• 인지과학
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• 제23권4호
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• pp.487-515
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• 2012

본 연구의 목적은 다양한 방식으로 개개인의 인지능력을 측정하고 문단 이해 능력을 살펴보는 것을 통해 문단이해에 영향을 미치는 인지정보처리 기제를 살펴보는 것이다. 이를 위하여 본 연구에서는 어휘판단 과제와 형태비교 과제를 사용하여 하위 인지능력을 측정하였고 숫자폭 과제, 작업폭 과제와 읽기폭 과제를 통하여 작업기억의 개인차를 측정하였다. 또한 논리적으로 유효한 추론과 유효하지 않은 추론의 처리 속도와 정확도를 살펴보는 것을 통해 고차 인지능력을 측정하였다. 문단이해 능력을 측정하기 위해서는 목표 문장 앞에 원인 문장이 있는 경우와 그렇지 않은 경우에 실험참여자들의 문장의 읽기 속도와 정확도를 측정하였다. 구조 모형을 통해 문단이해에 영향을 미치는 요인들을 살펴본 결과 하위 인지처리의 속도는 고차 인지처리의 속도와 상관이 있고 하위 인지처리의 정확도는 고차인지 처리의 정확도와 상관이 있었으나 고차 인지처리와 하위 인지처리에서 모두 속도와 정확도간의 상관은 나타나지 않았다. 또한 작업기억은 고차 인지처리 및 하위 인지처리의 정확도와는 상관이 있었으나 인지처리의 속도와는 상관이 없었다. 보다 중요하게 문단이해의 속도에는 하위 인지처리의 속도만이 영향을 미쳤지만 문단이해의 정확도에는 작업기억과 고차인지처리 기제가 영향을 미치는 것으로 나타났다. 문단이해의 속도는 문단이해의 정확도에 영향을 미치지 않았다.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.483-492
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• 2007

The purpose of this study was to investigate the relation between the cognitive processes and the mathematical achievement of the 4th grade students. And according to the several studies, there were significant relation between cognitive processes and achievement. Based on the PASS(Planning-Attention-Simultaneous-Successive Processes) Model presented by Das and Naglieri, four cognitive process variables were selected. The results of this study as follows. First, there was not significant relation between attention and mathematical achievement. Second, there was significant relation between planning and mathematical achievement. Third, there was significant relation between simultaneous/successive processes and mathematical achievement. Fourth, the students who got higher scores in the two types (simultaneous/successive)of information processing had more mathematical achievement. Specially, the students who got higher scores in the type of simultaneous information processing had higher scores in mathematical achievement. These results indicated that planning and simultaneous information processing had influence on the mathematical achievement.

• Nuclear Engineering and Technology
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• 제39권6호
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• pp.703-716
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• 2007

As digital and computer technologies have grown, human-machine interfaces (HMIs) have evolved. In safety-critical systems, especially in nuclear power plants (NPPs), HMIs are important for reducing operational costs, the number of necessary operators, and the probability of accident occurrence. Efforts have been made to improve main control room (MCR) interface design and to develop automated or decision support systems to ensure convenient operation and maintenance. In this paper, an integrated decision support system to aid operator cognitive processes is proposed for advanced MCRs of future NPPs. This work suggests the design concept of a decision support system which accounts for an operator's cognitive processes. The proposed system supports not only a particular task, but also the entire operation process based on a human cognitive process model. In this paper, the operator's operation processes are analyzed according to a human cognitive process model and appropriate support systems that support each cognitive process activity are suggested.

• 한국지구과학회지
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• 제26권5호
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• pp.387-394
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• 2005

본 연구는 과학 영재 프로그램을 개발하고 개선하는데 반영하고자 2002년도 서울 대학교 과학 영재 교육센터에서 운영된 과학 영재 프로그램의 각 주제에 제시된 학습 목표, 과학적 모형, 과학 탐구의 인지 과정을 분석하였다. 교육 목표와 과학적 모형, 탐구 활동의 세 요소들은 과학 교육 과정의 구성에 있어서 중요하다는 판단 아래 각 요소들이 제시된 정도를 파악한 후 이들의 수준이 영재 학생들의 인지적 요구를 충족시키는지에 초점을 두어 분석 결과를 해석하였다. 이에 따라 교육 목표의 인지 영역 중에서 상위 사고력 영역에 해당하는 종합 영역, 과학적 모형 중에서 상위수준의 추상성과 복잡성 모형인 다 개념-과정 모형, 과학 탐구의 인지 과정 중 창의성 영역에 해당하는 실험 설계의 인지 과정이 과학 영재 학생들을 가르치는 데 중요한 항목임을 전제하였다. 분석 결과 서울 대학교 과학 영재 프로그램의 각 주제에 제시된 교육 목표는 상위사고력 영역과 하위사고력 영역이 비슷한 비율로 나타나며, 그 중에서 종합 영역은 낮게 나타났다. 과학적 모형은 다 개념-과정 모형보다는 단일 개념 모형이 많았으며 추상성 수준은 중간 정도였다. 과학 탐구의 인지 과정은 실제 과학 탐구의 인지 과정을 고르게 다루지는 않았다. 특히 실험 설계의 인지 과정은 적게 다루고 있었다. 따라서 분석한 과학 영재 프로그램이 과학 영재들의 인지적 요구를 충족시키기 위해서는 종합 영역의 교육 목표, 다 개념-과정 모형, 실험 설계의 인지 능력을 더 많이 반영해야 한다.

• Educational Technology International
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• 제10권1호
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• pp.1-23
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• 2009

Learners are often posited in a paradoxical situation where they are not fully involved in decision making processes on how to learn, in designing their tools. Cognitive artifacts in e-learning are supposed to effectively support learner-centered e-learning. The purpose of the study is to analyze cases of cognitive artifacts and to inquire those design principles for facilitating the learner-centered e-learning. Four research questions are suggested: First, it will be analyzed the characteristics of learners with respect to design of cognitive artifacts for supporting the learner-centered e-learning. Second, characteristics of four cases to design cognitive artifacts in learner-centered e-learning environment are analyzed. Third, it will be suggested the appropriate design principles of cognitive artifacts to facilitating learner-centered learning in e-learning environment. Four cases of cognitive artifacts design in learner-centered e-learning was identified as follows: Wiki software as cognitive artifacts in computer-supported collaborative learning; 'Play Around Network (PAN)' as cognitive artifact to monitor learning activities in knowledge community; Knowledge Forum System (KFS) as a cognitive artifact in knowledge building; cognitive artifacts in Courses-as-seeds applied meta-design. Five design principles are concluded as follows: Promoting externalization of cognitive artifacts to private media; Helping learners to initiate their learning processes; Encouraging learners to make connections with other learners' knowledge building and their cognitive artifacts; Promoting monitoring of participants' contributions in collaborative knowledge building; Supporting learners to design their cognitive artifacts.

• 동의신경정신과학회지
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• 제31권4호
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• pp.249-258
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• 2020

Objectives: S-HTP is a projective test of cognitive activity. The purpose of this study was to examine the response characteristics in the S-HTP test as they related to seven emotions and cognitive processes. Methods: 153 students underwent S-HTP testing. 10 students were excluded and a total of 143 students' data was used for the study. 143 students were classified into four groups by SCAT. A survey was conducted on seven emotions and cognitive processes painting the Whole picture, house, tree, and person, and after receiving IRB review exemption, the chi-square test was conducted to check homogeneity of the groups by gender and age. Finally, frequency analysis by constitution for each item was conducted. Results: The reaction characteristics of S-HTP, focusing on the seven emotions and cognitive processes detailed by Korean Medicine, are as follows: 1. The primary sentiment while drawing during S-HTP was 'Joy (hui)' followed by 'Thought (sah)'. 2. The sentiments while painting during the S-HTP test, and the emotions of looking at the picture after the S-HTP test, increased in 'Joy (hui)' and decreased in 'Thought (sah)'. 3. 'Thought (Sah)' was the highest scored process while drawing S-HTP, followed by 'jee (智)'. However, 'ryeo (慮)' was similar to 'jee (智)' in an unclassifiable constitution. Conclusions: The primary characteristics of the S-HTP test response are 'Joy (hui)' and 'Thought (sah)' in emotion, and 'sah (思)' and 'jee (智)' in cognitive processes. Therefore, it is necessary to verify this during the S-HTP test.

• 의학교육논단
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• 제22권2호
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• pp.57-66
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• 2020

The purpose of this study was to examine teaching strategies from cognitive learning theory applied to medical education and to present specific applications of the strategies and cases. The results of this study yielded (1) seven teaching strategies and specific sample activities that instructors can use based on learning processes in medical schools; (2) nine instructional events to which cognitive learning strategies were applied; (3) principles of curriculum design from a cognitive perspective; and (4) instruction cases employing cognitive teaching strategies. Cognitive learning theory has two implications: first, if instructors in medical schools apply the results of the study to design a class and curriculum, it would be possible for them to minimize cognitive loading of the learners that may stem from ineffective teaching strategies or curricula; second, cognitive teaching strategies that seek improvement in thinking skills could provide useful teaching strategies for medical education, which aims to develop experts with high-level thinking processes. In this sense, cognitive learning theory is not an out-of-date learning theory, but one that can be effectively applied in current medical education.

• 인지과학
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• 제7권2호
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• pp.113-154
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• 1996

• 감성과학
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• 제7권2호
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• pp.163-178
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• 2004

본 연구에서는 수행된 과제와 독립적인 인지과정에서의 개인차와 관계가 있는 인지양식의 차원들을 규명하였고 과제와는 독립적인 인지과정에 대한 Robertson(1985)의 이론을 지지하는 결과를 보여주었다. 각 개인의 초기 인지전략은 다른 과제를 수행해 가는 동안 계속해서 유지되는 것으로 관찰되었고 결국 그것이 그들의 인지양식으로 간주되었다. 그렇지만 개인들의 인지양식은 많은 수행을 거치면서 그 과제들과의 상호작용을 통해 변화하여 그 과제에 특정한 전략을 이끌어낼 수도 있다는 점을 시사하였다.

• Transactions on Control, Automation and Systems Engineering
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• 제1권1호
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• pp.62-68
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• 1999

FCM(Fuzzy Cognitive Map) is proposed for representing causal reasoning. Its structure allows systematic causal reasoning through a forward inference. Authors have already proposed a diagnostic system based on FCM to utilized to identify the true origin of fault by on-line pattern diagnosis. In FCM based fault diagnosis, Temporal Associative Memories (TAM) recall of FCM is utilized to identify the true origin of fault by on-line pattern match where predicted pattern sequences obtained from TAM recall of fault FCM models are compared with actually observed ones. In engineering processes, the propagation delays are induced by the dynamics of processes and may vary with variables involved. However, disregarding such propagation delays in FCM-based fault diagnosis may lead to erroneous diagnostic results. To solve the problem, a concept of FTCM(Fuzzy Time Cognitive Map) is introduced into FCM-based fault diagnosis in this work. Expecially, translation method of FTCM makes it possible to diagnose the fault for some discrete time. Simulation studies through two-tank system is carried out to verify the effectiveness of the proposed diagnostic scheme.