• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.360-374
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• 2003

The idea that students must experience cognitive conflict before conceptual change can occur is not new. In light of this idea, many teaching strategies have been applied in educational practices. However, there is not much literature about how students are experiencing cognitive conflict, how this experience affects students learning processes, and how we use that knowledge to improve our science instruction. This study aimed to propose possible answers about these questions. In this paper, we conducted the first question as a first part of our research. To do this, we reviewed related literature and analyzed protocols that were produced in previous studies. As a result, a model of cognitive conflict was developed. This study's findings may lead to further understanding and use of students' cognitive conflict, which has a complex role in science instruction.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.10 no.16
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• pp.173-182
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• 1987

Motivation models based on the Psychology have contributed to Predict and understand individual behaviors. During the many period, a various type of motivation models have been experimented by the researchers(i.e., need theory that is the first theory in motivation and equity theory, expectancy theory, reinforcement theory, and goal-setting theory centered on cognitive mechanisms). This article's objectives is to analyze motivation models mentioned above in the point of cognitive views (cognitive processes and cognitive mechanisms). Accordingly, the article's structure is consisted of five parts as follows. Part 1. Introduction. Part 2. The theoritical backgrounds of motivation. Part 3. The major theories of motivation. Part 4. The cognitive analysis of motivation theories. Part 5. Conclusion.

• 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 information and communication convergence engineering
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• v.17 no.1
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• pp.21-40
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• 2019

This paper presents a comprehensive survey of various artificial intelligence (AI) techniques implemented in cognitive radio engine to improve cognition capability in cognitive radio networks (CRNs). AI enables systems to solve problems by emulating human biological processes such as learning, reasoning, decision making, self-adaptation, self-organization, and self-stability. The use of AI techniques is studied in applications related to the major tasks of cognitive radio including spectrum sensing, spectrum sharing, spectrum mobility, and decision making regarding dynamic spectrum access, resource allocation, parameter adaptation, and optimization problem. The aim is to provide a single source as a survey paper to help researchers better understand the various implementations of AI approaches to different cognitive radio designs, as well as to refer interested readers to the recent AI research works done in CRNs.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2002.05a
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• pp.3-8
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• 2002

This paper introduces the basic concept of computational modeling of perception processes for multimedia data. Such processes are modeled as hierarchical inter- and intra- relationships amongst information in physical, physiological, psychological and cognitive layers in perception. Based on our framework, this paper gives the algorithms for content-based retrieval for multimedia database systems.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.75-95
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• 2009

The purpose of the study was to investigate the scaffolding processes of children in mathematical problem solving. 3 groups of 4th grade students participated in the study and the researchers proceeded the study for 4 months. The procedures of this research were as followings. First, when the learners solved the problems, the categories of scaffolding processes(by way of unit line coding belong in open codings, the categories were made 25 concepts and integrated 20 subcategories) were produced the 7 results: invite to the learning, set the problems, affective aids, attempt self learning, re-ordering between learners and affirmation self learning. Second, the processes of scaffolding in mathematic problem solving resulted in condition, the present condition, action/interaction and the outcomes. Third, the cognitive and affective aids that discovered in the scaffolding processes were considered the main categories of learner's scaffolding processes in solving the mathematic problems. In conclusion, first, the learners' scaffolding processes, based on Vygotsky's "the zone of proximal development" in selection and presentation of mathematic problems, are very diverse. Peers' affective aids are very important in solving the problems. Second, learners in the scaffolding processes exchange the cognitive and affective aids with each other with joy and earnestness, and the aids can give assistance to all the participants. Third, in the results of observation and analysis in learners' scaffolding processes, it is meaningful to know how they think. Finally, the learners' scaffolding processes are a little unsystematic and illogical compared to those of adults, but those of scaffolders are so similar to those of learners' cognitive and affective systems that they can provide teachers with many merits in understanding and teaching learners.

• Korean Journal of Cognitive Science
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• v.1 no.2
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• pp.193-220
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• 1989

Major research themes, concepts, methodologies, and phenomena in the psychology of perception are reviewed in the present paper with an eye to exploring its possible contributions to methodological as well as theoretical development in cognitive science are proposed in this paper:Computational, intentional-descriptive, and eclectic. An emphasis is placed on how to propose issues in the psychology of perception from cognitive science views.Also explored in detail are possible ways to promote fruitful interactions among several fields in cognitive science, e.g., artificial intelligence, perceptual-cognitive psychology, and neuro-science.One approach is to consider psychology of perception's basic concepts, methodologies, and phenomena that call for the attention of researchers in neighboring fields in cognitive science.Finally discussed is what perception researchers should do in adoptiong a much briader view of perceptual structure and processes, that is, a cognitive science view.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.469-491
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• 2015

The present study investigated the inhibition mechanisms of gifted children, which is one of the main executive functions in human cognitive system. The inhibition process was subdivided into cognitive and emotion aspects in order to examine the interplay between these two aspects with respect to inhibition processing. In Experiment 1, word-color Stroop task was used to study the cognitive inhibition process of 100 gifted children(Gender: 62 males, 38 females; Academic grade: 46 Elementary school students, 54 Secondary school students). In addition, emotional Stroop task was utilized in Experiment 2 to examine the effect of emotional component during cognitive inhibition process. Results revealed a significant cognitive cost (i.e., word-color Stroop effect) when participants had to withhold automatic response during cognitive inhibition task in Experiment 1. Such cognitive cost was reduced as the chronological age of the participants increased, with no difference in gender. The results in Experiment 2 showed no significant emotional inhibition cost (i.e., emotional Stroop effect) during cognitive inhibition task, and there was no effect of gender nor age. This suggests that the emotional component conveyed in words did not lead to cognitive bias effects. This study proposes that the cognitive and emotional inhibition processes are seemingly independent mechanisms that engage in complex interactions during inhibition processing of behavioral response.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.30 no.12
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• pp.19-25
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• 2012

• Proceedings of the Ginseng society Conference
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• 2002.10a
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• pp.113-116
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• 2002