• Journal of the Korea Society of Computer and Information
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• v.19 no.9
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• pp.45-53
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• 2014

This paper suggests methods to chronicle and track the history of dialogues exchanged among characters to prevent logical errors of a story. As for stories that are long with many characters, especially in full-length novels and co-written stories, cognitive burden is imposed on a writer. If the writer has confused understanding of a character, then a logical error would enter the story. This would compromise completeness and integrity of writing. Against the backdrop, this paper shows how dialogues among characters are chronicled and tracked by using the aforementioned tracking methods through design of a writer support system that relieves a writer's cognitive burden while supporting the writing and through an analysis of existing novels. In addition, we showed the accuracy results of average 68.5% through the performance evaluation of the query used in the dialogue history tracking.

• Korean Journal of Biological Psychiatry
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• v.15 no.2
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• pp.92-100
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• 2008

Objectives : The purpose of this study was to investigate 1) the neuropsychological deficits with major depressive disorder(MDD) in depressed state and 2) the changes of neuropsychological dysfunctions during depressed episodes and remitted periods in the MDD group. Methods : 12 patients with MDD and 70 normal controls who were diagnosed and classified by DSM-IV and SCID-IV interview participated in this study. The psychopathology was measured using the Hamilton rating scale for depression(HAM-D) and Brief Psychiatric Rating Scale(BPRS). The memory function, executive function, and sustained attention were measured by a trained psychologist using the Korean version of Memory Assessment Scale(K-MAS), Wisconsin Card Sorting Test(WCST), and Vigilance(VIG) and Cognitrone (COG) in Vienna Test System. After 6 weeks of treatment, we retested the cognitive tests in order to measure the cognitive functions in remitted states. Results : Patients with MDD achieved significantly lower score in sentence immediately recall, verbal memory score and total memory score of the K-MAS, total errors of the WCST, response time of Vigilance and response time at "Yes" response of Cognitrone than normal controls at baseline. After 6 weeks of medication, the psychiatric symptoms in the patient group were attenuated, and most of the neuropsychological functions including attention, memory, and frontal/executive function were improved except for response time of Cognitrone. Conclusions : This study provides evidence for distinct neuropsychological deficits in patients with MDD on their depressed states and remitted periods. The impairment on response time remains after remission, and this would be a trait marker of major depressive disorder.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.2
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• pp.275-281
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• 2001

This study examined the relationship between psychopathology(depression, anxiety, aggression), maladaptive cognitions(negative cognitive errors, attributional biases), and age of children with ADHD. 40 ADHD children and their mother completed questionnaires assessing depression, anxiety, aggression level and maladaptive cognitions of children. The results showed that maladaptive cognitions of children with ADHD was not significantly associated with their depression, anxiety, aggression level. Age was negatively related to internal stable attributions for negative events that was characteristic in depression, and had significantly effect on internal stable attributions for negative events. As age of ADHD children increased, their internal attribution for negative events reduced. It seems that their depression and anxiety level is associated with current stress event rather than maladaptive cognitions. Suggestions and limitations of this study, and the directions for future study were discussed.

• Proceedings of the Korean Society for Language and Information Conference
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• 2001.06a
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• pp.237-257
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• 2001

This paper investigates the idiosyncratic understanding of universal quantifiers such as every, each or all by young children at the ages of 4 to 7, and argues that the phenomenon is explicable in terms of the maturation of both the cognitive system and the linguistic system. Evidence for this dual explanation comes from the fact that the visual input, a picture, plays a key role in determining the children’s conceptual representation, suggesting the need for the central integration of visual and linguistic elements; and from the fact that a quantifier in the linguistic input has an intrinsic property, i.e. a <+focus> feature. I have tried to explain the nature of the cognitive factors in terms of the function of the central system, suggesting a modified form of Smith & Tsimpli’s (1995) version of Fodor’s (1983) modularity hypothesis. Conceptual representations of two kinds are in competition with each other and they are integrated into a neutral LOT (Language of Thought) representation at some point . In the process of this integration, the representations from the visual input predominate over those from the auditory input, though the quantize. (treated as new information provided by the latter) is salient in the final representations. When visual conceptual representations predominate over purely linguistic ones, quantifier spreading errors occur. By contrast, when the relevant grammatical knowledge has developed sufficiently to counteract the conceptual representations, this peculiar behaviour by children should disappear. It is argued that children have to learn two kinds of grammatical fact with regard to universal quantification: (i) they have to learn the status of the quantifier as a functional head of DP so that it has to be positioned inside DP; and (ii) they have to learn the Left-Branch Condition which specifies that movement of an element in the left-branch position is possible only by pied-piping the entire phrase.

• Science of Emotion and Sensibility
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• v.17 no.3
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• pp.83-94
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• 2014

The present study examined the intensity of affective forecasting and the size of affective forecasting errors of people who experienced social exclusion or those high in need to belong. In Particular, a series of studies was designed to explore the moderating role of the types of future events (i.e. social vs. non-social events) in the relationship between social exclusion, the need to belong and affective forecasting. Results indicated that participants who experienced social exclusion or be high in need to belong showed significantly extreme affective ratings on the future social events compared to the future non-social events. Additional results suggested that more social exclusion experiences or higher needs to belong did not affect to the affective ratings on the experienced social events, indicating greater affective forecasting errors of socially excluded people or people with higher need to belong. The implications and limitations of the results were also discussed.

• Journal of Ginseng Research
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• v.18 no.1
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• pp.32-38
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• 1994

Male rats aged 15 months, which had been over-trained with 12 arm radial maze up to the criterion of 1 or 2 errors an average per trial, were divided into two groups and 7 months after the over-training and were studied the effect of red ginseng trial saponin fraction (PT) on the spatial memory function. The rats which could be improved the performance of 9.75$\pm$1.26 (within 185$\pm$8.2 1 sec) were classified into "normal group" (n=4) and the ones, which showed R-maze performance of 7.0$\pm$2.87 within 300 sec, "deteriorated memory group" (n=5). PT was dissolved in distilled water and injected into the deteriorated memory group intraperitoneally at 30 min before R-maze for 3 consecutive days. The injected amount of PT on the 1st day was 10mg/rat, 1mg/rat both on the 2nd the 3rd day. As results, the performance was restored to 9.4$\pm$2.0 after stopping ginseng administration, although the lower performance values (1.4$\pm$0.89, 2.8$\pm$0.83, 3.8$\pm$0.84, respectively) were exerted during the three days of PT administration than before PT administration (7.0$\pm$2.87) since 1 day after administratitan of PT. The restored performance values were continuously maintained up to the level of the "normal group". However, any lower performance values were not observed when PT was administered via intraperitoneal route to the normal group in about of 2 mg/rat except 10mg1ra1. The number of errors when the foods in arms were put at only 6 places was clearly reduced during the 9 days of consecutive administration of PT as compared with untreated control. These results indicated that PT administration may enhance their cognitive function after a long lapse of time not only in the memory deteriorated rats but also in normal ones. The reason exerted lower performance values during PT administration in this paper was discussed as compared with the results of T-maze behavior of another 3-month-aged rats. of another 3-month-aged rats.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.675-684
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• 2008

This study investigated the effects of the prescribed instructional strategy for reducing students' connecting errors in learning chemistry concepts with multiple external representations by students' field independence-dependence. Seventh graders (N=126) at a coed middle school were assigned to control and treatment groups. The students learned "Boyle's Law" and "Charles's Law" for two class periods. Results revealed that the students in the treatment group scored significantly higher than those in the control group in a conception test. The scores of the treatment group were significantly higher than those of the control group in a motivational learning test, especially in 'attention' of the test. However, there was no significant interaction between the instruction and students' field independence-dependence in the two tests. Most students in the treatment group perceived the instruction positively in cognitive and motivational aspects.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.225-234
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• 2014

Robot programming allows students to plan an algorithm in order to solve a task, implement the algorithm, easily confirm the results of the implementation with a robot, and correct errors. Thus, robot programming is a problem solving process based on reflective thinking, and is closely related to students' metacognition. On this point, this research is conducted to develop a robot programming instructional model for tile enhancement of students' metacognition. The instructional processes of robot programming are divided into 5 stages (i.e., 'exploration of learning tasks', 'a teacher's modeling', 'preparation of a plan for task performance along with the visualization of the plan', 'task performance', and 'self-evaluation and self-reinforcement'), and core strategies of metacognition (i.e., planning, monitering, regulating, and evaluating) are suggested for students' activities in each stage. Also, in order to support students' programming activities and the use of metacognition, instructional strategies based on cognitive apprenticeship (i.e. modeling, coaching and scaffolding) are suggested in relation to the instructional model. In addition, in order to support students' metacognitive activities. the model is designed to use self-questioning, and questions that students can use at each stage of the model are presented.

• Korean Journal of Cognitive Science
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• v.26 no.3
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• pp.301-322
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• 2015

This study examined the effect of emotional sounds on satisfaction of search (SOS). SOS occurs when detection of a target results in a lesser chance of finding subsequent targets when searching for an unknown number of targets. Previous studies have examined factors that may influence the phenomenon, but the effect of emotional sounds is yet to be identified. Therefore, the current study investigated how emotional sound affects magnitude of the SOS effect. In addition, participants' eye movements were recorded to determine the source of SOS errors. The search display included abstract T and L-shaped items on a cloudy background and positive and negative sounds. Results demonstrated that negative sounds produced the largest SOS effect by definition, but this was due to superior accuracy in low-salient single target trials. Response time, which represents efficiency, was consistently faster when negative sounds were provided, in all target conditions. On-target fixation classification revealed scanning error, which occurs because targets are not fixated, as the most prominent type of error. These results imply that the two dimensions of emotion - valence and arousal - interactively affect cognitive performance.

• Korean Journal of Culture and Social Issue
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• v.21 no.2
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• pp.177-203
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• 2015

The aims of this study were 1) to compare irrational gambling beliefs of gamblers and non-gamblers, 2) to investigate the role of cognitive error on winning probability thinking error, and 3) to examine the relationship between attributional bias and gambling behavior. A total of 248 subjects were recruited for this study. All subjects were classified into non-gamblers, social gamblers and pathological gamblers, and administered self-report questionnaires to measure irrational gambling beliefs, the probability inference error, the attriburional style, and the attributional bias. A pathological gambler group scored highest on irrational gambling beliefs, especially the overestimation of self-ability factor, and a social gambler group and a non-gambler group follow. All three groups scored higher on the magnification of gambling skills than the mean (4.0) of the scale. Pathological gamblers and social gamblers scored higher on the probability thinking error than non-gamblers. Pathological gamblers displayed higher external attribution, lower internal attribution in their daily life events and higher internal attribution in failure situation than social gamblers and non-gamblers. The results indicate that cognitive errors would be a factor that differentiates pathological gamblers from social gamblers and non-gamblers. In predicting gambling behaviors, overestimation of self-ability of irrational gambling beliefs, internal attribution in failure situation, external attribution in daily live event, and probability thinking error were identified as significant factors. It is concluded that a public education about common cognitive bias featured in gamblers might be important in prevention of pathological gambling behaviors.