• Phonetics and Speech Sciences
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• v.2 no.1
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• pp.127-133
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• 2010

The purpose of the present study was to examine the relationship between sentence repetition and sentence production in school-age children. The participants included 120 school-age children through 1st to 6th grades who were then divided into three grade groups (lower grade: 1st to 2nd grades, intermediate grade: 3th to 4th grades, and higher grade: 5th to 6th grades). The repetition task consisted of 32 sentences that were classified by sentence length (5, 6, 7, and 8 words) and structure (conjunctive and embedded sentences). The sentence production task utilized Lee's (2007) grammaticality judgement and sentence combining task. The findings of present study were as follows. (1) The higher grade performed significantly better than the lower and intermediate grades. (2) The participants performed significantly worse when imitating longer sentences than when imitating shorter ones. In addition, there were interaction effects between grade groups and sentences length. (3) The participants performed significantly better when imitating conjunctive rather than embedded sentences. (4) There was significantly positive correlation between the sentence repetition and sentence production task.

• Korean Journal of Cognitive Science
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• v.7 no.3
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• pp.115-134
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• 1996

The study was designed to investigate implicit and explicit memory for words with processing theory.From experiment 1 to experiment 3,in a study phase,subjects first viewed stimulus words and were required to rate likeness of words of semantic processing task and to count lines of words of perceptual processing task.In a test phase,subjects were tested by implicit word completion task and explicit cued recall task.In experiment 1,levels of processing (LOP)effects were examined.Lop effects were obtained on the explicit memory tasks but not on the implicit memory tasks.In experiment 2,repertition of perceptual processing task influenced onlu implicit memory task.In experiment 3,bepertiotion of semantic processing task affected both implicit memory task and explicit memory task.These findings suggest that repetition effect of stimulus words are explanied better in dual process theory than transfer-appropriate processing theory.

• Korean Journal of Cognitive Science
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• v.18 no.4
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• pp.371-398
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• 2007

This study examined effects of word frequency and semantic transparency on decomposition processes of compound nouns by semantic priming task and repetition priming task. In Experiment 1, it was investigated that decomposition process depended on word frequency of compound noun. Semantic priming effects were found In the compound noun's associate rendition consistently, and repetition priming effects were found in the whole rendition as well as in the part condition irrespective of word frequency and SOA. These results implied that compound noun was processed through decomposition process path and direct access path. In Experiment 2, Effects of semantic transparency on decomposition processes of compound nouns were examined. Semantic priming effects were found when compound nouns' associates were presented as primes irrespective of semantic transparency and SOA, and results were the same as experiment 1b in repetition priming task. Results of experiment 1 and 2 implies that compound nouns are interpreted by interactive activation processes of attributes activated by decomposition path and direct access path.

• Journal of the Ergonomics Society of Korea
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• v.18 no.2
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• pp.103-120
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• 1999

The purpose of this study was to evaluate the manual workload in repetitive wrist and finger motion. To evaluate manual workload, angular displacement of the joint, EMG of the muscle and subjective rating were studied. Both wrist motion and finger motion were studied. A screw-driving task was used for the wrist motion experiment. A keyboard typing task was used for the finger motion experiment. All finger joint angles and wrist angles were measured by an angle-measuring glove($CyberGlove^{TM}$, Virtual Technologies, Inc.). Surface EMG was recorded from FCU muscle and FDS muscle simultaneously with the angle measurement. Subjective ratings of exertion were also recorded using the modified Borg's CR-10 scale. Repetition rates of 0.5, 1, 2 motions per second were used with each task. As a result, manual workload increased with increasing repetitiveness. Peak spectral magnitude and frequency components corresponded closely with joint angular displacement amplitudes and repetition rates. Results of the correlation analysis showed that there were significant correlation among EMG, frequency-weighted motion and subjective measurement. Both EMG and frequency-weighted filtering showed consistent workload estimation with increasing task frequency. Subjective ratings showed slight over-estimation of the workload as the task frequency is increased.

• Phonetics and Speech Sciences
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• v.16 no.3
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• pp.25-31
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• 2024

The present study replicated and extended a previous research investigating whether orthographic forms, such as a single letter or a digraph representing the same sound, affect sound duration in L2 production. Results of a previous study (Han et al., 2024) showed that Korean learners produced the same English vowel with a short duration when spelled with a single letter and a long duration when spelled with digraphs. This variation in duration did not appear when producing English consonants with various spellings. However, these results may be attributable to the task type, namely the delayed repetition task, which might have prevented direct imitation from sensory memory. To test whether the overt presentation of letters shows orthographic effects for consonants as well as vowels, this study employed a read-aloud task. This study further examined whether individual differences in proficiency, measured by vocabulary size, influenced the magnitude of orthographic effects in the production of English vowels by Korean learners. The present results replicated those from the delayed repetition task, suggesting that the orthographic effects shown in previous research were not attributable to the task type employed to evaluate L2 production. We also found that individual differences in vocabulary size are not strongly related to the influence of orthography on vowel production.

• Korean Journal of Cognitive Science
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• v.33 no.1
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• pp.1-22
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• 2022

Lavie's perceptual load theory (Lavie, 1995) proposes that the influence of distractors would be blocked as the load gets higher. Studies of perceptual load have usually adopted the flanker task, developed by Eriksen and Eriksen (1974), which measures reaction time on the target flanked by distractors. In the post-cueing forced task, participants should report the identity of the target cued later, and negative repetition effect (NRE) has often been observed. NRE means the effect that the accuracy of identification is worse when the target is flanked by the same nontargets than when flanked by different nontargets. This study has tried to check whether perceptual load has an effect on identification rate and NRE. Experiment 1 manipulated the similarity between targets and a distractor, and observed a tendency of NRE, but not the effect of perceptual load. Experiment 2 used 4, 2 (in two kinds of diagonal arrangement), or none distractors of the same identity to burden more perceptual load. NRE was significant and perceptual load showed significance but not a linear trend. Experiment 3 checked again whether NRE would be varied according to two levels of perceptual load strengthened by positional variability of load stimuli, but did not find the effect of perceptual load. It is concluded that perceptual load might have a limited effect on the early stage of perceptual processing due to divided attentional processing of the targets briefly exposed. Implications of this study were discussed.

• Korean Journal of Cognitive Science
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• v.23 no.1
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• pp.25-46
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• 2012

When performing a monotonous task, one often experiences an urge to quit. This urge may vary depending on how long one has performed the task (a temporal factor) and on which particular component of the task one is carrying out (an event-based factor). Using the Stroop task and a working memory task, we examined changes in the urge to quit as a function of basic temporal (repetition) and event-based (cognitive conflict) factors. Consistent with the law of least work and recent theorizing, for the memory task, urges to quit were greater following difficult trials; for the Stroop task, urges to quit were greater following incongruent than congruent trials, but only during early/novice phases of performance, when responding is inefficient. This is a demonstration of an avoidance response toward cognitive conflict. Regarding temporal sources of quitting, urges to quit were greater for late task stages than early stages. These basic findings may illuminate the nature of the more 'hot' motivational struggles involving the delay of gratification.

• Korean Journal of Cognitive Science
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• v.15 no.2
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• pp.17-22
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• 2004

Two experiments were executed to investigate the effect of uniform connectedness systematically using the identification task of briefly exposed forms. Previous study observed negative repetition effected (i.e., NRE) in the identification task of two parentheses either connected or disconnected vertically, which was interpreted as an evidence against the hypothesis of uniform connectedness. Experiment I tested the hypothesis that NRE resulted from the Perceptual set or anticipating disconnected displays. Experiment 2 tested the hypothesis that NRE resulted from relatively shorter exposure time. Using partial report task asking participants to report only the cued target and whole report task asking them to report the whole pattern with only connected displays, experiment 1 observed NRE respectively. Experiment 2, with longer exposure time equivalent to 83% accuracy and response bias controlled by use of catch trials, obtained the same NRE. Those results seems to indicate that uniformly connected forms were processed analytically by perceivers without task demand and futhermore, the hypothesis of uniform connectedness as a principle of perceptual organization is not plausible.

• Korean Journal of Cognitive Science
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• v.21 no.4
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• pp.603-625
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• 2010

Neural representation of a visual object is distributed across visual cortex and overlapped with those of many other objects. Thus repeating an object facilitates the recognition of the object while it impairs the recognition of other objects. These effects are called repetition priming and antipriming, respectively. Two experiments investigated a new phenomenon of repetition antipriming, in which a repeated object itself is antiprimed. The learning stage presented object pictures which were degraded at various levels. Participants determined how recognizable each object was. Then, the test stage presented the intact version of the object pictures and made participants to perform a categorization task. Both Experiment 1 and 2 found that the processing of the objects that had been recognized were facilitated (repetition priming) while the processing of the objects that had been perceptually ambiguous were impaired (repetition antipriming). These findings suggest that experiencing a perceptually ambiguous object might enhance the connection between feature-level representations and multiple object-level representations, which impairs the subsequent recognition of the repeated object.

• Korean Journal of Child Studies
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• v.23 no.6
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• pp.33-47
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• 2002

This study examined the effects of conditions of generation(0, 1, or 2 cognitive operations) and task difficulty in children's recall. Subjects were 40 children in each age group, 8-year-olds and 10-year-olds. Each subject was shown 12 simple or difficult multiplication problems in one of the conditions of generation. After a buffer task, subjects were required to recall correct answers to the problems in random order. The data were analyzed by ANOVA and simple main effect analyses. Results showed that generation effect(GE) occurred among children younger than 12, and GE improved with age. Learning from cognitive operations was more effective than learning through simple repetition. Easier tasks led to greater GE, a phenomenon explained by procedures used in this study.