• Korean Journal of Cognitive Science
• /
• v.35 no.2
• /
• pp.97-112
• /
• 2024

This study investigated how syllable-level variables such as syllable frequency, syllable (i.e. vowel) type, presence of final consonants (i.e. batchim) and syllable position influence naming of both words and pseudo-words. The results of the linear mixed-effects model analysis showed that, for words, naming time decreased as the frequency of the first syllable increased, and when the first syllable had a final consonant. Additionally, words were named more accurately when they had vertical vowels compared to horizontal vowels. For pseudo-words, naming time decreased and accuracy rate increased as the frequency of the first or the second syllable increased. Furthermore, pseudo-words were named more accurately when they had vertical vowels compared to horizontal vowels. These results suggest that while the frequency of the second syllable had differential effects between words and pseudo-words, the frequency of the first syllable and the syllable type had consistent effects for both words and pseudo-words. The implications of this study were discussed concerning visual word recognition processing.

• Journal of the Korean Chemical Society
• /
• v.64 no.5
• /
• pp.267-276
• /
• 2020

This study analyzed the level of chemistry teachers' cognition related to two types of acid-base models taught in secondary schools. For the purpose, a questionnaire was developed to identify teachers' cognitions based on previous studies that analyzed the 'Ignorance' of each model. The questionnaire consisted of two items, one related to acid and base reactions and one related to acid and base dissociation, which suggested inconsistencies between the two models. The subjects were 15 chemistry teachers, and as a result, teachers' cognitions were analyzed at four levels. The four levels are: if they don't know the two models, if they only understand one model, if they understand the two models, and perceived the 'Ignorance' of one model, and if they understand the two models and perceived the 'Ignorance' of the two models. The largest proportion of teachers understood the two models and perceived the 'Ignorance' of one model. However, the proportion of understanding the two models and perceiving the 'Ignorance' of the two models was very small. Through this, we argued that efforts to increase the level of chemistry teachers' cognition of the model and 'Ignorance' were necessary.

• Journal of the Korean School Mathematics Society
• /
• v.11 no.4
• /
• pp.609-627
• /
• 2008

The purpose of this research was to investigate the relationship between the students' strategy types and the recognition for proportional situations. The students' strategy types which were based on the results of ratio and proportion tests were divided into an additive type, a multiplicative type, and a formal type. This research analyzed the students' activities of categorization when were given the proportional problems and nonproportional problems to the students. And it also explored how to develop students' recognizing for the discrimination between the proportional situations and nonproportional situations. The results was the following. First, the students didn't discriminate the proportional situations and the nonproportional situations in the initial state but they came to discriminate little by little. Secondly, the students didn't discriminate the direct proportions and the inverse proportions until the last stage. Third, the multiplicative type was outperformed more than the formal type in solving the ratio and proportion problems but the formal type was outperformed more than the multiplicative type in discriminating between proportional situations and nonproportional situations. These results are interpreted as showing that solving ratio and proportion tasks and recognizing proportional situations are different aspects of proportional reasoning and it is necessary to understand multiplicative strategy with formal strategy in recognizing proportional situations.

• Journal of Digital Convergence
• /
• v.14 no.4
• /
• pp.459-469
• /
• 2016

The purpose of this study is to classify the subtypes of perpetrators of school violence based on their psychological characteristics. In order to classify the students, questionnaires/interviews which consist of 6 factors (Cognitive Impulsivity, Unplanned Impulsivity, Depression, Anxiety, Peer Conformity, and Self assertion) and 19 questions were administered to 86 perpetrators of school violence. Then, a two-step cluster analysis was performed with the survey results of 74 perpetrators. As a result, three clusters were identified and named as follows: 1) Impulsive Vulnerability, 2) Emotional Vulnerability, and 3) Social Vulnerability. Scrutinizing the detailed characteristics of each cluster, the first cluster, Impulsive Vulnerability, showed higher scores on Cognitive Impulsivity and Unplanned Impulsivity, compared to the other two clusters, while Depression and Anxiety scores were lower. The second cluster, Emotional Vulnerability, showed higher scores on Depression and Anxiety, while Cognitive Impulsivity and Unplanned Impulsivity scores were lower. The third cluster, Social Vulnerability, showed the highest score on Peer Conformity among the three clusters. However, Self assertion scores were the lowest in this cluster, and Cognitive Impulsivity, Unplanned Impulsivity, depression, and anxiety scores were lower than in the others. This study will provide a useful insight for facilitating teachers and parents' understanding of the psychological characteristics of school violence perpetrators and thereby contributing to effective intervention.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.4
• /
• pp.224-231
• /
• 2019

The current paper was conducted to unravel the influence of affect induction as a background emotion in the process of cognitive task to judge the degree of sequence in groups with or without anxiety symptoms. Four types of affect induction and two sequential task types were used as within-subject variables, and two types of college students groups classified under the Beck Anxiety Inventory (BAI) as a between-subject variable were selected to determine reaction times involving sequential judgment among the lexical relevance information. DmDx5 was used to present a series of stimuli and elicit a response from subjects. Repeated measured ANOVA analyses revealed that reaction times and error rates were significantly larger with anxiety participants compared to the normal group regardless of affect and task types. Within-subject variable effects found that specific affect type (sorrow condition) and number-related task type showed a more rapid response compared to other affect types and magnitude-related task type, respectively. In sum, these findings confirmed the difference in tendency with reaction time and error rates that varied as a function of accompanying affect types as well as anxiety level and task types suggesting the that underlying background affect plays a major role in processing affect-cognitive association tasks.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.11
• /
• pp.7414-7423
• /
• 2015

Subjective cognitive-linguistic complaints in older adults contribute to the diagnostic and prognostic investigation of MCI or dementia. However, the utility of subjective test for predicting cognitive-linguistic decline is controversial. Few domestic studies have included the correlation between subjective and objective tests systematically. The current study analyzed 26 studies published since 2000, and the effect sizes of their correlation coefficients between two tests were computed. The results of qualitative analysis indicated that the number of subjects ranged from 26 to 657. Subjective tests included the self-report 75.4% and the informant-report 24.6%. In objective tests, memory comprised the largest proportion, followed by global cognition, and language, etc. As a result of meta-analysis, self-report test had the predictive value for dementia, and informant-report test contributed to discriminate among 3 groups. In the elderly group, self-report test was correlated with reasoning, and informant-report test with memory and language. In MCIs, self-report test predicted several abilities including language, and informant-report test signaled the future decline of domains like global cognition. Two types of subjective tests in dementia also represented memory, language, and global cognition accurately. This study provides evidence-based information to support relationships between subjective and objective tests for cognitive-linguistic ability in 3 groups.

• The Journal of the Korea Contents Association
• /
• v.18 no.3
• /
• pp.183-195
• /
• 2018

This study attempts to analyze the effects of public advertising about suicide prevention and to investigate how the attitudes and perceptions of the message recipients differ according to the message framing type (positive vs. negative) and the appeal type (self-oriented/other-oriented). Positive messages, rather than negative messages, have a greater impact on people's respect for life and on attitudes to suicide. Respect for life attitudes were more positive among subjects who received an other-oriented message than among those who received a self-oriented message. Among the individual characteristics variables, the level of cognitive emotion regulation showed a significant impact on attitudes to respect for life and on attitudes to suicide.

• Journal of The Korean Association of Information Education
• /
• v.10 no.1
• /
• pp.93-104
• /
• 2006

The purpose of this study is to examine the effects of GLAS(Guided-Learner Adaptable Scaffolding) strategies in web-based collaborative learning environments. Through the extensive literature reviews, web-based collaborative learning environments considering GLAS types were developed. 93 sixth graders were selected from a elementary school in Seoul, and they learned in the web-based system for 4 weeks. The results revealed that the impact of scaffolding on transfer of learning, cognitive overload by reflective scaffolding, learning motivation affected intrinsic scaffolding.

• Journal of Hospice and Palliative Care
• /
• v.7 no.2
• /
• pp.153-168
• /
• 2004

Purpose: The purpose of tile study was to identify types of care needs of hospice patients and those from the family caregivers' perspective and to compare these two groups in reporting patients' care needs through Q-methodology. Methods: Twenty three Q-statements concerning care needs were selected through in-depth interviews of hospice patients. Data were collected from 20 hospice patients as well as 20 family caregivers respectively by sorting 23 Q-statements into 9 points standard. Data analysis was performed by using PC QUANL program. Results: Principal component analysis identified four types of care needs of the hospice patients. Overall, the accuracy of family caregiver reports was 48% in all types of care needs. Type 1 was named 'physical care needs type' for those whose greatest need was physical care to be free of pain and comfortable. The accuracy in Type 1 was 62.5%. Type 2 was named 'emotional care needs type' for those who would like to share love and intimacy with their family members. The accuracy in Type 2 was 20%. Type 3 was named 'spiritual care needs type' for those who would like to receive forgiveness from their God and prayers and visitation of clergy. The accuracy in Type 3 was 60%. Type 4 was named 'social care needs type' for those who would like to complete their ongoing work and to give service to others. The accuracy in Type 4 was 50%. Conclusion: There was a great difference between hospice patients and the family caregivers in reporting patients' care needs. Thus, hospice nurses need to educate family caregivers to more accurately assess patients' care needs.

• 한국노년학
• /
• v.37 no.4
• /
• pp.813-833
• /
• 2017

The purpose of this study was to classify the results of previous studies on the cognitive function improvement program of the elderly into the cognitive impairment group and the normal group to compare the effect sizes of the groups using meta - analysis. Among the previous studies on cognitive function improvement programs reported in Korea for the last five years, 86 were selected and the effect sizes were summarized using meta-analysis. As a result of the study, the overall average effect size showed a large effect size in both groups. The effect sizes of the intervention types were high for the cognitive impairment group, and the exercise and cognitive-based interventions were similar for the normal group. The gender effect size was higher for the women with cognitive impairment group, and higher for the combined case with normal group. The effect sizes according to group size were higher for 20 persons in cognitive impairment group and higher for 21~40 persons in normal group. The total number of sessions in both groups was higher than 32 times, The number of sessions per week was 3 times for the cognitive impairment group, 4 to 6 times for the normal group. The duration of activity was 55~60 minutes in cognitive impairment group and 70~180 minutes in normal group as the number of sessions and activity time increased the effect size was higher in normal group. This study will be meaningful in that it provided basic data necessary for future program development by comparing and analyzing the effect sizes of the cognitive function improvement program type and the activity factors between the cognitive impairment group and the normal group.