• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.239-266
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• 2004

This article presents new perspectives for analysing and diagnosing students' mathematical errors on the basis of Pascaul-Leone's neo-Piagetian theory. Although Pascaul-Leone's theory is a cognitive developmental theory, its psychological mechanism gives us new insights on mathematical errors. We analyze mathematical errors in the domain of proof problem solving comparing Pascaul-Leone's psychological mechanism with mathematical errors and diagnose misleading factors using Schoenfeld's levels of analysis and structure and fuzzy cognitive map(FCM). FCM can present with cause and effect among preconceptions or misconceptions that students have about prerequisite proof knowledge and problem solving. Conclusions could be summarized as follows: 1) Students' mathematical errors on proof problem solving and LC learning structures have the same nature. 2) Structures in items of students' mathematical errors and misleading factor structures in cognitive tasks affect mental processes with the same activation mechanism. 3) LC learning structures were activated preferentially in knowledge structures by F operator. With the same activation mechanism, the process students' mathematical errors were activated firstly among conceptions could be explained.

• Annual Conference on Human and Language Technology
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• 1994.11a
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• pp.132-139
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• 1994

Cognitive Spelling Therapist generates the candidates for correction of one-letter misspelling words, which correspond to over 80 % of the misspelling words. One-letter misspelling can be divided into four categories, and for each categories Cognitive Spelling Therapist copes them with seperate cognitive therapies. Each therapy is based on cognitive causes of misspelling: figural confusion, pronunciation confusion, and keyboard confusion. Cognitive Spelling Therapist generates three candidates for correction in average. After we tested the correctness of candidates with 185 misspelled words randomly sampled from two typist for two months, Cognitive Spell Therapist showed 97.5 % correction for substitution errors, while insertion, deletion, and transposition errors were perfectly corrected.

• The Korean Journal of Elementary Counseling
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• v.7 no.2
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• pp.101-115
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• 2008

The purposes of this study were to consist an anger control program in order to help children confirm and modify their cognitive errors in peer anger-provoking situations(Lee Mi-gyeong, 2006), that and to examine the effects of this program on anger-provoking experience, anger controllability and peer relationship. The cognitive-behavioral anger control program was consisted of 16 sessions. The focus of the program were placed on perceiving angry feelings, confirming automatic thinking and cognitive errors and acquiring how to correct the cognitive errors(1st-10th sessions), and checking cognitive errors in 13 anger-provoking situations and practicing way to correct the errors(11th-15th sessions). To examine the effects of the program, 10 children who had a lot of anger-provoking experiences, and were poor at anger control and faced difficulties with peer relationship were selected. The cognitive-behavioral anger control program was implemented for eight weeks, twice a week, 40 minutes each. The collected data were analysed by the ANOVA method using the SPSS and Kwakstat(Kwak Ho-wan, 1993). What cognitive errors children made and how they modified the errors during the program were checked. The findings of the study were as follows: The cognitive-behavioral anger control program served to cut down on the anger-provoking experiences, to improve their anger controllability, to boost their peer relationship, and that effect lasted till six weeks later. And the cognitive errors they made during the program were in the order as follows: stating the oughtness of their behavior, followed by naming, seeing everything in black and white, emotional judgment, mind reading, linking the situation to themselves, overgeneralizing, and hasty conclusion. The ways to correct the cognitive errors were in the order as follows: putting oneself in another's place, explaining in a different manner, looking for proof, thinking of it is so difficult to indure, thinging of there is moral to it, and thinking of how angry after passing time.

• Journal of the Ergonomics Society of Korea
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• v.23 no.4
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• pp.9-21
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• 2004

As menu structure of household appliance is complicated, user's cognitive workload frequently occurs errors. In existing studies, errors didn't present that interpretation for cognitive factors and alternatives, but are only considered as statistical frequency. Therefore, error classification and analysis in tasks is inevitable in usability evaluation. This study classified human error throughout information process model and navigation behavior. Human error is defined as incorrect decision and behavior reducing performance. And navigation is defined as unrelated behavior with target item searching. We searched and analyzed human errors and its causes as a case study, using mobile phone which could control appliances in near future. In this study, semantic problems in menu structure were elicited by SAT. Scenarios were constructed by those. Error analysis tests were performed twice to search and analyze errors. In 1st prototype test, we searched errors occurred in process of each scenario. Menu structure was revised to be based on results of error analysis. Henceforth, 2nd Prototype test was performed to compare with 1st. Error analysis method could detect not only mistakes, problems occurred by semantic structure, but also slips by physical structure. These results can be applied to analyze cognitive causes of human errors and to solve their problems in menu structure of electronic products.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.241-262
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• 2010

This study was carried out to identify the cognitive obstacles while using addition and subtraction with fractions, and to analyze the sources of cognitive obstacles. For this purpose, the following research questions were established : 1. What errors do elementary students make while performing the operations with fractions, and what cognitive obstacles do they have? 2. What sources cause the cognitive obstacles to occur? The results obtained in this study were as follows : First, the student's cognitive obstacles were classified as those operating with same denominators, different denominators, and both. Some common cognitive obstacles that occurred when operating with same denominators and with different denominators were: the students would use division instead of addition and subtraction to solve their problems, when adding fractions, the students would make a natural number as their answer, the students incorporated different solving methods when working with improper fractions, as well as, making errors when reducing fractions. Cognitive obstacles in operating with same denominators were: adding the natural number to the numerator, subtracting the small number from the big number without carrying over, and making errors when doing so. Cognitive obstacles while operating with different denominators were their understanding of how to work with the denominators and numerators, and they made errors when reducing fractions to common denominators. Second, the factors that affected these cognitive obstacles were classified as epistemological factors, psychological factors, and didactical factors. The epistemological factors that affected the cognitive obstacles when using addition and subtraction with fractions were focused on hasty generalizations, intuition, linguistic representation, portions. The psychological factors that affected the cognitive obstacles were focused on instrumental understanding, notion image, obsession with operation of natural numbers, and constraint satisfaction.

• Journal of the Korea Safety Management & Science
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• v.15 no.4
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• pp.81-88
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• 2013

In Korean society, the theme of human errors in railway has been emerging as a critical issue. As far as human error studies are concerned, main trend has been inclined to be led by industrial engineering and systems science. Apart from those trends, this study empirically highlighted the relationship between depression, which has been a frequent research subject in the medical science and psychology, and accidents, with setting depression as an exogenous variable and cognitive failure and mistake as endogenous variables, respectively. Results of hypotheses test for the 204 respondents showed that driver's depression has a significant effect on accidents mediated by cognitive failure and mistake. This findings suggest the need for exploring the diverse latent factors causing human errors and for understanding the complex cognitive process as well as for establishing integrative countermeasures to mitigate human errors.

• Journal of the Korea Safety Management & Science
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• v.9 no.2
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• pp.9-17
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• 2007

There is no universally agreed classification of human error, nor is there one in prospect. Thus, a taxonomy is usually made for a specific purpose. To seek the types of human errors in the environment of man-machine interface under the railway industry, we develop a cognitive information processing model incorporating the human's mental states. Using the model, this study investigates the types of human errors about the railway workers. Thus, a survey is conducted for railway safety personnel-locomotive engineers, station employees, and train commanders- in Korean railway company. Through the survey that is designed to investigate four types of human errors from the Questionnaires composed of thirty Questions, we analyze the types of human errors related to railway safety according to affiliated offices, operation shifts, age, and working years. Finally, from the insights of the results some guidelines for the railway safety management are presented.

• Journal of Distribution Science
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• v.18 no.4
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• pp.79-85
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• 2020

Purpose: This study explores how cognitive impairment caused by social exclusion experience can be explained through cognitive narrowing and how it influences consumer's judgment and reasoning and results pseudodiagnosticity bias towards distribution brands. This study examines the characteristics of cognitive narrowing, which is one of the strategies for overcoming the negative emotions resulting from social exclusion, and how cognitive errors called pseudodiagnosticity bias occur due to cognitive narrowing in the evaluation of distribution brands. Research design, data and methodology: Present study was performed with 77 college students in Seoul. Participants were randomly assigned to the group who experienced social exclusion and the group who did not experience social exclusion. The analysis has been made of how the degree of bias of pseudodiagnosticity differs according to the experience of social exclusion by t-test. Results: The group who experienced social exclusion had a higher level of pseudodiagnosticity bias towards distribution brands than the group who did not experience social exclusion. Conclusions: This study confirmed what characteristics of cognitive narrowing, which is one of the strategies for overcoming the negative emotions resulting from social exclusion, and how cognitive errors called pseudodiagnosticity bias occur due to cognitive narrowing. Implications and future research directions were discussed and suggested.

• Korean Journal of Cognitive Science
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• v.17 no.2
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• pp.139-150
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• 2006

Speech recognition errors cause fatal results in a spoken dialogue system. When a system can not determine the speech-act of u utterance due to speech recognition errors, a dialogue system has a difficulty in continuing conversation. In this paper, we propose strategies for sub-dialogue generation by inferring the speech-act of an utterance with patterns of recognition errors on the field of form-filling dialogue. We used the proposed method on a plan-based dialogue model, corrected 27% of incomplete tasks, and acquired overall 89% of task completion rate.

• Journal of the Korean Society of Safety
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• v.20 no.4 s.72
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• pp.114-121
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• 2005

Railroad shunting movements connecting and disconnecting train sets are very susceptible to human errors since they depend on human decision-making and action procedure that are variable to situation to situation. Nevertheless, in the investigation of railroad accidents, all the accident causes related with human factors have merely been categorized as 'careless treatment' of the workers without any systematic approach of behavioral sciences or the analysis of human errors. In this research, therefore, 137 accident cases occurred during railroad shunting movements and 435 accident cases occurred during driving were analyzed with a special interest of human errors. According to results, the traditional accident investigation scheme used for last several decades did not seem to be appropriate for catching up true accident causes with respect to human errors. In addition, both signal men and locomotive drivers made many mistakes in judgement/action stage while the former mainly commit judgement tasks where as the latter mainly commit cognition tasks. Ant those tasks such as 'confirmation of signal and route', 'location check-up of connected train sets', and 'route identification for a shift of track' ranked highly for accident susceptibility.