• Korean Journal of Cognitive Science
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• v.15 no.4
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• pp.1-14
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• 2004

When two objects are tying in the same visual direction there occurs abrupt depth change between two objects, which is against the assumption of the computational model for stereopsis on the surfaces in a natural scene. For this reason, this stimulus configuration is popularly used in the studies for the effectiveness of the constraints employed in the computational model. Contrary to the results from two nails (or objects) tying in the same visual direction, the two different surfaces from random-dot stereogram (RDS) in the same situation can be seen simultaneously in the different depth. The seemingly contradictory results between two situations my reflect the different strategies imposed by binocular mechanism for each situation during binocular matching process. Otherwise, the surfaces tying in the same visual direction is not equivalent situation to two objects tying in the same visual direction with regards to matching process. In order to examine above possibilities, the stereoscopic depth of the surface was measured after manipulating the visual direction of the surface elements. The visual direction of each dot pair from different surfaces in RDS (in Experiment 1) or the visual direction of line (hawing rectangle with regard to that of the vertical line (in Experiment 2) was manipulated. The stereoscopic depth of the surface was found to be varied depending on visual direction of the surface elements in both RDS and line hawing stimulus. Similar to the results from two nails situation depth of the surface was greatly reduced when each surface element was tying in the same visual direction as that of the other surface element or the other object. These results suggest that binocular mechanism imposes no different strategy in resolving correspondence problem in both two objects and two surfaces situation. And the results were discussed in the context of usefulness of the constraints employed in the computational model for stereopsis.

• Cartoon and Animation Studies
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• s.36
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• pp.237-257
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• 2014

This study is the process of performing the interdisciplinary fusion study between multiple fields by identifying the status on the previous artistic education considering the brain scientific mechanism of image creativity and brain-based learning principles. In recent years, producing the educational methods of each field as the fusion study activities are emerging as the trend and thanks to such, the results of brain-based educational fusion studies are being presented for each field. It includes artistic fields such as music, art and dance. In other words, the perspective is that by understanding the operating principles of the brain while creativity and learning is taking place, when applying various principles that can develop the corresponding functions as a teaching method, it can effectively increase the artistic performance ability and creativity. Since the animation drawing should be able to intuitively recognize the elements of movement and produce the communication with the target beyond the delineative perspective of simply drawing the objects to look the same, it requires the development of systematic educational method including the methods of communication, elements of higher cognitive senses as well as the cognitive perspective of form implementation. Therefore, this study proposes a literature study results on the artistic education applied with brain-based principles in order to design the educational model considering the professional characteristics of animation drawing. Therefore, the overseas and domestic trends of the cases of brain-based artistic education were extracted and analyzed. In addition, the cases of artistic education studies applied with brain-based principles and study results from cases of drawing related education were analyzed. According to the analyzed results, the brain-based learning related to the drawing has shown a common effect of promoting the creativity and changes of positive emotion related to the observation, concentration and image expression through the training of the right brain. In addition, there was a case of overseas educational application through the brain wave training where the timing ability and artistic expression have shown an enhancement effect through the HRV training, SMR, Beta 1 and neuro feedback training that strengthens the alpha/seta wave and it was proposing that slow brain wave neuro feedback training contributes significantly in overcoming the stress and enhancing the creative artistic performance ability. The meaning of this study result is significant in the fact that it was the case that have shown the successful application of neuro feedback training in the environment of artistic live education beyond the range of laboratory but the use of the machine was shown to have limitations for being applied to the teaching methods so its significance can be found in providing the analytical foundation for applying and designing the brain-based learning principles for future animation drawing teaching methods.

• Korean Journal of Cognitive Science
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• v.33 no.2
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• pp.109-133
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• 2022

Episodic memory consists of a core event and the associated contexts. Although the role of the hippocampus and its neighboring regions in contextual representations during encoding has become increasingly evident, it remains unclear how these regions handle various context-specific information other than spatio-temporal contexts. Using high-resolution functional MRI, we explored the patterns of the medial temporal lobe (MTL) and cortical regions' involvement during the encoding of various types of contextual information (i.e., journalism principle 5W1H): "Who did it?," "Why did it happen?," "What happened?," "When did it happen?," "Where did it happen?," and "How did it happen?" Participants answered six different contextual questions while looking at simple experimental events consisting of two faces with one object on the screen. The MTL was divided to sub-regions by hierarchical clustering from resting-state data. General linear model analyses revealed a stronger activation of MTL sub-regions, the prefrontal lobe (PFC), and the inferior parietal lobule (IPL) during social (Who), behavioral (How), and intentional (Why) contextual processing when compared with spatio-temporal (Where/When) contextual processing. To further investigate the functional networks involved in contextual encoding dissociation, a multivariate pattern analysis was conducted with features selected as the task-based connectivity links between the hippocampal subfields and PFC/IPL. Each social, behavioral, and intentional contextual processing was individually and successfully classified from spatio-temporal contextual processing, respectively. Thus, specific contexts in episodic memory, namely social, behavior, and intention, involve distinct functional connectivity patterns that are distinct from those for spatio-temporal contextual memory.