• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.110-121
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• 2002

In this study, the verbal interactions occurred during the CASE(Cognitive Acceleration through Science Education) activities in the middle school science class has been analyzed regarding with students cognitive level. The subjects were 24 students of 6 groups in a middle school in Korea. Verbal interactions within group discussions during CASE activities were audio-taped, transcribed, and analyzed. Also, classroom observation and interview with students were carried out. The results showed that the student with higher cognitive level tended to be a group leader. They had strong influences on the group discussions in each step of problem solving. Also, the higher cognitive level students were more active in metacognitive discussion and more often used scientific terms. When their group met difficulties in each stage of problem solving, such as perception of problem and designing experiment, the higher cognitive level students suggested some ideas to help their peers and gave them an explanation of how they worked. Low cognitive level students had difficulties in perception and solving the problem as compared with high cognitive students. It was common during activities for the low cognitive level students to fail to identify variables and to distinguish between dependent variables and independent variables. They failed to hold a number of variables at once. However, the metacognitive questions from their peers or teacher were helpful for them to construct the concept of controlling variables. If there is no student who has a high level of thinking in a group, it was necessary to intervene for teacher. A well judged questions from teacher created the cognitive conflict which causes the students to reconstruct their strategy for problem solving and reinforce the control of variables reasoning pattern. From the above results, it is concluded that students' cognitive levels are much related to the verbal interaction patterns. This suggests that teacher should consider individual student's cognitive level in organizing groups and intervene to facilitate the environment for metacognitive interaction.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.658-667
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• 2001

In this study, the relationships among students' cognitive/affective variables, cognitive conflict induced by anomalous data, and conceptual change were investigated. Tests regarding background knowledge, field dependence-independence, learning strategy, logical thinking ability, goal orientation, self-efficacy on prior concept and ability, and control belief were administered. Tests of prior conceptions, responses to anomalous data, conception, and retention of conception were also administered. There were no significant correlations of cognitive conflict induced by anomalous data with students' cognitive and affective variables. However, prior knowledge on molecular motion, field dependence-independence, and learning strategy were significantly correlated with students' conception and retention of conception. Logical thinking ability was also correlated with their conception. Multiple regression analysis indicated that learning strategy significantly predicted students' conception and retention of conception. For the affective variables, self-efficacy on ability was significantly correlated with students' conception and retention of conception, and goal orientation was correlated with their conception. Self-efficacy on ability was a significant predictor on students' conception and retention of conception, and goal orientation on their conception.

• Journal of the Korean Society of Clothing and Textiles
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• v.19 no.5
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• pp.723-737
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• 1995

The purposes of this study were to investigate 1) the difference of cognitive evaluation on body exposure of female clothing, ann 2) purchase frequency and intention of wearing according to demographic variables. The instrument of this study consisted of response scale and stimuli. Thirty three items of 7.point Likert scale were developed to measure cognitive evaluation of the people who responded. The stimuli were 7 types of clothing, differing exposure parts and style on line drawing. The sample included 450 subjects, consisting of 231 in Seoul and 219 in Chun-nam Province. Statistics applied for analysis were frequency, percentage, mean, standard deviation, correlation, t-test, F-test, Duncan's multiple range test, factor analysis. The Results were: 1. Constructing factors of cognitive evaluation consisted of elegance, sensuality, attraction, individuality. There were significant differences in every factor on each types of clothing. 2. The evaluation toward each types of clothing was influenced by the subjects' sex, age, and residence. 3. Purchase frequency and intention of female subjects' wearing were very low, and there were significant differences on demographic variables.

• Korean System Dynamics Review
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• v.5 no.1
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• pp.127-142
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• 2004

Feedback loop dominance is a key concept to understand structural driving forces of system behavior. In this paper, we propose two kinds of shifts in dominant feedback loops: continuous shifts (CS) and discrete shifts (DS). With the help of questionnaires, we verified three hypotheses regarding cognitive biases in perceiving the shifts in dominant feedback loops: 1) failure in perceiving continuous shifts, 2) tendency of decision making based on discrete shifts, and 3) different perception on the dominant feedback loops between level variables and rate variables. We discussed the implication of these cognitive biases on time delay and timing strategy in decision-making processes.

• Korean Journal of Child Studies
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• v.23 no.6
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• pp.15-32
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• 2002

Child's temperament, cognitive ability, social competence, mother's affective child rearing and positive expression, father's positive expression, and teacher's positive expression were the variables investigated in relation to the structure of children's emotional competence (EC). Subjects were 20 teachers and 236 five-year-old children and their parents. Data were analyzed by LISREL (Linear Structural Relations), a statistical program for structural equation modeling. Results showed that boys' social competence and mother's affective rearing behavior directly influenced the EC of boys; boys temperament and cognitive ability, and positive expressions of their teachers indirectly influenced the EC of boys. Girls' temperament and social competence directly influenced the EC of girls; their cognitive ability, mother's affective child rearing behavior, and positive expressions of mothers and fathers indirectly influenced the EC of girls.

• Educational Technology International
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• v.20 no.2
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• pp.137-168
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• 2019

This study examined the effects of information volume and distribution on learners' cognitive load and recall in a mobile augmented reality (AR) environment. Information volume refers to the degree of information users are provided in a learning task, while information distribution indicates the way in which information is distributed, either in a virtual or real format. Sixteen undergraduate students participated in the study, which employed a 2 × 3 randomized block factorial design with repeated measures. Information volume and distribution were independent variables, and factors in learners' cognitive load (mental effort, perceived ease of use, and perceived task difficulty) and recall test scores were the dependent variables. Information volume had significant main effects on perceived ease of use and task difficulty, and recall test scores, while information distribution had significant main effects on perceived task difficulty and test scores. A detailed discussion and implications are provided.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.497-505
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• 2001

In this study, the relationships among students' conceptual understanding of molecular structure and cognitive variables were investigated for 165 high school students. After they had learned 'High School Chemistry II' for two semesters, the tests of conception concerning molecular structure, spatial visualization ability, logical thinking ability, mental capacity, and learning approach were administered. The results indicated that students' conceptual understanding of molecular structure was not sound, and several misconceptions were found. The scores of the conception test were significantly correlated with all the cognitive variables studied. Multiple regression analyses were conducted to examine the predictive influences of students' cognitive variables on their conceptual understanding. Meaningful learning approach was the most significant predictor and were followed by logical thinking ability, rote learning approach, and mental capacity. However, spatial visualization ability did not have the predictive power.

• Korean Journal of Biological Psychiatry
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• v.6 no.2
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• pp.219-226
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• 1999

Objectives : The aims of this study were to evaluate changes in plasma superoxide dismutase(SOD) activities in alcohol depedence, to find out variables to influence on the SOD activities, and finally to identify the correlation of SOD activities with the alcohol-associated cognitive disorders. Methods : For 24 male alcoholics and 21 healthy male controls, plasma SOD activities were measured by spectrophotometry on 1-2 wks after alcohol withdrawal. Structured interviews and laboratory tests were also performed. Results : 1) Upon comparing SOD activities between controls and alcoholics, the SOD activities were significantly(p<0.01) lower in alcoholics($0.308{\pm}0.140$ units/mL) than in healthy controls($0.313{\pm}0.086$ units/mL). 2) Upon comparing SOD activities according to the presence of alcohol-related cognitive disorders, the SOD activities were significantly(p<0.05) lower in alcoholics with cognitive disorders($0.247{\pm}0.049$ units/mL) than in alcoholics without cognitive disorders($0.317{\pm}0.148$ units/mL). 3) Upon comparing SOD activities according to the presence of alcoholic polyneuropathy or alcohol withdrawal seizure, the SOD activities showed no significant differences between alcoholics with polyneuropathy or epilepsy and those without. 4) Upon analyzing variables influencing on the SOD activities in alcoholics, the SOD activities had the negative correlation with hemoglobin(${\gamma}=-0.433$) and severity of alcohol withdrawal symptoms(${\gamma}=-0.375$). 5) Upon comparing variables according to the presence of alcohol-related cognitive disorders, the occurrence of alcoholic polyneuropathy(p<0.05) and blood phosphorus concentrations(p<0.01) were significantly higher in alcoholics with cognitive disorders than those without. 6) Upon analyzing an association between SOD activities and variables in alcoholics with cognitive disorders, the SOD activities were positively correlated with the onset age(${\gamma}=0.995$), and negatively correlated with the severity of alcohol withdrawal symptoms(${\gamma}=-0.996$). Conclusions : Lower SOD activities in alcohol dependence suggested alcohol-associated cognitive disorders and alcohol withdrawal symptoms might be caused by oxidative stress.

• Journal of Korean Library and Information Science Society
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• v.35 no.1
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• pp.303-317
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• 2004

The purpose of this study was to develop a framework for predicting searching performance through an understanding of how cognitive ability relates to searching process and outcome. Specifically, this study examined the relationship between spatial visualization, logical reasoning, integrative reasoning, and information searching process and outcome. Information searching process was assessed by seven search process indicators: (1) search command selection: (2) combination of search commands; (3) application of Boolean logic: (4) application of truncation; (5) use of limit search function; (6) number of search statements; and (7) number of search errors made. Searching outcome was assessed by the number of correct answers to search questions. Subjects first took three standardized cognitive tests that measured cognitive abilities, and performed online catalog searching in response to seven information search questions. The searches were logged using Lotus ScreenCam, and reviewed for the analysis. Factor analysis was used to find underlying structures of the seven search process variables. Multiple regression analysis was applied to examine the predictive power of three cognitive variables on three extracted factors, and search outcome. Results of the data analysis showed that individual differences in logical reasoning could predict information searching process and outcome.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.87-108
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• 2015

The purpose of this study was to investigate the difference in Korean 4-year-olds' cognitive development depending on variables concerning ecological system variables, predictive influences among these variables, and different predictive patterns between working mothers and non-working mothers. The subjects consisted of 998 4-year-olds, derived from the Korean Child Panel data of 2012. The results were as follows: First, 4-year-olds' cognitive development was different depending on their sex, education level of mother and father, mothers' working status, quality of home environment, and mothers' involvement in children's life in their institution. Second, mothers' involvement in children's life in their institution, children's sex, quality of home environment, and mothers' working status predicted 4-year-olds' cognitive development. Third, there was a different pattern of predictive influence among variables according to the mothers' working status. The mothers' involvement in their children's lives in their institution and children's sex was proved to be important in both, but that was more significant in working mothers, and the quality of home environment predicted cognitive development only in working mothers. These results were discussed in terms of necessity of the Korean national policy to support young children's cognitive development efficiently, especially for working mothers.