• Asia Marketing Journal
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• v.16 no.4
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• pp.59-73
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• 2015

Previous research has revealed that people feel past target events are more distant when they recall more intervening events, event markers, that are both accessible in memory and perceived to be related to that target event (Zauberman, Levav, Diehl, and Bhargave 2010). This phenomenon was called the systematic effect of event markers (SEEM). In this research, we explore the moderating effect of the valence of the target event on SEEM and suggest the difficulty of recalling event markers as the possible mechanism. Study 1 shows that SEEM mainly occur when the valence of the target event is negative rather than positive. Study 2 showed that even though people have more difficulty recalling four event markers than one regardless of event valence, the difficulty of recalling event markers only mediates SEEM when the target event valence is negative. Furthermore, when the target event is positive, SEEM does not exist, confirming that the mediating role of the difficulty of recalling event markers on SEEM is moderated by the valence of the target event.

• Journal of the Korean earth science society
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• v.28 no.4
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• pp.405-414
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• 2007

This study examined students' achievement of Earth science in the Trends in International Mathematics and Science Study (TIMSS) that was conducted with 46 participating countries in 2003 and analyzed average percent-correct items for Earth science were analyzed in terms of subcategory, item type and cognitive domain. In addition, items showing a gender difference and a big difference in the test scores of Korean and international students were analyzed. Korean students performed higher than the international average, especially in the astronomy-related topic and in the cognitive domain of 'reasoning and analysis'. In an analysis of the five items that Korean students scored lower than the international average, Korean students performed not so well in demonstrating what they understood with drawings and writings. Korean female students showed a difficulty more than male students did in multiple-choice items that asked recalling of factual knowledge and demonstrated lack of confidence in the items that they have not learned yet. Based on the result content organization of Earth science curriculum and ways to improve teaching and loaming methods were recommended.