• Journal of Gifted/Talented Education
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• v.6 no.1
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• pp.93-109
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• 1996

The purpose of this study was to investigate the relationship between learning strategies and cognitive learning abilities with achievement scores of elementary school children. To achieve this purpose, 109 sixth grade children were sampled in Seoul-City, and the 'Questionnaire on the Learning Strategies and Learning Abilities Test' were administered to them. The collected data were analyzed by Pearson's Product Moment Correlation and Multiple Regression Analysis. The major findings of this study were as follows: Firstly, there appeared to be statistically significant correlations between learning strategies and achievement scores. The process of thinking variable of learning strategies were most significantly correlated with achievement scores(r=.251- .458, p<.01). The calculated R2 indicated that the combined effects of process of thinhng and affective domain on the achievement scores were about 21.5%. Secondly, there appeared to be statistically significant correlations between cognitive learning abilities and achievement scores. The verbal reasoning and verbal comprehension variable of cognitive learning abilities were most significantly correlated with achievement scores(r=.215-,493, p<.01). The calculated R2 indicated that the verbal reasoning and verbal comprehension variable of cognitive learning abilities explained about 27.6% of the variance of achievement scores. Thirdly, there appeared to be no statistically significant correlations between learning strategies and cognitive learning abilities. The results of this study shows that the development of learning strategies and cognitive learning abilities could improve the achievement scores in school learning.

• Fashion & Textile Research Journal
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• v.23 no.5
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• pp.586-597
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• 2021

Personalized product recommendation service is receiving attention as a new marketing strategy while supporting consumer information search and purchasing decisions. This study attempted to verify the effect of self-reference on service use behavior through the dual path of cognitive attitude and emotional attachment. Using convenience sampling, an online survey was conducted with 324 women who were in their 20s and 30s. After collecting and compiling the survey data, the reliability and validity of variables constituting the conceptual research model were verified through confirmatory factor analysis using AMOS 22.0. Next, the significance of sequentially mediated pathways was verified using Process 3.5 Model 80. The results showed that self-referencing not only significantly affects service use intention by simply mediating cognitive attitudes but also sequentially mediates cognitive attitudes and additional information search. Furthermore, self-referencing was significant as an indirect path to service use intention by mediating additional information search. However, in the path mediated by emotional attachment, self-referencing was considered as a simple mediated path leading to service usage intention. These results indicate a dual path in the psychological mechanism, through cognitive and emotional evaluation, that prompts consumer behavioral responses to the personalized product information provided in the shopping process.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.503-513
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• 2005

The purpose of this study was to analyze the generating processes of scientific emotion, that appears during the generation of biological hypotheses. To perform the study, a tentative model was set up through pilot test, a think-aloud training procedure was planned and a standardized interview instrument was developed before getting protocols. In this study, 8 college students were selected to bring out protocol through the method of think-aloud, retrospective debriefing, focused interview and observing. As the result of analysis of the collected protocol through coding scheme, 4 types of process for scientific emotion-generating were sorted out. First type was a basic process which was a feeling process in prior to recognition. Second type was a retrospective process that explains the process of retrospect for emotional memory based on the past. Third type was a cognitive process and it explains emotion that occurs during thinking process to achieve cognitive goal. Fourth type was an attribution process and it explains that emotion is generated in the process of attribution for cognitive goal's achievement. These types of process of scientific emotion-generating can contribute the basis for developing cognitive model of EBL (Emotional Brain-based Learning) strategy.

• Journal of the Ergonomics Society of Korea
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• v.23 no.3
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• pp.73-88
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• 2004

This study was contrived Hierarchical Information Search (HIS) model. HIS model is based on a “cognitive process” in which model, comprising basic human information processing mechanize and information interaction. Its process include 3 semantic cognitive processes: Schema-Association LTM, Form Domain, and Alternative Selection. Design methodology consists to elicitate memory, thinking and cognitive response variables. In case study, menu structure of mobile phone was applied. In result, a correlation between predictive error rate and real error rate was .892. and a correlation between selective and real reaction time was .697. This present to suggest a model of how the methodology could be applied to real system design effectively when this was used. HIS model could become one of the most important factors for success of product design. In the perspective, the systemic methodology would contribute to design a quantitative and predictive system.

• East Asian mathematical journal
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• v.37 no.4
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• pp.461-480
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• 2021

There have been gradually a few studies on Noticing in the domestic and international area. For the purpose of increasing the concern on teacher noticing and pursuing the affluent studies on the noticing, this study tried to explore and understand the background, the meaning, and the properties of the teacher noticing while summing up the views of the various researchers. As a result, the teacher noticing could be defined as a cognitive process which is focused on mathematical objects, students' mathematical thinking, students' emotions, teaching strategies, classroom environment and interprets them to determine how to react. From this, noticing might be cognitive process which is a combined form of the objects and cognitive behavior, while the objects whom teachers notice covers up the mathematical objects and the teaching objects. Eventually, this study expects to serve as a basis to foster the in-depth understanding of teacher noticing and to derive the follow-up studies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.9
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• pp.358-372
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• 2020

This study examined the effect of cognitive reserve on the cognitive function in adults. In addition, this study investigated the direct and indirect effects of factors, such as subjective memory decline, depression, and quality of life on the cognitive function. The participants consisted of 253 adults who were 40 to 80 years of age. The assessment tools included the cognitive function scale, depression scale, quality of life scale, subjective memory decline, and cognitive reserve scale. The data results were analyzed using SPSS 25.0, and PROCESS macro for SPSS Version 3.3 and bootstrapping were used. The results of multiple mediating of the cognitive reserve and cognitive function in adults did not have a mediating effect in depression and subjective memory decline, and the quality of life showed a complete mediating effect in the relationship between the cognitive reserve and subjective cognitive function. Based on the results of this study, adults must accumulate cognitive reserve continuously through various activities and continuous training so that the cognitive function can lead to a positive direction. Nevertheless, more studies on cognitive reserve and cognitive function in healthy adults are needed.

• The Journal of Industrial Distribution & Business
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• v.9 no.8
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• pp.35-40
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• 2018

Purpose - The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology - This study is a case study of learner's learning process in e-learning. After completion of the study, an in-depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results - In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.

• Journal of information and communication convergence engineering
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• v.11 no.4
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• pp.223-228
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• 2013

Cognitive radio has been recently considered a promising technology to improve spectrum utilization by enabling secondary access to licensed bands that are not used by primary users temporarily or spatially. A prerequisite to this secondary access is the lack of interference to the primary system. This requirement makes spectrum sensing a key process for cognitive radio. In this study, we consider amplify and forward (AF)-based cooperative spectrum sensing for cognitive radio networks where multiple relay nodes are utilized to amplify and forward the primary user signal for better spectrum sensing, and maximum ratio combining is used for fusion detection by a cognitive coordinator. Further, the detection probability and the bit error rate of AF-based cooperative spectrum sensing are analyzed in fading multiple cognitive relay channels. The simulation results show that the AF-based cooperative spectrum sensing scheme outperforms the conventional scheme.

• Journal of the Korean Society of Safety
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• v.18 no.2
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• pp.104-118
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• 2003

It has been criticized that conventional human reliability analysis (HRA) methodologies for probabilistic safety assessment (PSA) have been focused on the quantification of human error probability (HEP) without detailed analysis of human cognitive processes such as situation assessment or decision-making which are crticial to successful response to emergency situations. This paper introduces a new human reliability analysis (HRA) methodology, AGAPE-ET (A guidance And Procedure for Human Error Analysis for Emergency Tasks), focused on the qualitative error analysis of emergency tasks from the viewpoint of the performance of human cognitive function. The AGAPE-ET method is based on the simplified cognitive model and a taxonomy of influencing factors. By each cognitive function, error causes or error-likely situations have been identified considering the characteristics of the performance of each cognitive function and influencing mechanism of PIFs on the cognitive function. Then, overall human error analysis process is designed considering the cognitive demand of the required task. The application to an emergency task shows that the proposed method is useful to identify task vulnerabilities associated with the performance of emergency tasks.

• The Mathematical Education
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• v.54 no.4
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• pp.365-383
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• 2015

Factorization asks the recognition of the structure of polynomials, compared to polynomial expansion with process characteristic. Therefore it makes students experience a lot of difficulties. This study aims to figure out causes of the difficulties by identifying students' cognitive characteristics in factorizing in the perspective of 'structure sense'. To do this, we gave six factorizing problems of three types to middle school students and selected six participants as interviewees based on the test results. They were classified into two categories, structure sense and non-structure sense. Through this interview, we figured out the interviewee's cognitive characteristics and the causes of difficulty in the perspective of structure sense. Furthermore, we suggested some didactical implications for encouraging structure sense in factorizing by identifying assistances and obstacles for recognition of structures.