• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.322-328
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• 2000

This study discusses cognition as a computable mapping in cognitive system and relates G del's Incompleteness Theorems to the computability of cognition from a metamathematical perspective. Understanding cognition as a from of computation requires not only Turing machine models but also neural network models. In previous studies of computation by cognitive systems, it is remarkable to note how little serious attention has been given to the issue of computation by neural networks with respect to G del's Incompleteness Theorems. To address this problem, first, we introduce a definition of cognition and cognitive science. Second, we deal with G del's view of computability, incompleteness and speed-up theorems, and then we interpret G del's disjunction on the mind and the machine. Third, we discuss cognition as a Turing computable function and its relation to G del's incompleteness. Finally, we investigate cognition as a neural computable function and its relation to G del's incompleteness. The results show that a second-order representing system can be implemented by a finite recurrent neural network. Hence one cannot prove the consistency of such neural networks in terms of first-order theories. Neural computability, theoretically, is beyond the computational incompleteness of Turing machines. If cognition is a neural computable function, then G del's incompleteness result does not limit the compytational capability of cognition in humans or in artifacts.

• Journal of Korean Library and Information Science Society
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• v.35 no.1
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• pp.303-317
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• 2004

The purpose of this study was to develop a framework for predicting searching performance through an understanding of how cognitive ability relates to searching process and outcome. Specifically, this study examined the relationship between spatial visualization, logical reasoning, integrative reasoning, and information searching process and outcome. Information searching process was assessed by seven search process indicators: (1) search command selection: (2) combination of search commands; (3) application of Boolean logic: (4) application of truncation; (5) use of limit search function; (6) number of search statements; and (7) number of search errors made. Searching outcome was assessed by the number of correct answers to search questions. Subjects first took three standardized cognitive tests that measured cognitive abilities, and performed online catalog searching in response to seven information search questions. The searches were logged using Lotus ScreenCam, and reviewed for the analysis. Factor analysis was used to find underlying structures of the seven search process variables. Multiple regression analysis was applied to examine the predictive power of three cognitive variables on three extracted factors, and search outcome. Results of the data analysis showed that individual differences in logical reasoning could predict information searching process and outcome.

• Korean Journal of Food Science and Technology
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• v.54 no.1
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• pp.52-58
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• 2022

Phosphatidylserine (PS) is an essential component of the cerebral cortex and is associated with cognitive function. In this systematic review, the effects of PS on cognitive function in the elderly population are examined. The literature search included PubMed, EMBASE, Cochrane, and Web of Science databases. Subsequently, nine studies, including five randomized controlled trials and four pre-post studies, were selected. There were 961 participants in the selected studies; PS dosage varied from 100 to 300 mg/d, and the experimental period ranged from 6 weeks to 6 months. Five out of the nine selected studies were assessed to have a 'low' risk of bias, whereas the other four studies were assessed to have 'some concerns' regarding the risk of bias. The results of the meta-analysis concluded that PS had a positive effect on the memory of older adults with cognitive decline. Thus, PS appears to improve age-associated cognitive decline, especially memory, with no adverse effects.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.408-415
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• 2004

The purpose of this study is to investigate the effect of the delayed resolution of cognitive conflict on middle school students' conceptual change in learning the concept of the action and reaction with cognitive conflict strategy. The subjects were divided into 3 groups according to the time in which teacher tried to resolve cognitive conflict: instant resolution group, 2-day delay resolution group, and 7-day delay resolution group. Pretest, just before test, posttest, and delayed posttest were examined to measure the degree of conceptual change. Delay resolution groups' students answered the questionnaire asking what they had done to resolve cognitive conflict during the period which had been delayed resolution of cognitive conflict. The results of this study were as follows. First, instant resolution group showed significantly more scientific conceptual change than delay resolution groups. Secondly, most of delay resolution groups' students who tried to resolve cognitive conflict interacted with their peers. Also, delayed resolution of cognitive conflict was not helpful to resolve cognitive conflict. Thirdly, in delay resolution groups, we found the tendency that students who spent more than 30 minutes trying to resolve cognitive conflict altered their preconceptions into scientific concepts more easily than the others did. According to the results of this study, instant resolution of cognitive conflict is more effective on scientific conceptual change than delayed resolution of cognitive conflict.

• Therapeutic Science for Rehabilitation
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• v.13 no.1
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• pp.49-63
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• 2024

Objective : The purpose of this study was to investigate parental perspectives on cognitive rehabilitation using a combination of phenomenological research methodology and word cloud analysis. Methods : Interviews were conducted with five parents of children with developmental disabilities. Word cloud analysis was conducted using Python, and five researchers analyzed the meaning units and themes using phenomenological methods. Words with high frequency were considered as a heuristic tool. Results : A total of 43 meaning units and nine components related to the phenomenon of cognitive rehabilitation were derived, and three themes were finalized. The main themes encompassed the definition of cognitive rehabilitation, challenges associated with cognitive rehabilitation, and factors influencing the selection of a cognitive rehabilitation institute. Cognitive rehabilitation emerged as a treatment focused on improving learning, daily functioning, and cognitive abilities in children with developmental disabilities. The perceived issues with cognitive rehabilitation pertained to treatment methods, therapist expertise, and associated costs. In addition, parents highlighted the importance of therapist expertise, humane personality, and affordability of cost and schedule when choosing a cognitive rehabilitation institute. Conclusion : Parents expressed expectations for substantial improvements in their children's daily functioning through cognitive rehabilitation. However, challenges were identified in clinical practices. Going forward, we expect that cognitive rehabilitation will evolve into a better therapeutic support service addressing the concerns raised by parents.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.202-205
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• 2005

대부분의 실험상황과 달리 실제 상황에서 사람들은 의사결정에 필요한 정보를 직접 획득해야 한다. 기존의 연구는 정보 획득 방략이 고정된 것으로 간주하였다. 그러나 반복적인 의사결정은 환경에 대한 피드백 학습을 가능케 하여 심적 모형 형성에 영향을 미치며, 심적 모형의 변화는 정보 획득 방략의 변화를 초래한다. 이 연구에서는 심적 모형 형성과 정보 획득 방략의 변화에 대해 고찰하였다.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.239-243
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• 2005

랩 음악은 음악의 특성과 발화 언어의 특성을 가지고 있으며 음악적 특징을 가진 시와도 공통점을 가진다. 이러한 유사성을 근거로 Eminem이라는 랩 가수의 freestyle음악을 음성분석 프로그램을 사용하여 분석하였다. 대상 음악이 즉석적인 발화였음에도 불구하고 각운 부분에서의 피치(pitch)와 리듬은 매우 유사한 값을 보였다. 분석 결과에서 보여준 약간의 차이 값은 인간의 지각 능력과 성향을 고려하여 봤을 때 같은 피치(pitch) 같은 리듬으로 지각하기에 충분하다고 결론 내렸다.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.15-45
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• 2004

The purpose of this study is to find out the effect of science journal writings on the cognitive and affective features of the science gifted students. In this research, the tasks of on-line science journal writings were assigned for 6 months and the subjects in this study were 21 students of Chemistry Division of the Center for Science Gifted Education, Seoul National University. Consequently in science journals, science concepts are found in various aspects according to the writing formats, and psychological and behavioral characteristics of the science-gifted are revealed in positive or negative aspects. In cognitive prospect, science journal writing equips students with better understanding about science concepts and scientific research. In affective prospect, science journal writing help students improve observation and attitude toward science as wren as writing skills. Accordingly, science journal writing has positive effect on cognitive and affective characteristics of the science-gifted. In conclusion, acknowledged by most of science-gifted students as both beneficial and appropriate in their education program, science journal writing should be emphasized in education for science-gifted students.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.117-139
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• 2012

This study compared the cognitive conflict on peer instruction concerning the level of difficulty in question, between middle school science gifted students and non-gifted students. For the study, 35 the 7th grade science-gifted students in the organization affiliated with Science Education Institute for the Gifted in Seoul and Gyeong-gi province, and 14 the 8th grade science-gifted students, and 71 the 8th grade students. They performed peer instruction on propagation of straight light and composition of light and then, discussed three concept problems. After discussing the students took paper pencil test about changing levels of cognitive conflict. Regardless of the level of difficulty in question, the science-gifted students showed meaningful decreased figures on cognitive re-evaluation factors after peer-discussion. They trusted their peers, so during discussion, they explained their concepts. Furthermore discussion process enabled them to do reflective thinking. consequently, discord of students dropped, and total figures of cognitive conflict also declined. Science-gifted students have a tendency to worry lower than general students, though they felt anxiety as difficulty of the problems after peer-discussion. Through peer-discussion, science-gifted students presented statically decreased anxiety factors. By means of analyzed results of changing cognitive conflict of science-gifted students, developing and adapting strategies of cognitive conflict considering learner characteristics of science-gifted students is needed.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.256-265
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• 1999

The purpose of this study is to investigate the relationship between cognitive levels and achievement of science process skills. A science laboratory process skills test based on optional instrument of the SISS was administered to a sample of 162 students in the 8th grade. Practical assessment tasks consisted of the contents about acid, base, density, and a property of cobalt chloride. The format of this practical test was the station type that students had to conduct a short activity. Science process skills included three sub-skills which were categorized as designing, performing, and reasoning. As cognitive levels develop from concrete operational stage to transition stage and formal operational stage. total scores of science process skills and mean scores of sub-skills were significantly increased. Regardless of cognitive levels. all students were more successful on performing than designing or reasoning. In case of being controlled cognitive levels, gender differences and area differences were not detected in achievement of science process skills. According to these results. there was a strong relationship between cognitive levels and achievement of science process skills by practical assessment. This study implies that considering student's cognitive levels is very important for improving science process skills.