shown in either two- (2D) or three-dimension (3D) and were tested with the rotated stimuli ($0^{\circ}$, $90^{\circ}$, $180^{\circ}$, or $270^{\circ}$ from the initial view) in consistent or inconsistent dimension. Significantly better performance was observed when initial learning display appeared in 2D than in 3D. Particularly, the participants showed difficulties in flexible usage of spatial information presented in 3D especially if the dimensional information in the testing phase also was 3D and required mental rotation. The present study indicates that spatial map presented in 2D may be more useful than 3D in driving situations in which acquired spatial information from navigating device, such as GPS, and location of driver continuously changes.

• The Journal of the Society of Korean Medicine Diagnostics
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• v.15 no.1
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• pp.67-76
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• 2011

Objectives: The purpose of this study was to examine the effect of cooking and art activities on cognitive function and depression of dementia patients. Methods: The study was carried out on 34 dementia patients (experimental group: 17 persons, control group: 17 persons) at 65 years old or more who correspond to a total MMSE-M, MMSE-K point between 15 and 23 points instituted in a specialized nursing facility in Busan from November 30, 2007 to February 20, 2008. The study used a nonequivalent pretest-posttest design. In previous survey, the study measured points of general characteristics, cognitive function and melancholy. To the experimental group, cooking art activities were carried out for 90 minutes every time and once every week for 12 weeks. Results: Analysis on data was performed using SPSS/WIN 14.0. In addition $x^2$-test, Fisher's exact test and t-test were used for testing of homogeneity and ANOVA was performed for testing of hypothesis. The results of this study are as follows. 1. Hypothesis 1 that 'The experimental group with cooking art activities will show a higher point of cognitive function than the control group without cooking art activities' was supported (F=65.497, p<0.001). 2. Hypothesis 2 that 'The experimental group with cooking art activities will show a lower point of melancholy than the control group without cooking art activities' was supported. (F=27.463, p<0.001) Conclusions: From the above results, cooking art activities showed a significant difference in the increase in cognitive function and reduction in melancholy of dementia patients.

• The Research Journal of the Costume Culture
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• v.17 no.3
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• pp.459-471
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• 2009

The purpose of the study is to examine the effect of VMD image appropriateness in apparel shopping contexts. Two competing models are utilized. The first model is developed from the emotion-cognition theory which explains that environmental cues(i.e., VMD image appropriateness) generate consumers' emotion, and in turn, consumers' behaviors. The second model is developed based on the cognitive theory of emotions and posits that environmental cues stimulates consumers' cognitive perceptions of retail environments, subsequently influencing consumers' emotional and behavioral response. A 2(VMD image appropriateness: high vs. low) between-subjects factorial design experiment was conducted. Female college students(n=592) participated in the experiment. Using structural equation modeling the study found that the emotion-cognition model better explains the effect of VMD image appropriateness on consumers' emotional, cognitive, and behavioral responses.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.891-909
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• 2017

This study analyzed some of the discrepancies in quantitative and qualitative data focusing on cognitive and affective achievement in science education. Academic and affective achievement score of 308 high school students were collected as quantitative data, and 33 students were interviewed for qualitative data. We examined the causes and types of discrepancies in terms of testing tools. As a result from quantitative data, there were a large number of students with a big difference between subjects in cognitive achievement, and constructs in affective achievement. More than 20% of the students did not match tendency between achievements in two areas. Through interviews, some examples such as intentional control of science learning for future study and careers, different responses by differences in perception between school science and science, appeared. A comparison of quantitative data by testing tool between qualitative ones and interviews showed conflicting result, where most students evaluated themselves differently from their own quantitative data. That is due to the students' interaction with the testing tools. Two types of discrepancy related to testing tool are found. One is 'the concept difference between the item developer and students,' the other is 'the difference between students' exposed response and their real mindset.' These are related to the ambiguity of the terms used in the tool and response bias due to various causes. Based on this study, an effort is required to elaborate the testing item that matches students' actual perception and to apply students' science learning experience to testing items.