• Nutrition Research and Practice
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• v.6 no.5
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• pp.451-457
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• 2012

The purposes of the study were to analyze nutritional status, psychosocial stimulation, and factors affecting the cognitive development of preschool-age children. This study was conducted in the Village of Babakan, Sub-District of Dramaga, Bogor Regency, West Java. This cross-sectionally designed study was conducted with mothers who had preschool children aged 3-5 years as respondents. Fifty-eight children were included. The distribution of mother's educational level was quite diverse, and the largest percentage (44.8%) had senior high school education. Approximately 78% of the family income per capita was classified into the non-poor category and 22.4% into the poor category. The average mother's nutritional knowledge score was $76.7{\pm}2.5$ (moderate category). Most of the preschool children (84.4%) had psychosocial stimulation scores in the moderate category (30-45). The nutritional status of children showed that 15.5% were underweight, 5.2% were wasted, 3.4% were severely wasted, and 19% of the children were in the short and very short categories (stunted). The stepwise regression results showed that psychosocial stimulation (P < 0.001), participation in early childhood education (P = 0.002) and nutritional status based on the height index for age (P = 0.028) had a positive and significant effect on cognitive development of the preschool children (adjusted $R^2$, 0.434; P = 0.028).

• Journal of the Korean Society of Clothing and Textiles
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• v.16 no.4 s.44
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• pp.371-377
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• 1992

The purposes of the study were 1) to extend the cognitive categorization theory in an attempt to explain the of garment category, fashionability, and wearer's body types on impression formation, and 2) to find out structures of wearer's impressional dimension and wearer's professional image. The research included a quasi-experiment and survey. The experimental design was a $2^{3}$full factorial design of 3 independent variables. The experimental materials developed for the study were a set of stimuli and a response scale. The stimuli consisted of 8 drawings made by 3 independent variables (garment category, fashion level, wearer's body type). Result were as follows: 1) Garment category, fashionability and wearer's body type had significant effects on impression of the 5 factors-evaluation, potency, appearance, sociability and good-bad, with exception of wearer's body type which was nonsignificant to the potency factor. 2) Garment category was most effective on the evaluation and the potency. However wearer's body type was most effect on the appearance factor and fashionability variable was most effective on the good-bad factor. It was conclued that the results supported the cognitive categorization theory on impression formation and a cognitive categorization hypothesis of clothes.

• Korean Journal of Cognitive Science
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• v.11 no.3_4
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• pp.73-81
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• 2000

This study was conducted to investigate some characteristics of representation of category knowledge and script knowledge. Using primed lexical decision task with higher level primers in the representation structure, Experiment 1 examined the interaction effects between knowledge type and concept typicality. It was found that the concept typicality has some effects in category representation, while it has no significant effect in script representation. In Experiment 2, primers of the lower hierarchy in the representation structure were employed. The results showed that the main effect of knowledge type was significant: the response time for category knowledge was faster than that for script knowledge. Typicality effect did not show in this experiment. The results of t the two experiments suggest that category knowledge is represented in hierarchy and typicality. while script knowledge may lack in that characteristics. Other aspects of the differences in characteristics of category- and script- knowledge representation were discussed,

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.206-217
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• 2015

The purpose on this study is to identify how effectively experiential learning involving eco-activities make changes in environmental literacy and scientific attitude of elementary students by categorizing those activities into 5 fields of "marine", "rivers", "ecosystem", "climate" and "recycling" and applying those scheme specifically to 5th graders in a elementary school. The conclusion of this study is following. Firstly, after scientific attitude are applied to subjects, a significant disparity was found between experiment group and control group throughout all parts of environmental literacy. In the cognitive category, each specialist concerning his or her own topic was invited to educate the students, and subsequently a positive impact was detected in the category of environmental issue knowledge. In behavioral category, having eco-activities made a significant disparity in all sub-categories of environmental function, active participation, saving activities, recycling activities and so forth. Secondly, experiential learning involving eco-activities made a significant disparity between the two groups in terms of Scientific Attitude, showing effectiveness in all sub-categories except curiosity.

• Korean Journal of Cognitive Science
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• v.11 no.3_4
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• pp.57-72
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• 2000

A Korean standardized set of pictures has been called for as more and more studies utilized picture stimuli among memory and representation research. This article presents a Korean standardized set of pictures for studies probing the cognitive mechanisms that underlie picture and word processing or studies that simply utilize pictures stimuli. This norm provides 213 pictures, data on several variables such as name agreement, appropriateness of pictures. and familiarity. Previous data on such variables as frequency. category. and frequency within a category have been integrated 1 into this norm. Limitation, usage. and application of this set are discussed in terms of 1 implicit and explicit memory, and those variables mentioned previously.

• Korean Journal of Cognitive Science
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• v.25 no.3
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• pp.233-257
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• 2014

Category-based induction is one of major inferential reasoning methods used by humans. This research tested the effect of perceived within-category variability on the inductive generalization. Experiment 1 manipulated variability by directly presenting category exemplars. After displaying low variable (low variability condition) or highly variable exemplars (high variability condition) depending on condition, participants performed inductive generalization task about a category in question. The results showed that participants have greater confidence in generalization when category variability was low than when it was high. Rather than directly presenting category exemplars in Experiment 2, participants performed induction task after they formed category variability impression by categorization task of identifying category exemplars. Experiment 2 also found the tendency that participants have greater inductive confidence when category variability was low. The variability effect discovered in this research is distinct from the diversity effect in previous research and the category-based induction model proposed by Osherson et al. (1990) cannot fully account for the variability effect in this research. Test of variability effect in category-based induction is discussed in the general discussion section.

• Korean Journal of Cognitive Science
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• v.33 no.3
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• pp.135-154
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• 2022

The purpose of this study was to confirm that the property generalization to social categories with low coherence is stronger when stress due to COVID-19 is perceived as high, compared to when stress is perceived as low. To this end, this study selected categories with high coherence(nun, soldier, flight attendant) and categories with low coherence(wedding planner, interpreter, florist), and recruited 336 participants to perform a category-based inductive generalization task(inferring how many properties repeatedly observed by some category members would appear across all category members), and measured their perceived COVID-19 stress. As a result, this study showed that when the cohesion of social categories is high, the effect of property generalization is stronger than when it is low, and the effect of property generalization is stronger in those who perceive stress due to Corona 19 higher than those who perceive it as low. In addition, this study confirmed that people who perceive COVID-19 stress strongly tend to generalize strongly to properties that are repeatedly observed in the low coherence category. This study is important in that it shows that there is a cognitive mechanism that is at the root of the phenomenon that stereotypes and prejudices deepen and discriminatory behaviors increase after the outbreak of COVID-19, such as COVID-19 stress and the resulting increase in attribute generalization tendency.

• Journal of Digital Convergence
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• v.17 no.2
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• pp.283-292
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• 2019

The loss of semantic knowledge and impairments in semantic associations by semantic category is gaining increasing attention, as indicators of early-stage cognitive decline. As such, we assigned semantic association task (SAT) to normal elderly (NE) and those with subjective memory impairment (SMI) or mild cognitive impairment (MCI) to examine their performance by semantic subcategories and the differences in error patterns. We found a significant difference in the number of correct response and reaction time under the SAT categories among the three groups, with the highest performance observed in 'function' and the lowest performance in 'superordinate' and 'part/whole'. Moreover, the error frequency was the lowest in NE, followed by those with SMI and MCI, with the latter two groups showing a significant increase in no-response. Our findings demonstrate the varying extent and process of impairments in the semantic network by category over different stages of cognitive decline. Thus, we proposed SAT performance as an indicator to detect and follow-up on cognitive decline in elderly with cognitive disorder.

• The Journal of Information Systems
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• v.27 no.3
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• pp.25-42
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• 2018

Purpose The purpose of this study focused on adopting production systems in cognitive psychology to improve the extraction process of persuasive design characteristics for healthcare-related mobile applications. Design/Methodology/Approach A research approach with four stages was developed. We developed and updated the evaluation guideline for persuasive design characteristics (PDC). We tried to summarize and analyze each of 28 PDC and prepared related production rules. Verification process for both guideline approach and production system approach were performed. Top one hundred apps from both medical category and health and Fitness category were selected and evaluated by two approaches. By comparing the results of the two approaches, we tried to explain the improvement and reliability of introducing the production system in the PDC extraction process. Findings Based on the updated guideline for healthcare-related mobile applications, a production system in cognitive psychology was developed. By comparing the PDC extraction results by two approaches, production system showed a better improvement for evaluation precision and efficiency for decision-making process. The findings of this study can be used for researchers and app developers to apply production system to analyze, evaluate, and develop better healthcare-related apps with persuasion.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.241-256
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• 2019

In this paper, we analyzed the types of tasks presented in the 'Probability and Statistics' textbooks and how the cognitive competences required to perform the tasks provide students with opportunity-to-learn. To this end, the analysis of the 9 books of the 'Probability and Statistics' test textbooks according to the 2015 revised mathematics curriculum showed that the context-based tasks(CF type, RE type) ranged from 67.5% to 78.0% of the total number of tasks in each textbook, but the ratio of relevant and essential tasks related to real life is from 0.4% to 2.0%, it was found that most of the context-based tasks presented in the textbooks were disguised as real life materials. The cognitive competences of context-based tasks ranged from 29.6% to 50.0% in reproduction category, from 33.8% to 54.3% in connection category, and from 8.8% to 20.0% in reflection category. As a result, there was not enough opportunity-to-learn for students to experience reflective cognitive processes.