• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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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.

• 한국의류학회지
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• 제29권3_4호
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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.

• 한국의류학회지
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• 제25권7호
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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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• 제23권2호
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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.

• 대한가정학회지
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• 제42권11호
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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.

• 인지과학
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• 제14권4호
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• pp.65-70
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• 2003

나는 이 글에서 인지적 자살 논변이 제거주의를 논박하는 데에 성공하지 못함을 지적한다. 그 논변은 제거주의의 중요한 핵심을 제대로 짚어내지 못하고 있다. 마지막 절인 3절에서는 내가 생각하는 제거주의의 핵심을 지적하고 이러한 지적의 토대 위에서 제거주의에 대해 내가 가지고 있는 비판논변을 전개하겠다.

• 인지과학
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• 제1권2호
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• pp.255-257
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• 1989

본 논문에서는 한국어의 본용언과 보조용언이 연속 확장되는 서술부의 표현에서 시상(aspect) 과 양상(mood)정보를 추출하는 방법을 제안한다.여러 개의 용언들이 연속적으로 복합되는 서술부의 형태로 표현되는 실제의 데이타를 수집하고,구조 형태를 분석하여 36개의 기본형식을 유도하였다.그리고 이들 각 구조가 내포하고 있는 시상과 양상을 찾아내기 위하여 개냄정보의 추출함수를 도출하였다.이 함수로 부터 추출되는 정보들을 기계변역 시스템이나 추론머신의 구문과 의미해석에서 개별적인 보조용언이 갖는 애매성을 줄이고 더욱 정밀한 의미를 제공한다.

• 한국컴퓨터정보학회논문지
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• 제22권11호
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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.

• 대한수학교육학회지:학교수학
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• 제9권3호
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• pp.375-396
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• 2007

본 연구는 수학 교사와 고등학생을 대상으로 그래프로부터 의미를 어떻게 구성하고 그 과정에서 그래프 해석의 요소들이 어떻게 상호작용 하는지를 분석하여, 그래프 교수학습에서 고려해야 할 점을 제안하는 것을 목적으로 한다. 분석결과, 교사와 학생 모두 그래프에서 의미를 구성하는 것에서 많은 어려움을 겪었고, 의미를 구성할 때 포개어지는 관계망의 형태로 구성해갔다. 또한 의미를 구성하는 과정에서 인지적 맥락적 정서적인 요소가 서로 상호작용하여 해석체를 구성해갔다. 하지만 이 과정에서 교사는 그래프에 질적인 접근방법으로 인지적인 요소에 주로 초점을 두었던 반면에, 학생은 양적인 접근방법으로 인지적인 요소와 함께 맥락적인 요소도 고려하여 자신이 구성한 해석체를 정당화시키고 이를 기반으로 의미를 구성해갔다. 본 연구는 이런 결과를 기반으로 그래프 교수학습에서 고려해야 할 점을 3가지로 제안하였다.

• 디자인학연구
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• 제16권3호
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• pp.221-230
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• 2003

제품디자인에서 Fun이라는 주제를 표현하기 위해 많은 디자이너들이 심리학적 측면에서의 접근방법을 사용하고 있다. 그렇다면 심리학에서 이야기 하는 Fun발생 메커니즘은 제품디자인에 접목하기에 많은 보완이 필요하다고 본다. 현재 심리학에서는 Fun이라는 감성을 유발시키기 위한 메커니즘으로 어떤 상황을 직면하였을 때 심적 정체를 겪은 후, 어떠한 실마리에 의한 정체의 해소를 겪게 될 때 Fun을 느끼게 된다고 이야기 한다. 심리학적 측면에서 Fun을 발생시키는 메커니즘의 도출은 그 접근 방식 자체에서 인지적인 측면의 Fun만을 이야기 하는 경향이 있다. 이러한 성향은 조형을 가지고 있는 제품디자인을 이야기 할 경우, 제품에서 중요한 역할을 가지는 지각적인 측면의 재미를 충분히 설명하기에는 역부족인면이 있다. 본 연구에서는 심리학에서 다루어지는 인지적 재미요인 이외에 지각적인 측면의 Fun을 제품디자인에서 같이 논의하는 것이 좀더 타당한 접근방법이라는 가설을 세웠다. 이를 위해 지각적 측면의 Fun을 이해하기 위해 키치라는 문화현상 중에 키치제품의 유희성이라는 측면을 도입하기로 한다. 키치제품의 유머러스한 형태를 도출하는 방법을 이야기 하고 있으며 이러한 방법들이 지각적인 측면에서도 같이 적용될 수 있는 것이다. 이러한 가설을 통하여, 내면의 기능적 특성인 인지적 요소와 표면적 고유특성인 지각적인 요소가 모두 거론되어야 실질적인 방법으로 사용될 수 있으리라 생각된다.