• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.531-543
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• 2009

This study identified what cognitive attributes are required of eighth graders to solve geometrical problems such as 'Recall,' 'Analyze,' 'Justify,' 'Synthesize/Integrate,' and 'Solve Non-routine Problems' by using the cognitive diagnostic theory. The five attributes are proved as the skills for solving the geometric problems. Many students have not fully mastered the attributes of 'Justify' and 'Synthesize/Integrate'. There was high correlation between these attributes. 'Analyze' best predicted the changes in the geometric achievement. And while students with high levels of geometrical achievement have mastered all the five attributes, those in the mid- and low-level range of performance have mastered fewer attributes.

• Archives of design research
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• v.15 no.3
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• pp.157-166
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• 2002

This research verified advertising effect according to ad information format and layout based on resource-matching theory. Existing researches suggested inconsistent results that it's effective to design advertising easy to understand by using factual information presentation and integrated layout or it's effective do design difficult advertising to understand by using explanatory information presestation and separate layout. The result of this study suggest that advertising effect by advertising design style is different according to situational elements such as motivation level of information processing and brand hierarchy. The results show that, in the high prestige brand, easily designed advertising using factual information presentation and integrated layout is more effective because consumers make favorable inference by remained cognitive resources. Contrary to this in the low prestige brand, not easily designed advertising using explanatory information and separate layout is more effective because consumers have no remained cognitive resources so that they concentrate on advertising itself.

• Korean Journal of Cognitive Science
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• v.28 no.4
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• pp.245-265
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• 2017

Recently, studies on cognitive control revealed that the optimal level of control is determined on the basis of reward and cost. The value of reward can be subjective and therefore, the optimal control strength can vary accordingly. The inconsistent effect of aging on cognitive control can be the result of flexible adjustment of control signal strength made by the older subjects. In other words, the elderly people maintains the ability to set the optimal level of control, which is known as the function of the dorsal anterior cingulate cortex. On the other hand, the age-related decline in cognitive control is obvious in rule maintenance and inhibition, which has to do with the function of lateral prefrontal cortex. In this study, we had young and old adults perform go-no go task and compared the behavioral and neural results for different reward conditions. Both age groups showed the best performance and the largest ERN amplitude when the reward was most appealing to them. And there was no age effect in ERN amplitude even though older adults' d' and accuracy was inferior to younger participants. These findings suggest that the effect aging on different cognitive control processes can be asymmetric.

• Journal of Korean Physical Therapy Science
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• v.1 no.2
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• pp.275-287
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• 1994

For the purpose of promotion mental health in the elderly lived small city, a personal interview was conducted for 150 elderlies aged 65 years or more in the Kyungpook Andong city between 29th of August and 9th of September, 1994. The major findings were as follows; 1. The variables related depression were chronic disease, level of physical ability, smoking habits(pack/day) and school education. 2. The variables related cognitive impairment were level of physical ability, age, sex and chronic disease. It was revealed by this study, the female elderlies who had beend not educated and had chronic disease were higher depression or cognitive impairment. so the prospective research with these variables is need.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.837-850
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• 2002

In an attempt to accelerate the development of formal reasoning ability of students, 'Thinking Science' activities developed by the Cognitive Acceleration through Science Education(CASE) project were implemented to 841 students in 7th grade aged 12+ in six middle schools over a period of two years. Homogeneity between the CASE group and control group was tested with SRT II, while the improvement of formal reasoning ability of the students was tested with SRT VII. The results were analyzed by treatment, gender, and cognitive levels of the students. Statistically significant gains were shown in the CASE group compared with those in the control group. Cognitive level of girls in the CASE group significantly increased as compared with the control group, while there was moderate effect in boys. These results implied that the thinking science activities were effective in cognitive acceleration of girls aged 12+. It was shown that much more CASE students in pre or concrete operational level shifted to formal operational level as compared with the control group while there were significant effects in all levels (ES=0.31${\sim}$1.10) without showing any tendency.

• Journal of Nutrition and Health
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• v.43 no.6
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• pp.597-606
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• 2010

This study investigates the change of level of psychosocial factors of decisional balance, processes of change, and self-efficacy after nutrition education on vegetable and fruit intake of children in pre-action stages. Forty-seven 5th grade elementary school children in Yeongi-Gun, Chungnam-Do were categorized into pre-action stages from a total of 71 children by four-stage questions, and then finally into two stages of precontemplation and contemplation & preparation. After 6 weeks nutrition education, recognition of both of pros and cons of vegetable intake were improved in the two groups of precontemplation and contemplation & preparation. In fruits intake, however, recognition of pros was not changed after nutrition education in either stage, but recognition of cons was improved only in the precontemplation stage. However, no difference in any psychosocial variables was found between precontemplation stage and contemplation & preparation stage. After the nutrition education, the score of consciousness raising of vegetable intake belonging to cognitive process of change increased in the subjects of the precontemplation stage, wheres the scores of dramatic relief, self-reevaluation, environment reevaluation and social liberation increased in the group of contemplation & preparation. In fruit intake, however, no change was found except in the environment reevaluation in the precontemplation group. The behavioral process of change of vegetable and fruit intake did not show any change in either group after nutrition education. Self-efficacy scores of vegetable intake of keeping the foods at hand, eating the recommended number of servings and making time to eat increased in the precontemplation group, while in the contemplation & preparation group, self efficacy scores of shopping for a variety of vegetables, instead of keeping the foods at hands, as well as the scores of the rest two items of eating the recommended number of servings and making time to eat increased after nutrition education. However, in case of fruits intake, no difference was shown in the precontemplation stage except an item of keeping the foods at hand. The results indicated that the stage of change was progressed in the pre-action stage after nutrition education and the scores of many psychosocial factors increased in both pre-action stages. It is suggested that the recognition of cons as well as the cognitive process of change and self-efficacy could be best used as indicators of the assessment of nutrition education program for vegetable intake.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.2
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• pp.275-281
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• 2001

This study examined the relationship between psychopathology(depression, anxiety, aggression), maladaptive cognitions(negative cognitive errors, attributional biases), and age of children with ADHD. 40 ADHD children and their mother completed questionnaires assessing depression, anxiety, aggression level and maladaptive cognitions of children. The results showed that maladaptive cognitions of children with ADHD was not significantly associated with their depression, anxiety, aggression level. Age was negatively related to internal stable attributions for negative events that was characteristic in depression, and had significantly effect on internal stable attributions for negative events. As age of ADHD children increased, their internal attribution for negative events reduced. It seems that their depression and anxiety level is associated with current stress event rather than maladaptive cognitions. Suggestions and limitations of this study, and the directions for future study were discussed.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.190-199
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• 2003

The purposes of this study was to investigate the effect of inductive Instructional method and deductive one concerning the learners' population genetic concepts and achievement according to learners' cognitive characteristics. For the study, 180 students were sampled from a boys' high school: 90 students for inductive teaching method and 90 students for deductive teaching method. Group Assessment of Logical Thinking(GALT) and Group Embedded Figure Test (GEFT) were used as the measure of cognitive characteristics. The results of this study were as follows. 1) The inductive instructional method was more effective in the understanding of population genetic concepts and their achievement. 2) Inductive instructional method was more effective than deductive one for the learners in formal operational level and in field independent cognitive style. 3) For the learners in a transitional level and field dependent cognitive style, deductive instructional way was more effective than inductive way on the average, but it was not statistically significant. It was turned out that learners' cognitive level was one of important factors when teachers instruct the concept of population genetics.

• Journal of the Korean earth science society
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• v.21 no.4
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• pp.369-379
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• 2000

The purposes of this study is to identify the misconceptions on atmospheric pressure and to investigate the effect of conceptual change of the cognitive conflict teaching models. The subjects are 184 students in girls' high school and divided into the controlled and test group. Before instruction on atmospheric pressure concept, their concept types were identified and their conceptual changes were compared after instruction by the traditional and the cognitive conflict teaching models. The results of this study are as follows; 1 ) The students' understanding level on the atmospheric pressure was low before instruction and they had some misconceptions. But the concept levels related to their everyday life experieces and memorized concept were high. 2) The cognitive conflict teaching model were more effective than the traditional teaching model in the formation of atmospheric pressure concept. 3) Though there were some differences among the test items, the cognitive conflict teaching model was identified to be more effective than the traditional teaching model in terms of the durability of atmospheric pressure concept.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.1
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• pp.158-167
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• 2018

The role of S/W in weapon systems has been developed with various functions and complex structures. As the weapon system S/W is directly related to quick and accurate decision making of users, more accurate evaluation is required during the training. However, situation awareness of weapon system S/W users has only been assessed qualitatively such as by simple test or qualitative judgement. Therefore, this study suggests the 'Cognition Ratio' concept which represents the quantitative of users by combining ACT-R cognitive architecture to SA (Situation Awareness) and Fitts' Law based on the theory of cognitive engineering. The cognition ratio is a ratio of cognition among the whole cognitive behavior process including perception and psychomotor. Moreover, this study provides a systematic assessment process of situation awareness that will be applicable to various weapon system S/W for effective assessment.