• Journal of Korean Institute of Industrial Engineers
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• v.42 no.2
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• pp.80-85
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• 2016

This study suggests a process design using cognitive processes. Job characteristic model for job design and recent cognitive engineering studies for process design are reviewed briefly. By using these concepts, the lean production system is re-interpreted in terms of cognitive engineering and the latent dimensions of the lean production system are revealed as the application of cognitive engineering principles. An integrated process design framework for cognitive manufacturing system using job characteristic model is suggested for the effective design of manufacturing system. Propositions for empirical analysis of this model are also analyzed through a questionnaire survey. Propositions are (1) experiential cognition and motivation potential affect the ability, role perception, and need for achievement of the operator in the manufacturing system, (2) the ability, role perception, and need for achievement of the operator affect the job performance. Both propositions are supported by correlation analysis and path analysis.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.570-579
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• 2007

Instructional objectives clearly show what teachers should teach in the class and how they lead the class, focusing on a certain activity for their students in the class. Clear instructional objectives are a prerequisite for teachers to accomplish effectively their curriculum. The revised Bloom's taxonomy table of educational objectives has been introduced in 50 years since the publication of his original taxonomy table in 1956. Bloom's revised taxonomy table of educational objectives has two-dimensions, the "cognitive process" dimension and the "knowledge" dimension, and it classifies class objectives more elaborately and clearly. This study was designed to classify instructional objectives stated in elementary science guidebooks for teachers into Bloom's revised taxonomy table, and see how the objectives of elementary science classes were categorized by grade level and areas. In addition, this study examined how the objectives of elementary science classes by study area were classified into the new taxonomy table. This study classified 618 elementary science instructional objectives of third- to sixth-grade science guidebooks for teachers into Bloom's revised taxonomy table. The results showed that the objectives of elementary science classes emphasized disproportionately some of the knowledge and cognitive process dimensions. In the area of subjects while the percentages of factual knowledge were very high, those of meta-cognitive knowledge were low.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.9-16
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• 2022

This study attempted to analyze the achievement criteria of the 2015 special curriculum middle school physical education curriculum based on Bloom's new education goal taxonomy. To this end, 184 sentences based on the common curriculum and basic curriculum achievement standards of the relevant curriculum were analyzed into a total of 24 combinations of 4 dimensions of Bloom's new education goal taxonomy and 6 dimensions of cognitive courses. The results of the study are as follows. First, in the case of the special curriculum physical education and middle school achievement standards, unlike the analysis of the basic curriculum of elementary schools shown in previous studies, the 'procedural knowledge-applying' combination was the most common, and it was confirmed that there was a hierarchy by school level. In addition, the dimensions of knowledge and cognitive processes were relatively diverse, confirming the key points of physical education and middle school classes for disabled students. Second, in the case of the common curriculum among the lower curriculum, knowledge and cognitive process dimensions were relatively diverse except for cognitive process dimensions such as 'remember', and higher knowledge and cognitive process dimensions such as 'metacognitive knowledge' and 'creative'. Third, in the case of the basic curriculum among the lower curriculum, the 'procedural knowledge-applying' combination was excessively concentrated at 60.7%, which was analyzed to require improvementsary.

• Journal of the Ergonomics Society of Korea
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• v.18 no.3
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• pp.73-86
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• 1999

Nowadays, VCR(Video Cassette Recorder) has various functions, but users use to fail operating these function because of the complexity of operation. The process of operating VCR contains user's cognitive characteristics. It is necessary for designing it that we must identify a user's mental process in the behind of operational behaviors. This effort, as well as considering physical dimensions and layout, can make VCR easy to use. In this research, VCR remote controller are analyzed by the cognitive method and experiments. Three types of VCR remote controllers, cognitive VCR models and two non-cognitive(typical) VCR models, are adopted as experimental objects to test the validation of the suggested user's cognitive mode of VCR. As results, when VCR was operated by the cognitive prototype of remote controller, task completion time was reduced to 80.5%, and the number of errors was reduced to 96.8%.

• Journal of Distribution Science
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• v.17 no.8
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• pp.45-56
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• 2019

Purpose - This study aimed at investigating the mediation roles of attitude dimensions in the effects of involvement type on hedonic product purchase intention and moderation role of lay rationalism in the effects of involvement type on attitude dimensions. Research design, data, and Methodology - "Wenjuanxing" was used online to make questionnaire, which was loaded on Wechat and QQ. 125 data were collected online in China. The Process macro model 58 including moderation of the two paths in the causal sequence was used to verify hypotheses. Results and Conclusions - First, cognitive (affective) involvement had positive effect on the utilitarian (hedonic) dimension of consumer attitude and the purchase intention. Second, hedonic dimension of attitude had positive effects on purchase intention, but utilitarian dimension of attitude had not significant positive effects on purchase intention. Third, Lay rationalism did decrease (did not increase) the positive effects of affective (cognitive) involvement on hedonic (utilitarian) dimension of attitude. Therefore Marketing managers should understand the differences between the cognitive involvement and affective involvement, and develop the ways by which they attract consumers to choose their hedonic product. And they should give affective (cognitive) information to the customers with low (high) rationalism consumers when they do marketing for their hedonic product.

• Journal of the Korean Society of Clothing and Textiles
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• v.21 no.1
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• pp.104-118
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• 1997

Consumers experience various cognitive and emotional contents of clothing through postpurchase process. These experiences may affect consumer satisfaction as well as brand attitude toward clothing products. The purpose of this study was to examine the effects of consumption experiences on the brand attitude toward clothing products. The research questions for accomplishing the purpose of this study were to investigate 1) the dimension of consumption experiences, 2) relationships among consumption experience, satisfaction and brand attitude toward clothing. The sample of this study was consisted of 431 females. The survey method, and factor analysis and regression were utilized for this study. The results were as follows; First, it was found out the consumption was composed of two dimensions such as cognitive and emotional experiences. According to the result of factor analysis, the cognitive experiences through consumption process were composed of 6 factors, that is, the suitability, fitness, utility/economy, sewing, deformation, and management. And emotional experiences were composed of 5 factors, that is, unpleasure, activeycomfort, inter-oriented pleasure, extra- oriented pleasure, tension. Also emotional experiences could be composed of two dimensions, that is, positive and negative emotion. The positive emotions were included pleasure and active/comfort. The negative emotions were included unpleasure and tension. Second, the result of path analysis showed that consumption experiences were related to satisfaction and brand attitude. A satisfaction influenced on brand attitude more strongly than others. And sewing, activejcomfort, extra-oriented pleasure out of cognitive and emotional experience factors affected to brand attitude directly. Satisfaction was also influenced by cognitive and emotional factors, and was the important mediator in forming brand attitude toward clothing through consumption experience. Above results imply that consumer experience multidimensional cognitive and emotional aspects of clothing through consumption process. The cognitive and emotional aspects consisting of consumption experiences, satisfaction, and brand attitude are interrelated causally. Therefore, experience related variables could be the antecedents of satisfaction and brand attitude. The satisfaction and positive emotion could be also important factors in brand attitude toward clothing.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.183-193
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• 2015

Teacher guidebooks are practical and commonly used resources for teachers to deliver the goals and contents of science curriculum in classroom teaching. Thus, the alignment of teacher guidebooks and science curriculum could be critical to undertake the effectiveness of curriculum implication in science classrooms. This study is to investigate how the learning objectives of science curriculum are implicated in teacher guidebooks by analyzing the dimensions of knowledge and cognitive process in learning objectives in both documents. Grade 3~4 learning objectives (82 objectives in the curriculum, 459 in the teacher guidebook, 541 in total) in 2009 Revised science curriculum and teacher guidebooks were coded and analyzed based on the Revised Bloom's Taxonomy. The analysis focused on how the knowledge dimensions and cognitive processes of the curriculum were emphasized and restructured in the teacher guidebooks to examine the coalition between the two important documents. The study found: 1) the learning objectives in Grade 3~4 in both documents were skewed to certain knowledge dimension (conceptual) and cognitive process (understand); 2) there was a high coalition between unit objectives and lesson objectives in the teacher guidebooks, however, relatively low coalition between the curriculum and the teacher guidebooks; and 3) learning objectives in the curriculum were delivered in teacher guidebooks in various patterns (similar, detailed, additional, in portion, and the same), and 'detailed' and 'additional' were frequently shown. There also appeared new objectives in the teacher guidebooks, which were not present in the curriculum. The findings in this study could provide some suggestions to the current project of developing 2015 Science Curriculum in regard to understanding the dimensions of knowledge and cognitive process of learning objectives and their alignments with textbooks and teacher guidebooks.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.353-364
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• 2024

The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.

• The Journal of Information Technology and Database
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• v.8 no.1
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• pp.41-65
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• 2001

This study proposes evaluation dimensions of object-oriented systems modelling tools and activities available in object-oriented systems development practices. The dimensions ale developed based on previous research in cognitive psychology, information systems modeling study, and object-oriented systems analysis arid design areas. The proposed dimension is composed of two dimensions. The one dimension includes abstraction levels of modelling and the other includes process and representation in modeling activities. Experts on object-oriented modeling were selected to evaluate the practical validity of the proposed dimensions and applications of major object-oriented modeling tools during systems development project. Most of the tools were observed to be used for representing objects rather than for modeling the process of related objects. The proposed modeling dimension will be evaluated for acquiring general validity in future empirical research.

• Journal of Korean Academy of Nursing
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• v.37 no.7
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• pp.1119-1130
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• 2007

Purpose: This study was done to develop the concept of grief focusing on the process of spousal bereavement in Korea. Methods: The Hybrid model was used for analysis according to the 3 phases. An extensive literature review was done for the Theoretical phase. In-depth interviews were conducted with 15 participants whose spouses died within the past 3 years in the Field phase. In the Final analytic phase, the results in the Theoretical and the Field phases were compared, analyzed, and integrated according to the process of grief. Results: The antecedent of the concept of spousal grief was spousal death. The dimensions of grief were classified to inner dimensions related to oneself, relational dimensions related to family and others, and existential dimensions related to the meaning of being. The attributes of grief were physical suffering, decline of cognitive ability, heartbreaking sorrow, expectations and conflicts of a new life, social stigma, dependence on or resentment towards God, etc. The empirical referent of grief was physical, psychological, social, and spiritual health status. The grieving progressed through 3 phases-shock-emancipation, suffering, and integration. Conclusion: Nurses should recognize the importance of their unique position as supporters for grievers, and try to assess individual characteristics and to provide tailored nursing interventions.