• Proceedings of the Korean Society of Computer Information Conference
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• 2011.01a
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• pp.159-162
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• 2011

이 연구는 인지기제를 활용한 문제기반학습이 학습자의 학업성취도와 수학적 태도에 미치는 효과를 분석하였다. 우선 초등학교 수학과 학습에서 학습자들의 인지과정을 안내할 수 있는 문제기반학습 설계를 위해 문제기반학습 모형에 란다(N. Landa)의 인지기제 교수학습설계이론을 적용하여 인지기제 활용 문제기반학습 모형을 도출하였다. 그리고 초등학교 수학과 4학년 2학기 4개 단원의 8차시를 추출하여 문제를 개발하고 서울시 소재 'ㅈ' 초등학교 4학년 학생들 중 동질집단으로 확인된 2개 학급에 이 모형을 적용하였다. 연구 결과 인지기제 활용 문제기반학습을 적용한 실험집단과 적용하지 않은 통제집단 간 학업성취도 효과에 있어서 통계적으로 유의한 차이가 있었다. 또한 수학적 태도와 관련해서는 하위영역 중 수학에 대한 자아개념과 수학에 대한 태도 영역에서는 유의한 차이가 있었으나 수학에 대한 학습습관 영역에서는 유의한 차이를 보이지 않았다. 특히 세부영역별로 자신감, 흥미, 우월감, 주의집중, 목적의식, 자율학습에 있어서 유의한 차이를 보였으며, 학습기술 적용과 성취동기에 대해서는 유의한 차이가 없었다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.165-167
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• 2013

이 연구의 목적은 자기주도 초등교재의 조망인지기제 활용이 학업성취도 향상에 미치는 효과에 대해 살펴보고 학업성취도 향상에 영향을 주는 조망인지 하위 구성요소(계획, 점검, 평가)가 무엇인지 알아보고자 하는 데 있다. 연구목적을 달성하기 위해 실험집단(조망인지기제 활용 학습교재사용 집단)과 통제집단(기존 교재사용 집단)으로 구성된 초등학생 55명을 대상으로 실험을 실시하였다. 분석결과 첫째, 자기주도 초등교재의 조망인지기제 활용집단(M=70.38)과 전통식 학습집단 (M=60.84)의 학업성취도 평균은 통계적으로 유의미한 차이를 보였다. 둘째, 조망인지 하위 구성요소 중 '점검' 요소가 학업성취도 향상에 긍정적인 영향을 미치는 것으로 밝혀졌다.

• Journal of the Korea Society of Computer and Information
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• v.16 no.11
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• pp.145-152
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• 2011

The study analyzed effects of the problem-based learning utilizing cognitive algorithms in elementary mathematics education in terms of academic achievement and math attitude changes. In order to solve the research questions, a cognitive algorithm-based PBL model was derived based on N. Landa's algorithm-based instructional design theory. And the model was applied to a part of second semester math curriculum for 4th grade of an elementary school located in Seoul. The results showed that the PBL utilizing algorithms can be said to have effects on academic achievement. The PBL model is also considered to have positive effects in enhancing mathematical attitudes of the learners.

• Korean Journal of Cognitive Science
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• v.30 no.1
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• pp.1-30
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• 2019

The main goal of this paper is to understand the underlying cognitive mechanisms of collaborative learning and how it can be supported by technology. The paper first overviews changes in conceptions of learning and distinguishes different types of joint works including collaborative learning. Cognitive mechanisms of collaborative learning are examined in terms of resource pooling, facilitation of constructive activities, knowledge co-construction, and supports for monitoring and regulation. Socio-emotional mechanisms of collaborative learning moderate the directions and strengths of these cognitive mechanisms. Technology supports these mechanisms in a number of different ways. Seven major supports technology provides for collaborative learning are discussed. A deeper understanding of the cognitive mechanisms of collaborative learning can help us to harness the benefits of collaborative learning better and also to develop more sophisticated tools supporting collaborative learning.

• Korean Journal of Cognitive Science
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• v.10 no.3
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• pp.39-49
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• 1999

The space of IID([ndependently, Identically Distributed) textures was built with axes of mean luminance and contrast, and studied on what kind of mechanisms were required to mediate texture segregation in this space. The conjecture was tested that one of these mechanisms is sensitive to the differences between the means of textures to be discriminated, whereas the other is sensitive to the differences between variances. The probability of discrimination was measured for various pairs of textures in the lID space The data were well fit by a model in which discrimination depends on two mechanisms whose responses are combined by probability summation. The conjecture was rejected that two mechanisms respectively tuned to mean and variance of texture function in segregation. Discrimination within space is mediated by 2 independent channels however: the 2 independent channels are not exactly tuned to texture mean and variance. One m mechanism was primarily sensitive to texture mean, whereas the other was sensitive to b both texture mean and variance.

• Korean Journal of Cognitive Science
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• v.29 no.3
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• pp.161-192
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• 2018

Retrieving temporal information of encoded events is one of the core control processes in episodic memory. Despite much prior neuroimaging research on episodic retrieval, little is known about how large-scale connectivity patterns are involved in the retrieval of sequentially organized episodes. Task-related functional connectivity multivariate pattern analysis was used to distinguish the different sequential retrieval. In this study, participants performed temporal episodic memory tasks in which they were required to retrieve the encoded items in either the forward or backward direction. While separately parsed local networks did not yield substantial efficiency in classification performance, the large-scale patterns of interactivity across the cortical and sub-cortical brain regions implicated in both the cognitive control of memory and goal-directed cognitive processes encompassing lateral and medial prefrontal regions, inferior parietal lobules, middle temporal gyrus, and caudate yielded high discriminative power in classification of temporal retrieval processes. These findings demonstrate that mnemonic control processes across cortical and subcortical regions are recruited to re-experience temporally-linked series of memoranda in episodic memory and are mirrored in the qualitatively distinct global network patterns of functional connectivity.

• Journal of Distribution Research
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• v.8 no.1
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• pp.47-67
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• 2003

The purpose of this study is to investigate three issues. First, we investigated four control mechanisms that might increase the franchisee's perception of franchiser commitment: a franchiser's TSIs, relational norms, monitoring, and qualification programs. Second, we proposed that appropriateness and efficacy of these control mechanisms in fostering franchiser commitment might be changed over the relationship life cycle. Third, we examined how bureaucracy and levels of franchiser's commitment related to relationship satisfaction. Through empirical analysis, research results indicate that a franchiser's TSIs and relational norms are positively associated with the franchisee's perception of franchiser commitment. In detail, what increase franchisee's perception of franchiser commitment in short-term relationship are franchiser's TSIs but relational norms are more important in the long-term relationship. In addition, the results show that franchisee's perception of franchiser commitment, participation and formalization are positively related to relationship satisfaction.

• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.137-143
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• 2021

This discussion can be said to be a qualitative study on the possibility of linking communication education for college students and literacy education for Korean language-linked educators based on the theory of interpretation of cognitive meaning of media text containing complex mechanisms. The implicit meaning of media content expression used as an interactive communication strategy will be accepted as a multilateral interpretation according to the individual learner's cognitive environment. If so, how is the general media content meaning intended by the content creator being accepted? These doubts are the starting point for discussion. To solve the problem, I leaned on the experimental pragmatic methodology of cognitive aesthetics and applied a model of relevance of cognitive linguistics to connect learners' creative cognitive environment and present content to find a contrast. As a result of the discussion, it was possible to establish a basic framework for learners to express their subjectivity and creative thinking that could connect the cognitive environment and present content themselves. In particular, active and positive learners also revealed direct descriptive expressions to build a new cognitive environment, such as suggesting a third alternative to argue the ability to question produced media texts and the validity of the meaning implied in the text. In the future, since media text containing complex mechanisms is an indirect and persuasive communication behavior that occurs easily through various media in modern society, the universal communication principle of reliable conversation between media text creators and audiences should exist.

• Korean Journal of Cognitive Science
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• v.33 no.1
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• pp.23-50
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• 2022

Source memory is a cognitive process that combines the representation of the origin of the episodic experience with an item. By studying this daily process, researchers have made fundamental discoveries that make up the foundation of brain and behavior research, such as executive function and binding. In this paper, we review and conduct a bibliometric analysis on source memory papers published from 1989 to 2020. This review is based on keyword co-occurrence networks and author citation networks, providing an in-depth overview of the development of source memory research and future directions. This bibliometric analysis discovers a change in the research trends: while research prior to 2010 focused on individuality of source memory as a cognitive function, more recent papers focus more on the implication of source memory as it pertains to connectivity between disparate brain regions and to social neuroscience. Keyword network analysis shows that aging and executive function are continued topics of interest, although frameworks in which they are viewed have shifted to include developmental psychology and meta memory. The use of theories and models provided by source memory research seem essential for the future development of cognitive enhancement tools within and outside of the field of Psychology.

• Korean Journal of Cognitive Science
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• v.17 no.3
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• pp.207-229
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• 2006

Two experiments examined the relation of working memory capacity and the inhibition mechanism in working memory. Experiment 1 demonstrated that the high WM span group inhibited irrelevant information selectively and the low WM span group maintained both relevant and irrelevant information within WM. Experiment 2 showed that there were similar patterns of response time between high and low WM span groups in the lexical decision task. These results suggest that the ability to maintain relevant information and inhibit irrelevant information selectively in WM is an important factor of individual differences in working memory.