• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.208-210
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• 2002

신경과 의사들은 실제 임상에서 환자들에게 대뇌피질감각의 이상 여부를 알기 위해 손바닥에 숫자나 문자를 쓰게 하여 알아 맞추게 하는 검사를 시행한다. 손바닥에 쓰여진 문자나 숫자를 인식하기 위해서는 몇 가지 단계의 인지과정이 필요할 것으로 생각된다. 첫번째로 손바닥에 닿는 감각을 인지해야 하고, 다음 단계로 이 감각들을 시공간적으로 통합하는 과정이 필요할 것이고, 이러한 정보들을 유지하면서 마지막 단계로 우리 머리 속에 있는 문자와 일치시키는 과정이 필요할 것이다. 본 연구에서는 위와 같은 가설 아래 각각에 해당할 수 있는 뇌영역을 밝히기 위해 기능적 뇌자기공명영상을 이용하였다. 손바닥의 일차적 감각을 인지하는 데는 일차감각영역이 활성화 되었고, 이차감각영역의 활성은 감각들의 시공간적 통합과 관련될 것으로 생각되었으며, 이것들을 유지하는 것은 작업기억의 하부구조인 시공간 그림판과 관련되는 영역이며, 문자를 일치시키는 과정은 브로카영역 부근의 활성과 관련되는 것으로 생각되었다. 위의 가설에 대한 추가검증 및 실제로 일어나는 인지과정에 대한 추가적인 연구가 필요할 것이다.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.539-544
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• 1998

The consistency and balance of objectives by objective domains in units, sub-units and instructional units were investigated. The 6th elementary biology curricular teaching guidebooks were analysed. Domains of objectives are cognitive, inquiry process, instrumental skill, creative, affective and STS. Cognitive objectives were most dominant in all units, sub-units and instructional units. But no objective for creative domain were suggested. In unit and sub-unit, proportions of objectives were cognitive, inquiry process, affective, instrumental skill and STS domains in order. Objectives for cognitive and inquiry process domains were more than others in instructional units, Except cognitive and inquiry process domains, objectives for the others were not consistent in all units, sub-units and instructional units. Especially, the percentages of objectives for affective domain decreased in units, sub-units and instructional units orderly. These resulted from teaching objective domains categorized formally, Thus, it is necessary to develope curriculum and textbook to be consistent and balanced with objective domains and reflect upon the characteristics of them.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.451-459
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• 2023

The purpose of this paper is to show the limitations of Just War Theory in evaluating ethical issues that can be raised in cognitive warfare, which is emerging as a new area of war. To this end, we will provide the background of cognitive warfare, derive the features of cognitive warfare based on conceptual analysis of cognitive warfare, and clarify the differences between cognitive warfare and traditional warfare. Afterwards, we will turn the discussion and take a look at the background and areas of Just War Theory as a theory that evaluates comprehensive ethical issues related to war. Then, we will elaborate what Just War Theory is and apply the ethical judgment criteria presented in the three areas of this theory, jus ad bellum, jus in bello, and jus post bellum, to cognitive warfare. Finally, we will evaluate the appropriateness of ethical judgment in cognitive warfare by applying criteria for each area and specify the limitations, thereby showing that Just War Theory has limitations as an ethical judgment criteria in cognitive warfare.

• The Journal of the Korea Contents Association
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• v.22 no.9
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• pp.634-643
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• 2022

In order to understand the character of university students, this study confirmed the gender tendency of whether there is a difference in the character of university students according to gender, and if there is a difference, what characteristics there are. It was confirmed through which pathways the cognitive, emotional, and behavioral factors, which are the character factors of university students, affect them. The research results are as follows. First, according to gender, the character of university students was found to be different in all areas of cognition, emotion, and behavior. It was confirmed that female students were higher than male students in all areas. Second, as for the pathways of university student character factors, it was confirmed that the higher the level of the cognitive domain, the higher the level of the affective domain, and the behavioral domain was improved. The results derived from this study can be objective basic data for developing a character education course or program for university students.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.06a
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• pp.163-168
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• 2000

기계번역에서 좋은 품질의 번역 결과를 얻기 위해서는 대상으로 하고 잇는 전문 영역에 맞게 시스템의 번역 지식을 조정해야 한다. 본 연구에서는 대상 영역 코퍼스를 이용하여 기계번역 시스템의 특정 영역화를 지원하는 워크벤치를 설계하고 구현한다. 워크벤치는 대상 영역의 코퍼스에서 대상 영역의 지식을 추출하는 영역 지식 추출기와, 추출된 지식을 사용자에게 제시하여 사용자가 사전을 편집할 수 있는 환경을 제공하는 영역 지식 검색기와 사전 편집기로 구성된다. 구혀된 워크벤치를 이용하여 일반 영역 사전을 군사 정보 영역으로 특정 영역화를 해 본 결과, 효율성과 정확성에서의 향상이 있었다.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.535-555
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• 2007

The framework for mathematics assessments traditionally has been organized around two dimensions, a content dimension specifying the subject matter to be assessed within mathematics, and a cognitive dimension specifying the domains or thinking processes to be assessed. The cognitive dimensions describe the sets of behaviors expected of students as they engage with the mathematics content. The purpose of this paper is an attempt to make diversify and concrete the sets of behaviors by reviewing the current strands suggested by CAST(College Scholastic Ability Test), assessment framework developed by KEDI, and NAEA(National Assessment of Educational Achievement), and as famous foreign tests PISA, TIMSS, NAEP and NCTM.

• Journal of the Korean earth science society
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• v.26 no.5
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• pp.387-394
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• 2005

We have analyzed the science-gifted educational program (year 2002) at the Seoul National University in terms of its educational objectives, scientific models, and cognitive processes in scientific inquiry in order to provide insights into developing and improving science-gifted educational program. We assumed the following items as important factors for teaching scientifically gifted students: higher-order thinking skills involving synthesis domain in the educational objectives, highly abstract nature and complexity in the scientific models, cognitive processes of planning experiments in the cognitive processes in scientific inquiry. According to the analyzed results, the program has the following characteristics: (1) the rates of both higher and lower-order thinking skill domain in the educational objectives are similarly high, but the rate of synthesis domain is relatively low; (2) in the case of the scientific models, the rate of the multiple concepts and/or processes model is relatively low, while the level of the abstractness is relatively on average (3) cognitive processes of authentic scientific inquiry is not thoroughly reflected in the scientific inquiry activities, and very few cognitive processes of planning experiments factor is reflected. Therefore, we conclude in the synthesis domain in the educational objectives, multiple concepts and/or processes model, and cognitive processes of planning experiments should be especially reflected more on the science-gifted educational program in order to serve the needs of scientifically gifted students.

• 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.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.487-498
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• 2015

This research is for acquiring implications to science education based on learner's characteristics by analyzing the relationship between contents on science learning and cognitive domain of students in elementary schools through TIMSS 2011-based academic achievement test. Forty one multiple choice items from by TIMSS 2011 were used on 317 primary school students, fourth to sixth grade, and according to grade and achievement level of research targets, test results were analyzed. With these data, the relationship between contents on science learning and the score by cognitive domains, and through correlation by items, we drew static and negative correlations, and then compared the value. The result are as follows: First, other fields except for 'physical science' and 'inference' revealed meaningful differences by learners' grade, and the interrelationship between all contents domains and cognitive fields also appeared statically different. Second, both achievement level of contents and cognition of learners presented significant differences, but the correlation between scientific contents and cognitive field of learners showed different aspects. Third, in static and negative correlation by items, the complexity and their aspects could be classified by targets' academic achievement levels.

• Proceedings of the Korean Association of Geographic Inforamtion Studies Conference
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• 2010.06a
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• pp.294-295
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• 2010

수목영역에서 획득된 라이다데이터는 수목의 높이 및 수목생체량과 같은 수목관련 정보추출에 이용될 수 있다. 본 연구에서는 다양한 지형지물을 포함하고 있는 라이다데이터로부터 수목영역을 분류하는 방법을 제시한다. 이를 위해 수목에서 나타나는 라이다데이터의 다반사 특성, 높이 편차 및 방향성을 인지적 단서로 이용하였다 각 단서들은 먼저 후보영역을 분류하는데 이용되었으며, 수목이 밀집한 최종 수목영역 분류를 위하여 후보영역에 대한 이진영상을 생성한 후 영상처리를 수행하였다. 기준데이터를 이용하여 실험 결과에 대한 검증을 수행하였으며 세 가지 인지적 단서에 의한 방법 모두 높은 분류 성공률을 보였다.