• Science of Emotion and Sensibility
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• v.23 no.3
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• pp.63-78
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• 2020

It is crucial to process not only social cognitive information but also various emotional information for appropriate social interaction in everyday life. The processing of emotions embedded in social stimuli is affected by various context and external factors and the features of their own. Emotion discrimination tasks using point-light biological motion were conducted in this study to understand the factors influencing emotion processing and their effects. A target biological motion with angry or happy emotion was presented in the first task in red, green, white, or yellow color. A white angry, happy, or neutral "cue" biological motion was displayed simultaneously. Participants judged the emotion of the target relative to the cue stimulus by comparing the target with the cue. The second task used only emotionally neutral stimuli to find effect by the color itself. The results indicated an association between the specific color of the target and emotion. Red facilitated processing anger, whereas green appeared to facilitate happy emotion. The discrimination accuracy was high when the emotions of the cue and the target were identical in general, but the combination of red color and anger yielded different results compared with the rest of the conditions. Some illusory emotional responses associated with the target colors were observed in the second task. We could observe the effects of external factors in this study, affecting the emotional processing using biological motion rather than conventional face stimuli. Possible follow-up studies and clinical research were discussed.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.945-953
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• 2006

The researchers in the field of cognitive science and learning science suggest that the teaching activity induces the elaborative and meaningful learning. Actually, lots of research findings have shown the beneficial effect of learning by teaching such as peer tutoring. But peer tutoring has some limitations in the practical learning context. To overcome some limitations, the new concept of "learning by teaching" through the agent called Teachable Agent. The teachable agent is a modified version of traditional intelligent tutoring system that assigns a role of tutor to teach the agent. The teachable agent monitors individual difference and provides a student with a chance for deep learning and motivation to learn by allowing them to play an active role in the process of learning. That is, The teaching activity induces the elaborative and meaningful learning. This study compared the effects of our teachable agent, KORI, and peer tutoring on the cognition and motivation. The field experiment was conducted to examine whether learning by teaching the teachable agent would be more effective than peer tutoring and reading condition. In the experiment, all participants took 30 minutes lesson on rock and rock cycle together to acquire the base knowledge in the domain. After the lesson, participants were randomly assigned to one of the three experimental conditions; reading condition, peer tutoring condition, and teachable agent condition. Next, participants of each condition moved into separated place and performed their own learning activity. After finishing all of the learning activities in each condition, all participants were instructed to rate the interestingness using a 5-point scale on their own learning activity and leaning material, and were given the comprehension test. The results indicated that the teachable agent condition and the peer tutoring condition showed more interests in the learning than the reading condition. It is suggested that teachable agent has more advantages in overcoming the several practical limitations of peer tutoring such as restrictions in time and place, tutor's cognitive burden, unnecessary interaction during peer tutoring. The applicability and prospects of the teachable agent as an efficient substitute for peer tutoring and traditional intelligent tutoring system were also discussed.

• Journal of Gifted/Talented Education
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• v.10 no.1
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• pp.1-32
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• 2000

Although it is widely acknowledged that enhancing creativity is an important educational theme on which schools should depend and embody their educational goal and activities, how to do it can be characterized as 'piecemeal' without a whole picture of it. Thus, school practices of creativity education has been disoriented, discontinuous, short-term, and peripheral in nature. In this practical context, a theoretical model of creativity education was developed in ways in which several theoretical concepts based on research findings on a variety of aspects of creativity education were compiled and organized. The core of the model was creative problem solving process to which the goals and the mediating variables of creativity education were connected in relational fashion. By giving repetitive opportunities for creative problem solving geared to producing the results that are novel and useful for the individual as well as the socity, it was conceptualized that two educational goals could be achieved: a short-term goal of developing creative potential of the individual and the long-term goals of self-actualization of the individual and contribution to the society. It is also conceptualized that creative problem solving can be influenced in positive manner by several mediating variables: content knowledge and skills, creative cognition, creative motivation and attitudes, and creative environment. The creative environment is composed of psychological and physical conditions and provides a basis for creativity education. The former three variables are conceptualized as necessary conditions for the effectiveness and efficiency of creative problem solving, when provided appropriately. The four mediating variables ware conceptualized as mutually affecting so that the development of one variable influences positively that of the other, and vice versa. In terms of practical perspective of teaching creativity, developing creative potential, self-actualization, and contribution to society are the goals; creative problem solving process is the methodology; content knowledge and skills, creative cognition, and creative motivation and attitudes are the content; and creative environment is the condition of creativity education. The model is not yet perfect but needs further explorations to make it more detailed in clarifying various relationships. For instance, how the creative problem solving process can be differentiated in teaching various subject matters is yet to be explored. Thus, the model proposed in this study should be regarded as a general model of creativity education, and is relatively sound to be adopted in school practices since it is based on the theoretical as well as empirical study findings on creativity. However, the proposed model needs to be validated through empirical researches in real teaching settings.

• Korean Journal of Cognitive Science
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• v.17 no.4
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• pp.357-373
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• 2006

Virtual reality (VR) provides a virtual experiment (VE) context consisting of information presented to the senses of the user. The user perceiver and interprets the VE context, and then naturally recognizes a level of realism in the VE. Presence is often thought of as the sense of 'being there' in the n. Presence includes overall feelings about the information conveyed from a virtual avatar to the user. Therefore, there must be brain mechanisms for integrating sensory information about presence.'Feeling of presence' is related with the user's cognition and perception about information on communication through medium. Thus 'feeling of presence' may characterize perceptual mechanisms in the brain. We studied these mechanisms by presenting a VR that consisted of an avatar telling a story about a social conversation. We performed covariance analysis on subjective brain activity (fMRI) during the story presentation with a presence score. The data analysis revealed that activity in several brain areas was correlated with the presence store. A positive correlation was shown in the right lingual gyrus, right cuneus, left lingual gyrus, right fusiform gyrus, left inferior temporal gyrus, anterior cingulate cortex and right posterior cingulate cortex of the brain. This study showed the brain mechanism to be related the feeling of presence and brain activities in our subjects, using VR to communicate information.

• Journal of Hospice and Palliative Care
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• v.16 no.1
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• pp.20-32
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• 2013

Purpose: The purpose of the study was to develop a feasible form of a Korean version of advance directives (K-AD). Methods: Sixteen adults participated in this study: 10 aged 20~50 years and nine aged 65 years or older. Using a draft version of the K-AD, cognitive interview was conducted on the participants to establish a culturally acceptable form of advance directives whose directions can be understood and responded accordingly by the general population. Results: Cognitive interviews revealed areas of concerns for the draft version of K-AD: lack of instructions or clarity for technical and medical terms, context complexity and inadequate response categories. The draft version was revised by rewording, offering examples and rearranging the context. Editorial style was added with appropriate uses of bold fonts, bullet-points and underlines to facilitate interviewees' cognitive responses. Conclusion: Study results feasibility of the revised version of the K-AD. Further study should be performed with a larger number of participants to develop a K-AD with an acceptable level of reliability and validity.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.635-647
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• 2018

Motivated reasoning refers to biased reasoning that is affected by motivation to achieve a particular result or goal. In this study, we attempted a theoretical study on motivated reasoning that hinders the development of scientific thinking and empirical study on actual context of motivated reasoning in the research experiences of next-generation Korean researchers in the field of science and technology. To be specific, literature reviews were conducted to explore the psychological meaning of motivated reasoning and its negative impact on scientific thinking and science research. To understand the substantial meaning and context of motivated reasoning in the field of real science and technology research, we conducted in-depth interviews with eight graduate students and one young science and technology researcher. As a result of the literature reviews, we found out that motivated reasoning can interfere with the proper theory and data coordination, which is the core process of scientific thinking at the individual level. At the socio-cultural level, it can lead to cessation of constructing scientific knowledge and it can act as a mechanism in the process of using science for specific socio-cultural beliefs or purposes, thereby hindering the development of science and technology based on rationale and objective scientific thinking. Quantitative analysis with in-depth interview data showed that graduate students and the young researcher's experienced motivated reasoning results in trying to protect prior beliefs, make hasty conclusions, protecting socio-cultural belief or rationalizing decisions made by their community. Their motivated reasoning could become an obstacle in constructing valid science and technology knowledge through appropriate theory and evidence coordination. Based on these findings we discussed science education for improving scientific thinking.

• Journal of the Korean Society of Clothing and Textiles
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• v.33 no.6
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• pp.929-937
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• 2009

This study was intended to identify the differences in communication effects according to nudity type and discount message use in the context of sex-appeal fashion POP advertising. For the experiment, 8 stimuli were developed as experimental stimuli for the 4 (nudity type (nude, semi-nude, body-consciousness, non nude)) $\times$ 2 (discount messages (available, not available)) factorial design. A total of 280 questionnaires allocating thirty-five students to each group were distributed. The results were as follows. First, there were significant differences in advertising affect, attitude toward advertising, and brand attitude according to nudity type of sex-appeal fashion POP advertising. Second, there was no significant difference in communication effects by discount message use. Third, there was interaction effect according to nudity type and discount message use on the aspect of advertising cognition.

• Korean Institute of Interior Design Journal
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• no.11
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• pp.57-63
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• 1997

In the early 20'c, scientific thoughts make a change the absolute and separate concept of space-time into relative concept of continual entity; a kind of ideal world. It suggests that the meaning of geometry as absolute truth with which has endowed human beings would changed to a relative meaning of accumulation in intellectual work on 'nature'. This cognitive changes appeared into absolute arts in 20'c like Cubism, Superematism or Constructivism. De Stijl movement which had recepted the relative concepts like Einstein's 'theory of relativity' as a developed thought from Newton-Cartesian cognition on the world. Abstration would be adequate method for expressing the dynamics and interrelationship between forms and for giving values to indivisual elements in a compositiov. This method had appeared Modern architectural form, as a common framework. The expression characteristics of geometrical design in Deconstructive and Experimental architecture were summerized in four features through the results of the analysis. First, the relation of architectural element and intertextuality is expressed in discontinuation of context and refusal of functional building. Second, the concept of trace expresses as connection of place, decomposing of excavation of trace, trace of axis, trace of fragments. Third, anti-gravity expression is there to express of open cubic, to outgrow of rectangular system, to outgrow of volume, to separate of ground connectiov. Fourth, the complex composition of abstracted geometric form is these to abstracted geometry about indefinite shape, to layer through the overlap and collage, to de-meaning and amusement of form through the pursuit of uncertainty, to indeterminate of formal meaning through operation and composition of similar form cause to the diverse of meaning.

• The Journal of Information Technology
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• v.4 no.2
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• pp.69-81
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• 2001

In this paper, we examine work in the evolution of content-based retrieval systems that rely on an intelligent infrastructure. Here, we refer to intelligence as the capabilities of the systems to build and maintain situational or world models, utilize dynamic knowledge representations, exploit context and overage advanced reasoning and learning capabilities. We argue that these elements are essential to producing effective systems for retrieving visual information at semantic levels matching those of human perception and cognition. In this paper, we review relevant research on the understanding of human intelligence and construction of intelligent systems in the fields of cognitive psychology, artificial intelligence, semiotics. We also discuss how some of the principal ideas from these fields lead to new opportunities and capabilities for content-based retrieval systems. Finally, we discribe some of our efforts in these directions. In particular, we present MediaNet, a multimedia knowledge presentation framework that facilitate and enable intelligent content-based retrieval.

• Korean Journal of Cognitive Science
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• v.24 no.4
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• pp.323-338
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• 2013

There are multiple process mechanism in causal reasoning, which is estimation of the causal strength between cause and result. Further, because these mechanisms operate on different time phase during causal reasoning, it is highly possible that different individual difference factors are related to individual mechanisms of causal reasoning. Especially, the phenomena of conditionalization and discounting reflect attention to multiple potential causes when people infer the relationship between cause and effect. In this study, we manipulated self-construal which is an individual difference factor that reflects context sensitivity in cognition. As results, no difference was observed in conditionalization between individuals with an independent self-construal and those with an interdependent self-construal. However, independent self-construal group was observed to be lower in discounting than the interdependent self-construal group. The results indicate that conditionalization and discounting are independent cognitive process in human causal reasoning.