• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.59-69
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• 2020

The purpose of this study is to design the framework of evaluation on learner's cognitive skill for artificial intelligence(AI) education through computational thinking. To design the rubric and framework for evaluating the change of leaner's intrinsic thinking, the evaluation process was consisted of a sequential stage with a) agency that cognitive learning assistance for data collection, b) abstraction that recognizes the pattern of data and performs the categorization process by decomposing the characteristics of collected data, and c) modeling that constructing algorithms based on refined data through abstraction. The evaluating framework was designed for not only the cognitive domain of learners' perceptions, learning, behaviors, and outcomes but also the areas of knowledge, competencies, and attitudes about the problem-solving process and results of learners to evaluate the changes of inherent cognitive learning about AI education. The results of the research are meaningful in that the evaluating framework for AI education was developed for the development of individualized evaluation tools according to the context of teaching and learning, and it could be used as a standard in various areas of AI education in the future.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.28-32
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• 2002

웹 상의 많은 정보들 속에서 사용자가 원하는 정보를 찾아내는 일은 쉽지 않다. 사용자가 의도하는 양질의 정보 제공을 위해 특정 영역과 관련한 정보 제공 시스템이 .개발되고 있다. 이전 시스템은 특정 영역 관련 지식베이스를 토대로 하여 웹 문서를 수집해 놓고, 사용자에게 정보를 제공한다. 본 논문에서는 전문 사이트 내에 문서간의 유사성을 토대로 하여 동물 영역에 대한 효과적인 문서 클러스타링(clustering)에 관해 실험하였다. 기존의 방법에서는 문서의 분류나 질의어와 관련한 문서 선택이나 순위 결정이 주로 텀(term)을 바탕으로 하고 있다. 본 논문에서는 각 문서 내의 텀 뿐만 아니라 HTML 태그(tag), 지식베이스에 WordNet의 계층구조를 적용한 data를 활용하고, SVD(Singular Value Decomposition)를 사용하여 문서간의 관계를 밝혀내어 문서 분류 및 수집에 이용하였다. 특정 영역의 전문 문서를 많이 제공하는 사이트에 적용하여 좋은 결과를 볼 수 있었다.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.125-147
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• 2013

This study analyzed the effect of the cognitive style of field dependence/independence to the information-seeking behaviors of 250 undergraduate students. The cognitive style of field dependence/ independence was examined by Group Embedded Figure Test (GEFT), information-seeking behaviors were examined by information-seeking performances, and survey for information-seeking behaviors. As a result of the analysis, the cognitive style of field dependence/independence affected items of information-seeking performances except one item among items set in this study. The cognitive style, the cognitive characteristics acting in the process of cognitive activity affected the actual activities of information-seeking behaviors. The cognitive style of field dependence/independence affected the seeking process except the results of seeking and general information-seeking behaviors in the areas of information-seeking behaviors. Therefore, the study of cognitive style can be effective in the seeking process areas of information-seeking behaviors.

• Journal of Biomedical Engineering Research
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• v.15 no.4
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• pp.481-488
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• 1994

In this paper a study of neuro-pathway estimation based on visual and somatosensory evoked potential is given. The evoked potentials which are caused by visual and somatosensory stimulation are detected by an average method. The forward problem that is estimating a scalp potential from a given electrical source in the brain is solved by using a triple concentric spherical shell model of the head and a single current dipole model of the neuron activity. The inverse problem which calculates a source position is solved by a least square fit between the model predicted potential and a given evoked potential measurement. The similarities between estimated sensory neuro-pathways and physiological brain function regions are verified.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.25-46
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• 2018

The purpose of this study is to investigate the effects of mathematics instruction for the formation of mathematics classroom culture on cognitive and affective domains of elementary school students. Two classes of 3rd grade elementary school in Seoul were chosen for the study. Twenty math classes were conducted, discussing the norms and using mathematical communication and journal writing activity was carried out. A mathematical achievement evaluation was performed for the inspection of the cognitive domains and a mathematical aptitude test was performed for the inspection of the affective domains. Research has shown that the mathematics classroom culture have a positive effect on the development of students' cognitive and affective domains. In particular, in the course of forming a mathematical classroom culture, students showed a change in the affective domain of a mathematics. Based on these findings, a change in teacher's perception of the importance of mathematics is needed and a variety of circumstances surrounding the students suggested the formation of a mathematical classroom culture.

• Journal of Digital Convergence
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• v.17 no.3
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• pp.221-226
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• 2019

The characteristic of the beta wave among the EEG waves corresponds to the stress area of human perception. The over-bandwidth of the stress is extracted by analyzing the beta-wave correlation between the low-bandwidth and high-bandwidth. We present a KMeans clustering analysis model for unsupervised machine learning to construct an analytical model for analyzing and extracting the beta-wave correlation. The proposed model classifies the beta wave region into clusters of similar regions and identifies anomalous waveforms in the corresponding clustering category. The abnormal group of waveform clusters and the normal category leaving region are discriminated from the stress risk group. Using this model, it is possible to discriminate the degree of stress of the cognitive state through the EEG waveform, and it is possible to manage and apply the cognitive state of the individual.

• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.271-285
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• 2005

An experiment was conducted to investigate the effect of three types of prior knowledge (domain related knowledge, summary-writing strategy knowledge, and neutral unrelated knowledge) and two types (analytic and wholistic) of cognitive styles on the quality of the summary writing of a descriptive text. The results showed that learning domain-related knowledge and summary-writing-strategy knowledge increased the level of understanding of the target text and the quality of the summary; the former operating mainly at the understanding phase, and the latter operating mainly during the summary planning and producing phases. The effect of the types of cognitive style was found somewhat limited but mainly operating In the process of planing the summary. Other features of time course in writing a summary were further discussed.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.216-225
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• 2004

Cognitive conflict plays a very important role towards conceptual change in science education. Many research were conducted on the topic, but they were limited and failed to determine the effectiveness of cognitive conflict strategies for conceptual change on science instruction. It is worth noting that the levels of cognitive conflict varied the same given situation. Besides, the conceptual change resulted in different forms, despite the same level of cognitive conflict. Assuming that one explanation could be found in the learners' characteristics, this study investigated the cognitive conflict and scientific conceptual change by learners' characteristics of middle school students. A proper understanding of the cognitive conflict will help science teachers to apply effectively the strategies towards science conceptual instruction. In this study, learners' characteristics are 'intelligence', 'cognitive level', 'general grade of science subject', 'cognitive style', 'personality', and 'attitudes related to science'. The results says; the intensity of cognitive conflict correlated with students' personality (reflectiveness) and attitudes related to science, and conceptual change correlated with intelligence and cognitive level.

• Korean Journal of Cognitive Science
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• v.18 no.2
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• pp.179-191
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• 2007

In a goal-oriented dialogue, spoken' intentions can be represented by domain actions that consist of pairs of a speech art and a concept sequence. The domain action prediction of user's utterance is useful to correct some errors that occur in a speech recognition process, and the domain action prediction of system's utterance is useful to generate flexible responses. In this paper, we propose a model to predict a domain action of the next utterance using a neural network. The proposed model predicts the next domain action by using a dialogue history vector and a current domain action as inputs of the neural network. In the experiment, the proposed model showed the precision of 80.02% in speech act prediction and the precision of 82.09% in concept sequence prediction.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.47-57
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• 2017

The purpose of this study is to verify the effectiveness of a CT-CPS(Computational Thinking-based Creative Problem Solving) instructional model on the cognitive and the affective area of middle school students' software class. To achieve our goal, we explored theoretical background and designed a lesson plan based on CT-CPS instructional model. Then we analyzed our experimental results after applying the lesson plan to middle school students. We performed our experiment to an experimental group by using our CT-CPS instructional model-based lesson plans, and we carried out three pre and post tests about cognitive and affective area, i.e. creative problem solving ability, meta cognition and motivation of learning. As a result, most of the test factors were statistically improved, so the effectiveness of the CT-CPS instructional model on the cognitive and the affective area of middle school students' software class was verified.