• Proceedings of the Korean Institute of Interior Design Conference
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• 2004.11a
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• pp.177-178
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• 2004

The study will focus on an exploration of a variety of perspectives drawing technique, which is the three-dimensional presentation measure. Through this course, student develop effective expression and introduction of their Interior Design. The contents of the course are as follows : 1. Comprehension of the perspective 2. Comprehension and practice of the 1point perspective 3. Comprehension and practice of the 2point perspective 4. Comprehension and practice of the axonomatrics 5. Practice of the drawing technique through visual note

• Korean Journal of Cognitive Science
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• v.17 no.3
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• pp.191-206
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• 2006

Two experiments were conducted to investigate the effects of verbal working memory and the spatial working memory on children's text comprehension. The reading span and the operation span of the reading deficient children were smaller than that of the reading normal children, but the two groups did not differ in the visual span. Reading deficient children got lower score in the comprehension tests than reading normal children, and the difference was larger for the expository text than the narrative text. The involvement of visual working memory in reading narrative texts were more directly tested in Experiment 2 by asking the children do a secondary memory task before they answered the comprehension test. Reading normal children suffered more under auditory secondary memory condition for both narrative and expository texts, whereas reading deficient children suffered under visual secondary memory condition for narrative texts as well. The results of the two experiments suggested that the spatial working memory can be involved in text comprehension process, especially with reading deficient children.

• Asia pacific journal of information systems
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• v.9 no.1
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• pp.193-209
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• 1999

Developing Information Systems is a process of decomposing the entire systems into sub systems and identifying a hierarchical structure among the sub systems. Diagrammatic representation of hierarchy is an essential part of systems development since the identified hierarchical structures are usually presented in diagrams. The main goal of this research is to identify the most effective ways of representing system structures using diagrams. In order to achieve the main goal, this study performed three phases of research. In the first step, a theoretical model was constructed to conceptually explain users' comprehension on diagrams. Then visual factors of diagrammatic representations were identified based on the diagrams used in systems development. Finally, three consecutive experiments were conducted to identify the impacts of visual factors on the level of users' comprehension. The results indicate that familiarity and affordance of diagrams affect the degree of comprehension about the diagrams, which is in turn influenced by the complexity of tasks and the types of hierarchies. This paper concludes with the limitations of the study results and implications in the development of information systems.

• Korean Journal of Digital Imaging in Medicine
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• v.10 no.2
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• pp.17-22
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• 2008

It is to improve customer satisfaction measurement and CT Scan process without delay of examination time when is using Scan positioning time(Planning time) that time is happened always between research reactor CT examination to increase fear and examination satisfaction by the customer's comprehension tribe which get the latest contrast enhancement CT examination. Needs and interests that customer wants to compose visual and auditory Contents to be played to Scan positioning time did questionnaire about curiosity later before CT examination to 600 people for October - November 2 months of 2006 to customer whole that get CT examination on source. Data getting through questionnaire investigated examination comprehension and satisfaction through questionnaire after experiment Scan Positioning to 500 coming to help customers to be source CT examination for 3 months February December - 2007 year in 2006 manufacturing Voice and Visual announce media for reference. To customer who interest degree appeared, and answers preparatory audit from preparatory audit about curiosity of CT examination customer to order of examination time required(43%), contrast media side effect(26%), examination region(20%), breath(10%), etc..(1.5%) audio-visual materials in questionnaire that attain after do reclamation among examination age, sex, reception type of irrelatively in 91% of target increase of hailing degree and examination satisfaction appear. Searched that customer hailing and satisfaction are increased greatly when use of audio-visual materials in satisfaction result that use CT Positioning delay time. In experiment process, It took lacking part by method that use hearing in case of do not use sight as is unavoidable in subject position or old age. Through this, audio-visual materials could analogize that it is more useful method that use sight and hearing at the same time.

• Korean Journal of Child Studies
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• v.37 no.6
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• pp.107-117
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• 2016

Objective: This study examined the construct validity of K-WPPSI-IV. Factor structures of the structures of the K-WPPSI-IV full scale as well as primary index scales for two age ranges (2 years, 6 months to 3 years, 11 months; 4 years to 7 years, 7 months) were examined. Methods: Data were collected from 1,700 children aged 2 years, 6 months to 7 years, 7 months during the K-WPPSI-IV standardization. Confirmatory factor analyses were conducted using the K-WPPSI-IV subtest performances with maximum likelihood estimation using Amos 18. Results: First, the three-factor model (verbal comprehension, visual spatial, and working memory) fitted best for the younger age range. However, the five-factor model (verbal comprehension, visual spatial, fluid reasoning, working memory, and processing speed) fitted best for the older age range. Residuals suggest the presence of two nested subfactors within the verbal comprehension factor (broad/expressive and focused/simple). Second, the confirmatory factor analysis on primary index subtests identified factors that account for the intercorrelations among the reduced sets of primary index subtests. Conclusion: The findings showed that the theoretical structures of WPPSI-IV subtests were confirmed within K-WPPSI-IV.

• The Journal of the Korea Contents Association
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• v.12 no.2
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• pp.483-496
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• 2012

The purpose of this study is to examine difference of information processing style on lesson comprehension scores and usability ratings in e-Learning containing visual information structure. To address this goal, 68 university students were participated in this research. They were asked information processing style test, lesson comprehension test, and usability ratings after completed e-Learning lesson. According to the result, there was not significant difference between visual and verbal information process style on lesson comprehension as learn outcomes. However, students who are visual information processing style were significantly higher ratings than students who are verbal information processing style on 4 of 8 usability scales; awareness of lesson structure, awareness of lesson length, ease of navigation, and ease of lesson learning. These result indicate that there will be needed the design of aptitude treatment interaction for e-Book according to information processing style.

• Journal of Digital Convergence
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• v.12 no.11
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• pp.499-504
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• 2014

This experimental research explores the effect of infographic, visual element of TV news, on audience's memory and comprehension. For this experimental research, 2 groups of subjects composed of 87 university students were exposed to two different types of TV news, one group was exposed to news with infographic, the other group was exposed to news without infographic. and questions which were designed to measure recognition memory, recall memory, and comprehension, were asked and analysed. This research found that subjects who watched news with infographic showed higher degree of recall memory and comprehension than those who watched news without infographic. however effect of infographic on audience's recognition memory could not be found.

• The Journal of Korean Association of Computer Education
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• v.11 no.4
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• pp.47-58
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• 2008

The purpose of the study was to reveal the effects of visual organizer types and cognitive styles in electronic text understanding. 126 graduate students were divided into a field-dependent group and a field-independent group, and then assigned to two different types of web- based instruction programs which included visual organizers of 'reduction' type and 'abstraction' type. Regarding the comprehension of contents, there were no significant effects of visual organizer types and cognitive styles. However, it was revealed that there were significant interaction effects between visual organizer types and cognitive styles on the awareness of structure in electronic texts. That is to say, while Type 2 ('abstraction' type) was more effective to field-dependent learners, Type 1 ('reduction' type) was more effective to field-independent learners in awareness of structure in electronic texts.

• Journal of Digital Convergence
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• v.13 no.3
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• pp.295-304
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• 2015

We assessed reading-related skills in children with reading comprehension difficulties ("Poor comprehenders"), word decoding difficulties ("Poor decoders") and normal readers, matched for age and nonverbal IQ. The reading-related skill tests used in our study are phonological processing, visual processing test, and receptive vocabulary test. The authors argue that children who had difficulty in reading comprehension had lower scores only on the phonological short-term memory test compared with normal readers, although their performance on receptive vocabulary and visual processing tests are comparable to normal readers. The results of our study revealed that poor decoders had lower scores on the phonological processing, visual processing, and receptive vocabulary tests.

• Korean Journal of Cognitive Science
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• v.19 no.4
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• pp.369-396
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• 2008

The purpose of this article is to investigate the effect of visual working memory, the types and contents of graphic annotations on English learning. The participants of the experiments were 5th and 6th graders. The result showed that animation was effective only in the word test for children with large visual working memory, whereas text-only-annotation yielded better performance in the comprehension test in Experiment 1. The effect of relevance of animations was tested in Experiment 2. Context-relevant-animations yielded better comprehension than the animations denoting the typical meaning, whereas the opposite pattern was reported in the word test. The result of the two experiments was interpreted in terms of cognitive load theory and the generative theory of multimedia learning.