• BMB Reports
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• v.45 no.3
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• pp.153-158
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• 2012

Geft is a guanine nucleotide exchange factor, which can specifically activate Rho family of small GTPase by catalyzing the exchange of bound GDP for GTP. Geft is highly expressed in the excitable tissue as heart and skeletal muscle and plays important roles in many cellular processes, such as cell proliferation, migration, and cell fate decision. However, the in vivo role of Geft remains unknown. Here, we generated a Geft conditional knockout mouse by flanking exons 5-17 of Geft with loxP sites. Cre-mediated deletion of the Geft gene in heart using Mef2c-Cre transgenic mice resulted in a dramatic decrease of Geft expression. Geft knockout mice develop normally and exhibit no discernable phenotype, suggesting Geft is dispensable for the development of the second heart field in mouse. The Geft conditional knockout mouse will be a valuable genetic tool for uncovering the in vivo roles of Geft during development and in adult homeostasis.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.125-147
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• 2013

This study analyzed the effect of the cognitive style of field dependence/independence to the information-seeking behaviors of 250 undergraduate students. The cognitive style of field dependence/ independence was examined by Group Embedded Figure Test (GEFT), information-seeking behaviors were examined by information-seeking performances, and survey for information-seeking behaviors. As a result of the analysis, the cognitive style of field dependence/independence affected items of information-seeking performances except one item among items set in this study. The cognitive style, the cognitive characteristics acting in the process of cognitive activity affected the actual activities of information-seeking behaviors. The cognitive style of field dependence/independence affected the seeking process except the results of seeking and general information-seeking behaviors in the areas of information-seeking behaviors. Therefore, the study of cognitive style can be effective in the seeking process areas of information-seeking behaviors.

• Journal of the Korean Society for Library and Information Science
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• v.19
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• pp.189-241
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• 1990

This study identified cognitive styles of online searchers in terms of Field Dependence (FD) and Field Independence (FI) dimension and determined whether searching performance was affected by FD / FI cognitive differences between online searchers and the extent to which searching performance was affected by the FD / FI dimension of cognitive style. This study used a quasi experimental design with 41 student subjects using the Lockheed DIALOG system and ERIC ONT AP database. Cognitive styles of student subjects were measured by using GEFT (Group Embedded Figure Test) and the subjects were divided into two cognitive groups- FD and FI based on the GEFT scores. Each subject was assigned two predetermined searches which had different search goals-a 'high precision search' and a 'high recall search.' Search performance of the two cognitive groups on the two problems was compared in order to see how these two groups responded to achieving different search goals in terms of search strategy, search inputs, and resulting search outputs. The major findings of this study were: 1. The pattern of approaching a search problem regardless of whether it was a high precision search or a high recall search was not significantly different between the two cognitive groups. 2. The FI group tended to use significantly more terms for the high recall search than the FD group but slightly less time than the FD group. However, significant differences in connect time between the two groups were not revealed. 3. For both search problems the FI group achieved a significantly higher success rate than the FD group. The FI group were significantly more successful searchers than the FD group. As for unit / cost, although the FI group were more cost effective than those of the FD group for both searches, these differences were too small to be statistically significant. 4. Mean differences of the search performance variables between the FD / FI groups were consistent across the two types of search questions. The FI group seemed to be equally effective for both types of search questions. In conclusion, the differences found in number of terms used and success rate between the two cognitive groups apparently resulted from different cognitive styles.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.132-140
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• 2002

The purpose of this study was to find the influence of students' cognitive styles and cognitive levels on chemistry problem solving. 322 11th grade students were administered Group Embedded Figures Test(GEFT), Group Assesment of Logical Thinking(GALT), and chemistry problem solving task about mole and stoichiometry. Chemistry task was made of ten items, 5 items of them include misleading factor(irrelevant information). The students who are field-independent and in formal operational stage got higher scores than those who are field-dependent and in transitional stage. In 5 items which have no misleading factor GALT had significantly contributed to the regression equation, while in 5 items which have misleading factor GEFT was significant contribution to the regression equation. In two items of misleading items, students who used the irrelevant information were significantly more field dependent than those who did not use this information.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.441-447
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• 1999

The purpose of this study was to explore the relationship among science process skills. mental capacity and cognitive styles of elementary students. For the study 264 fifth-grade students were sampled. The Test of Science Process Skills(TSPS) was used as a measure of science process skills. Figural Intersection Test(FIT) was used as a measure of mental capacity. Group Embedded Figure Test(GEFT) was also used as a measure of cognitive styles. The results of this study showed that the science processskills increases progressively as the mental capacity increases. The field independent students showed significantly higher(p<.05) science process skills than the field dependent ones. There was no significant interaction between mental capacity and cognitive styles on science process skills. The findings indicated that there may be evidence to argue that mental capacity and cognitive styles play a important role in development of science process skills. The present study provided a possibility of Neo-Piagetian approach in science education research, and also showed an importance of cognitive development in the performance of science inquiry task.

• The Transactions of the Korea Information Processing Society
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• v.4 no.12
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• pp.3023-3032
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• 1997

This study examined individual differences in navigating in hyperspace learning environment where a minimum structure is provided. Using a hypercard stack called "Pearl Harbor", Field Dependent people used guidance more often than those in Field Indepedent; FI achieved scored higher at the end of the study; and FI people had some type of pattern showing from them audit trail when FD people did not show any trail of patterns. Also people with higher visual thinking scores achieved higher scores in hyperspace environment.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.70-84
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• 1994

This study tried to find the effect to cognitive structure upon the momentum effect. The previous studies showed that the momentum effect is influenced by students' cognitive levels and the abstractness of test items. The cognitive structure is examined by cognitive level and cognitive style. Cognitive levels and cognitive styles are determined by GALT and GEFT respectively. The research method used in this study is time series design. The period is 50 days. The period is divided into "pre-test", "intervention-test", "post-test". Pre-test period is 5 days and in this period class instruction does not exist Intervention-test period is 30 days and in this period class instruction exist Post-test period is 15 days and in this period class instruction does not exist. Field independent students showed longer momentum effect than field dependent students. Formal level students showed less ratio of decrease on post-test than nonformal level students. Momentum effects is not artifact but the essential characteristics of science study.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.190-199
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• 2003

The purposes of this study was to investigate the effect of inductive Instructional method and deductive one concerning the learners' population genetic concepts and achievement according to learners' cognitive characteristics. For the study, 180 students were sampled from a boys' high school: 90 students for inductive teaching method and 90 students for deductive teaching method. Group Assessment of Logical Thinking(GALT) and Group Embedded Figure Test (GEFT) were used as the measure of cognitive characteristics. The results of this study were as follows. 1) The inductive instructional method was more effective in the understanding of population genetic concepts and their achievement. 2) Inductive instructional method was more effective than deductive one for the learners in formal operational level and in field independent cognitive style. 3) For the learners in a transitional level and field dependent cognitive style, deductive instructional way was more effective than inductive way on the average, but it was not statistically significant. It was turned out that learners' cognitive level was one of important factors when teachers instruct the concept of population genetics.

• Research in Mathematical Education
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• v.15 no.4
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• pp.373-386
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• 2011

Students approach mathematical problem solving in fundamentally different ways, particularly problems requiring conceptual understanding and complicated strategies. The main objective of this study is to compare students' performance with different thinking styles (Field-dependent vs. Field independent) in mathematical problem solving. A sample of 242 high school males and females (17-18 years old) were tested based on the Witkin's cognitive style (Group Embedded Figure Test) and by a math exam designed in accordance with Bloom's Taxonomy of cognitive level. The results obtained indicated that the effect of field dependency on student's mathematical performance was significant. Moreover, field-independent (FI) students showed more effective performance than field-dependent (FD) ones in math tasks. Male students with FI styles achieved higher results compared to female students with FD cognitive style. Moreover, FI students experienced few difficulties than FD students in Bloom's Cognitive Levels. The implications of these results emphasize that cognitive predictor variables (FI vs. FD) could be challenging and rather distinctive factor for students' achievement.

• 대한공업교육학회지
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• v.30 no.1
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• pp.46-55
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• 2005

The purpose of this study is to contemplate the relationship between a cognitive styles(field-independence/dependence, Fl/D)and a technological problem solving(TPS) among the industrial high school students. When it comes to perception, remembrance and consideration, we all have our own individual and steady patterns. We call them cognitive styles. FI/D is one kind of cognitive styles and it is about how dependently we perceive the field which each object has. Custer(1995) presented the technological problem among problem solving existed in various types as organizing it with four conceptional frames, which are invention, design, trouble shooting and procedures. We tested 56students belong to B industrial high school in A city, Korea. We used Group Embedded Figures Test(GEFT) to experiment the FI/D cognitive styles. We also did the TPS test by using an appliance which a researcher has developed. The appliance was made according to the technological problem and its validity was justified by an expert. We came up with a correlation coefficient between the FI/D cognitive styles and TPS to figure out what kind of relationship those two variable factors have and how much they are correlated each other. The correlation coefficient turned out ".59" which means they have significant and positive correlation.To find out the TPS difference between FI group and FD group, we compared each group's TPS score. As a result of the analysis, the FI group's TPS score is significantly higher than FD group's one.