• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.364-377
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• 2010

The purpose of this study was to analyze the within-group verbal interaction according to leader's personality in Thinking Science activities. For this study, 2 homogeneous small groups by cognitive level selected from one class of sixth grader. Each group was comprised of four students. Leaders of two groups selected from the results of NEO personality assessment and teacher's observation. One who got high scores in extraversion and agreeableness is named a sociable leader, the other who got low scores in extraversion and agreeableness is named a taciturn leader. Verbal interactions during small group activities were audio/video taped and students' interactions were classified into on-task and off-task. On-task included cognitive aspect and affective aspect. Interactions of cognitive aspect were divided into low and high level, also interactions of affective aspect were divided into positive and negative interaction. The results of this study showed that the verbal interactions in the sociable leader group were more activated than those in the taciturn leader group. Also, interaction level of the sociable leader group in cognitive aspect was higher than those of the taciturn leader group. In affective aspect, interaction pattern of the sociable leader group was similar to those of the taciturn leader group. The characteristics of leader's interaction are as follow. The rates of cognitive aspect in the sociable and the taciturn leaders' interactions were much higher than those of affective aspect. This tendency was especially remarkable in the taciturn leader's interactions. However, interaction level of the sociable leader in cognitive aspect was higher than those of the taciturn leader. In affective aspect, positive interaction rate of the sociable leader and the taciturn leader were higher than negative interaction rate.

• Journal of the Korean Society of Clothing and Textiles
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• v.29 no.3_4 s.141
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• pp.438-448
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• 2005

The purpose of this study was to identify the relationships among physical growth, body criticism from others, sociocultural attitude toward physical appearance, body image, self-esteem, and clothing attitudes. The data were collected from 439 junior high school girls living in Seoul, Korea, via a self-administered questionnaires, and were analyzed by factor analysis and LISREL models. The results of this study were as follows: 1) Among three sub-variables of physical growth, the height had a positive effect on the affective aspect of body image. 2) The body criticism from others had the effect neither on the sociocultural attitude toward physical appearance nor on the affective aspect of body image. 3) The sociocultural attitude toward physical appearance had a negative effect on the affective aspect of body image and a positive effect on the cognitive/behavioral aspect of body image. 4) The affective aspect of body image had a positive effect on the cognitive/behavioral aspect of body image, self-esteem, and clothing attitude. However, the cognitive/behavioral aspect of body image had the effect on clothing attitude. 5) The self-esteem had no significant effect on clothing attitudes.

• Journal of the Korean Society of Clothing and Textiles
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• v.25 no.7
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• pp.1227-1238
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• 2001

This study was based on social comparison theory, and the covariance structure model was designed, connecting sociocultural attitude, multifaceted body image, and clothing behaviour under sociocultural influence. The practical purpose of this study is to identify the effect of sociocultural attitude toward physical appearance on the affective aspect of body images, the cognitive/behavioral aspect of body images and clothing benefits sought, and to examine the age difference in the female adolescents. The results of this were as follows: 1) Sociocultural attitude toward physical appearance had a negative effect directly on the affective aspect of body images, and showed the highest value in the group of high school girls 2) Sociocultural attitude toward physical appearance had a positive influence directly on the cognitive/behavioral aspect of body images, and high school girls'model showed the highest values significantly as well 3) High school girls'model showed the highest value significantly in the effect of the affective aspect of body images on the cognitive/behavioral aspect of body images. However, college group's model didn's show significant value 4) Middle school girls'model showed higher value positively than the other groups in the effect of the cognitive/behavioral aspect of body images on clothing benefits sought, and the high school girls' model showed higher value negatively in the effect of the affective aspect of body images on clothing benefits sought.

• Educational Technology International
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• v.23 no.2
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• pp.157-181
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• 2022

Scale scores for cognitive domains have been used as an important indicator for both academic achievement and clinical diagnosis. For example, in education, Cognitive Abilities Test (CogAT) has been used to measure student's capability in academic learning. In a clinical setting, Cognitive Impairment Screening Test utilizes items measuring cognitive ability as a dementia screening test. We demonstrated a procedure of generating cognitive ability test items similar as in CogAT but the theory associated with the generation is totally different. When creating cognitive test items, we applied automatic item generation (AIG) that reduces errors in predictions of cognitive ability but attains higher reliability. We selected two cognitive ability test items, categorized as a time estimation item for measuring quantitative reasoning and a paper-folding item for measuring visualization. As CogAT has widely used as a cognitive measurement test, developing an AIG-based cognitive test items will greatly contribute to education field. Since CLASS is the only LMS including AIG technology, we used it for the AIG software to construct item models. The purpose of this study is to demonstrate the item generation process using AIG implemented within CLASS, along with proving quantitative and qualitative strengths of AIG. In result, we confirmed that more than 10,000 items could be made by a single item model in the quantitative aspect and the validity of items could be assured by the procedure based on ECD and AE in the qualitative aspect. This reliable item generation process based on item models would be the key of developing accurate cognitive measurement tests.

• Journal of the Korean Home Economics Association
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• v.42 no.11
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• pp.189-203
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• 2004

The purposes of this study were to identify 1) the effect of physical growth on body criticism from others and body image,2) the effect of body criticism from others on sociocultural attitude toward appearance, body image, and self-esteem, 3)the effect of sociocultural attitude toward appearance on body image, 4)the effect of body image on self=esteem and clothing attitude, and 5) the effect of self-esteem on clothing altitude on Korean female teenagers. The data were collected from 436 high school girls living in Seoul, Korea, via self-administered questionnaires, and were analyzed by factor analysis and LISREL models. The result of this study were as follows: 1) Among three measurement variables of physical growth, the height had a negative effect on body criticism from others. Sexual maturation positively influenced the affective aspect of body image. 2) Body criticism from others had a positive effect on the sociocultural attitude toward appearance and a negative effect on the affective aspect of body image. 3) The sociocultural altitude toward appearance had a negative effect on the affective aspect of body image and a positive effect on the cognitive/behavioral aspect of body image.4) The affective aspect of body image had a positive effect on the cognitive/behavioral aspect of body image, self-esteem, and clothing attitude. However, the cognitive/behavioral aspect of body image had a positive effect on clothing attitude.5) Self-esteem had no significant effect on clothing attitude.

• Korean Journal of Cognitive Science
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• v.14 no.4
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• pp.65-70
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• 2003

In this article, I show that the cognitive suicide argument does not succeed in refuting eliminativism. The argument misses an important aspect of eliminativism. In Sec. 3, the last section, I will suggest the aspect of eliminativism and, on the basis of it, will develop my criticism against eliminativism.

• Korean Journal of Cognitive Science
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• v.1 no.2
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• pp.255-257
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• 1989

This paper proposes a method for extracting the imformation of aspect and modality from the predicative part which is consisted of main verbal and auxiiary verbals.Data which are expressed by the compound predicate with many consecutive verbals are collected and analyzed to thirty-six structual forms of the predicative part.Inthe final analysis, an extracting function of conceptual information is derived to find the connoted aspect and modality in each structure.The informations which are obtained by this function decrease the individual ambiguity of an auxiliary verbal and offer a detailed meaning inthe syntactic and semantic analysis of machine translation system or inference machine.

• Journal of the Korea Society of Computer and Information
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• v.22 no.11
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• pp.125-133
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• 2017

Recently, as the programming education has become essential in school, discussion of how to teach programming has been important. This study performed a meta-analysis of the effect size depending on the teaching and learning method for the programming education. 78 research data selected from 45 papers were analyzed from cognitive and affective aspects according to dependent variables. The analysis from the cognitive aspect showed that there was no statistically significant difference in the effect size depending on whether or not the teaching and learning method was specified in the research paper. Meta-analysis of the research data where the teaching and learning method was designated displayed significances in CPS, PBL and Storytelling. Unlike the cognitive aspect, the analysis from the affective aspect showed that the effect size of the research data without the specified teaching and learning method was larger than those with specified teaching and learning method with a statistical significance. Meta-analysis of the data according to the teaching and learning method displayed no statistical significance. Based upon these research results, this study suggested implications for the effective programming education.

• School Mathematics
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• v.9 no.3
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• pp.375-396
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• 2007

The purpose of this study is to analyze how a mathematics teacher and a high school student make the meaning in a graph and how aspects of the interpretation of a graph are interacted during the signification process, and to suggest considerations for teaching and learning of a graph. The findings of a case study have led to conclusions as follows: All of them have a difficulty in making the meaning in a graph and construct the meaning as a nested signification model. In the process which they make the meaning, they interrelate cognitive, contextual, and affective aspects and construct interpretants. In this process, a teacher focuses on cognitive aspect, based on a qualitative approach. But a student considers contextual aspect more, based on a quantitative approach. This study suggests three considerations for teaching and learning of a graph.

• Archives of design research
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• v.16 no.3
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• pp.221-230
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• 2003

In product design, many designers incorporate psychological aspects to express the "fun" factor. If so, is it possible to apply the fun inducing mechanism utilized in psychology to product design and are there any problems in the application\ulcorner Psychology defines the sense of fun as the result of relief to a situation that causes a mental accumulation through the discovery of a due. The psychological extraction of fun inducing mechanism tends to lean too much to the cognitive aspect. Therefore, when dealing with product design, psychology's particular disposition is inadequate in explaining the important perceptive factor of fun. This study hypothesizes that perceptive aspect of should be induced along with the cognitive aspect in order to rationalize fun in product design. In order to understand the perception of fun, this study will introduce the amusement aspect within Kitsch products. Methods of developing a humorous form will be studied and these methods will be applicable to perceptive aspects. This paper hypothesizes that through the theoretical basis of internal characteristic of cognitive factors and external characteristic of perceptive factors, the mechanism of fun can be determined.etermined.