• Asia Marketing Journal
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• 제19권4호
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• pp.1-14
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• 2018

Social networking service(SNS) helps users manage, share and delivery a vast information as a communication tool. When users read crisis news in SNS, they communicate the information with others by considering not only their belief (i.e., cognitive risk perception) but also emotion (i.e., affective risk perception). However, few researches have been interested in the construct of communication behaviors of crisis in SNS. This study aimed to explore the role of risk perception (cognitive and affective risk perception) between crisis responsibility and communication behavior through dual processing theory. As a result of the empirical analysis, crisis responsibility had a positive effect on cognitive risk perception and affective risk perception. In addition, cognitive risk perception had no significant effect on communication behavior whereas affective risk perception had influence on communication behavior positively. Thus, our findings may predict that the affective risk perception through crisis responsibility is more potentially important to communication behavior such as sharing information rather than cognitive risk perception. The results give insightful ideas why marketer should reduce perceived emotion caused by risk to strengthen prospective SNS users understanding of communication behavior intention.

• 한국과학교육학회지
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• 제16권3호
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• pp.249-259
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• 1996

The purpose of this study was to analyze relationships among science achievement, science process skills and affective perception of high school students. The affective perception was included attitude toward science and science anxiety in the study. The instruments were developed HARS and SAMS for this study. The subject was sampled 1,115 students by stratified cluster sampling method. The major findings of this study were as follows: The tendency to affective perception was investigated according to students variables. Atittude toward science was showed a negative perception on female than male, in rural area than city. Science anxiety was percepted highly on female than male, in rural area than city. Attitude toward science showed positive relations to science process skills, science achievement, but which showed negative relation to science anxiety. Science anxiety showed negative relations among science process skills, science achievement and attitude toward science. Structural relationships among affective perception, science process skills and science achievement were analyzed by effect size through the path analysis on the independent and dependent variables. By the results, it was indicated that there have significant direct effect not only affective perception influence on science achievement but also on science process skills in hypothesized model. Prediction of science achievement and science process skills were clarified to characteristics of the affective perception.Therefore, understanding about affective perception will be helpful to make the strategy of science teaching

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.360-374
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• 2019

The purpose of this study is to investigate the self-perceptions of the elementary school students' on the affective, behavioral and cognitive domains in science class. To see if there are differences in students' perceptions according to grade levels, a self-perception questionnaire was applied to third and fifth grade students in Seoul, Korea. The major results of the study are as follows. First, the perception level of the affective domain was higher than that of the cognitive domain in third grade students. There was no significant difference in the self-perception level of the fifth grade students. Both third and fifth grade students perceived the greatest improvement in the cognitive domain through one year of science teaching. Second, in the life science class, the same tendency was also observed. The students in the third and fifth grade reported that cognitive domains were the most improved through the one-year life science class. Third, when the students' perceptions were compared by grades, the third grade students showed higher self-perception scores than fifth grade students. As the grade increased, the perception scores of the students' lowered. Based on these findings, implications for science education research and teaching and learning at school are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.168-182
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• 2020

This study investigated how elementary students' science-related affective characteristics and their perception of measurement changed following participation in citizen science activities through a GLOBE program. Before and after the activities, test of positive experiences about science (PES) and perception of measurement were conducted with twelve fourth grade students. In addition, the teacher who participated in the GLOBE program with students observed and recorded the students' involvement, conversation and behavior to qualitatively analyze the value of the program and the students' perceptions of measurement. After the end of the program, an open questionnaire was conducted to fill any gaps in these observations. The results showed that citizen science activities had a positive impact on elementary students' science-related affective characteristics. In all areas of PES test, the post-test scores were higher than the pre-test results, and a statistically significant difference was seen in the 'science learning motivation' area. Furthermore, students' perception of the value and meaning of measurements was seen to deepen through ongoing global environmental data measurement activities. And their understanding of various units of measurement and numerous situations in which they might need to make measurements was also elaborated.

• 공학교육연구
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• 제17권6호
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• pp.20-29
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• 2014

The purpose of this study is to analyze the traits on the cognitive and affective learning style of university students. CALSIU(The Cognitive & Affective Learning Style Inventory for University School Students) by Kim, E. J. was modified for applying to university students and performed with 399 university students from three universities in Daejeon and Chungnam. Statistical analysis done in this study were ANOVA and Scheffe's test. Findings of the study are as follows : First, the students with high academic achievements have intuitive perception type, whole processing type, and deep storage & recall type. Secondly, the students with low academic achievement have strong non-academic learning type. Third, interaction attitude of affective learning styles is the important element to determine their academic achievement. The students with independent type get high academic achievements. Therefore, instructor should consider the learning styles of students, and it should be used to improve their teaching & learning strategy for better academic achievements of university students.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제15권4호
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• pp.1464-1485
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• 2021

Emotional style of multimedia art works are abstract content information. This study aims to explore emotional style transfer method and find the possible way of matching music with appropriate images in respect to emotional style. DCNNs (Deep Convolutional Neural Networks) can capture style and provide emotional style transfer iterative solution for affective image generation. Here, we learn the image emotion features via DCNNs and map the affective style on the other images. We set image emotion feature as the style target in this style transfer problem, and held experiments to handle affective image generation of eight emotion categories, including dignified, dreaming, sad, vigorous, soothing, exciting, joyous, and graceful. A user study was conducted to test the synesthesia emotional image style transfer result with ground truth user perception triggered by the music-image pairs' stimuli. The transferred affective image result for music-image emotional synesthesia perception was proved effective according to user study result.

• 인지과학
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• 제23권4호
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• pp.457-485
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• 2012

본 연구에서는 미디어 형식과 위험 메시지 구성에 따라 방사선 조사식품에 대한 즉각적이고 감정적인 반응과 숙고적 행동의도가 어떻게 형성되는가를 살펴보고자 했다. 이를 위해 $3{\times}2$ 피험자간 실험을 통해 방사선 조사식품과 관련된 문자, 음성, 동영상 형태의 정보를 긍정 혹은 부정적으로 서술하여 피험자에게 제공했다. 이후 암묵적 측정법의 일환인 수정된 EAST 방법을 이용하여 피험자의 감정적 위험인식을 측정하고 설문을 이용해 방사선 조사식품의 구매의도를 측정했다. 연구결과는 전반적으로 미디어 형식과 메시지 구성이 피험자의 감정적 위험인식과 구매의도에 유의미한 영향을 주는 것으로 나타났다. 특히 미디어 형식의 효과는 메시지 구성간의 상호작용 효과가 유의미하였다. 즉 문자와 동영상 정보의 경우 긍정적 메시지가 위험인식을 낮추고 구매의도를 높이지만 부정적 메시지는 반대의 결과를 보였다. 그러나 음성 조건에서는 긍정적 정보와 부정적 정보가 감정적 위험인식과 구매의도에 차별적인 영향을 주지 못했다. 이러한 결과는 같은 정보라도 어떠한 미디어를 통해 전달되는가에 따라 위험인식이 다르게 형성될 수 있으며 이 때 메시지의 내용구성에 따라 미디어 형식의 효과는 다르게 나타날 수 있다는 것을 시사한다.

• 한국의류학회지
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• 제34권6호
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• pp.997-1007
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• 2010

This study examines the role of consumer perception of social presence in e-tailing websites. The study proposes that the perception of social presence influences the variables that are important for e-tailers to build a relationship with consumers, which are the attitudes of consumers toward an e-tailer and patronage intentions toward the e-tailer. This study hypothesizes that the attitudes of consumers are influenced by individual perceptions of social presence that guide their patronage intentions. Consumer trust and their affective states are hypothesized to serve as mediators in the relationship between consumer perception of social presence and the attitudes toward an e-tailer. Sixty-one female students were used to test the proposed model. The findings from regression and mediation analyses supported all hypotheses, suggesting that the perception of social presence plays a significant role in consumer shopping habits for apparel: consumer perception of social presence influences consumer trust and affective states that modify attitudes toward an e-tailer and consumer patronage intentions. The theoretical and managerial implications for apparel e-tailers are discussed.

• 대한수학교육학회지:학교수학
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• 제17권1호
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• pp.99-118
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• 2015

최근 수학교육에서는 수학적 개념, 원리, 법칙을 익히는 것을 넘어서서 수학을 실행하기(doing mathematics) 그리고 수학에 대한 긍정적인 태도를 강조하고 있다. 특히 2015 개정 교육과정의 총론과 수학과 각론 모두 핵심역량의 강조, 정의적 성취의 신장을 중핵적인 개념으로 삼고 있다. 이에 본 연구는 2009 개정 수학과 교육과정에 핵심역량과 정의적 측면이 어떤 방식으로 반영되어 있는지 간략히 살펴보고, 핵심역량과 정의적 측면에 대한 우리나라 교사들의 인식을 조사하였다. 전국적인 설문조사를 실시한 후 그 결과를 학교급, 교직 경력, 학교의 소재지, 학교의 유형에 따라 분석함으로써 핵심역량과 정의적 측면이 어떻게 다르게 인식되고 있는지 심층적으로 파악하여, 네 가지 경향성을 도출하였다. 첫째, 핵심역량과 정의적 측면의 각 요소마다 약간의 차이가 존재하기는 하지만 대체적으로 초등학교 교사들이 중학교, 고등학교 교사들보다 핵심역량과 정의적 측면의 중요성을 더 높게 평가하고 있다. 둘째, 초등학교 교사들은 교직 경력이 길수록, 중학교와 고등학교 교사들은 교직 경력이 짧을수록 핵심역량과 정의적 측면의 중요성을 높게 평가하는 경향이 있다. 셋째, 초등학교 교사들은 대도시 교사가 읍면지역 교사보다 핵심역량과 정의적 측면에 대한 중요성을 더 높이 평가하는 경향이 있으나, 중학교 교사들은 소재지에 따라 주목할 만한 차이를 보이지 않았다. 넷째, 특성화고 교사는 다른 유형 학교의 교사들보다 일부 핵심역량 요소들의 중요성을 낮게 평가하고 있으나, 고등학교 유형에 따른 차이는 미미하게 나타났다.

• 말소리와 음성과학
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• 제8권3호
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• pp.67-78
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• 2016

This study examined the affective prosodic characteristics observed from the children with cochlear implant (CI, hereafter) and normal hearing (NH, hereafter) along with listener's perception on them. Speech samples were acquired from 15 normal and 15 CI children. 8 SLPs(Speech Language Pathologists) perceptually evaluated affective types using Praat's ExperimentMFC. When it comes to the acoustic results, there were statistically meaningful differences between 2 groups in affective types [joy (discriminated by intensity deviation), anger (by intensity-related variables dominantly and duration-related variables partly), and sadness (by all aspects of prosodic variables)]. CI's data are much more louder when expressing joy, louder and slower when expressing anger, and higher, louder, and slower when it comes to sadness than those of NH. The listeners showed much higher correlation when evaluating normal children than CI group(p<.001). Chi-square results revealed that listeners did not show coherence at CI's utterance, but did at those of NH's (CI(p<.01), normal(p=.48)). When CI utterances were discriminated into 3 emotional types by DA(Discriminant Analysis) using 8 acoustic variables, speed related variables such as articulation rate took primary role.