• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.295-305
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• 2019

In previous study, visual representation competence taxonomy (VRC-T), which is composed of two dimensions, was developed for the purpose of promoting effective visual representation use and research in science education. In this study, elementary school students' visual representation competence for shadow phenomenon was investigated using VRC-T. In terms of visual representation competence, 'interpretation' was the highest score, followed by 'construction' and 'integration'. It also showed that students' visual representation competence was not high even after learning shadow-related units in the regular curriculum. On the other hand, text-based scientific knowledge was not correlated with all categories of visual representation competence. This indicates that there is a need to emphasize visual representation more in science class. Finally, hierarchical relationship among cognitive processes of VRC-T was explored according to ordering theory. If the tolerance level is somewhat loosened, a linear hierarchical relationship was found between the six cognitive processes. This suggests that VRC-T is an analytical framework that can be useful when designing assessment tools, tasks, and science class activities to enhance visual representation competence.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.119-124
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• 2002

공간적 관계정보(spatial relation)가 언어적 표상시스템과 비언어적 표상시스템에서 어떻게달라지는가를 범주화 모델의 원형이론 모델을 적용하여 알아보고자 하였다. 이전의 연구들에 따르면 공간적 관계정보에 대한 프로토타입이 언어적 범주와 비언어적 범주에서 다르다는 연구 결과(Crawford 등 2000, Huttenlocher 등 1991)와 동일하다. (Hayward & Tarr 1995)는 상반된 연구 결과가 제기되고 있다. 하지만 이전 연구들에서의 문제점은 언어/비언어 표상체계 간의 편향을 통제하지 못했기 때문에 과제에 따라 서로 다른 결과가 나온 것이라고 볼 수 있다 본 연구에서는 두 대상간의 관계정보를 문장으로 제시한 조건, 그림으로 제시한 조건, 그리고 두 조건을 혼합한 조건을 사용하여 편향에 의한 효과를 제거하고자 하였다. 실험은 각 조건에 따라 짝으로 구성된 자극을 학습한 후 검사자극을 공간적 관계정보를 다양하게 하여 학습자극과 동일한지 아닌지를 판단하게 하였다. 실험결과 관계정보를 언어적으로 제시한 조건과 비언어적으로 제시한 조건간에 대상의 위치에 따른 반응시간의 경향성에서 차이가 없었으며, 대상이 단어인지 그림인지에 따라서 반응시간에서 통계적으로 차이가 나타났다. 그리고 두 표상체계에서 공간적 관계에 대한 프로토타입을 분석한 결과 수직축을 중심으로 전형성 효과가 나타나는 것을 알 수 있었다.

• Korean Journal of Cognitive Science
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• v.2 no.1
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• pp.1-12
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• 1990

Mental represention as an empirical fact raises certain ontological problems regarding both the subject and the object of representation, that is,the existence of the mimd and that of the represented world. Propsitional attitudes, for instance, presuppose the subject of such inguistic representation, as well as the propositional fact reffered. But the ontological status of the reference is an open question. Mental representations as events also present problems of ontology. How mental events interact wiht physical events, how they are related with neural events,and in what way mental events are functionally autonomous,and such are the problems remaining to be answered. The world of mental representation may be seen as a theoretical world,of which the ontological status depends on the progress in the corresponding empirical science,that is,neuroscience. But the problem of realism in the philosophy of science is still an issue of debate. These,then are philosophical issues related to the ontological status of mental representation. Their solutions,or approaches to them,however, must waite for the further progress in cognitive science,which has philosophy as a humble participant among other disciplines.

• Science of Emotion and Sensibility
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• v.26 no.3
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• pp.15-28
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• 2023

This study examined the affective representation and response consistency among individuals using affective videos, a naturalistic stimulus inducing emotional experiences most similar to those in daily life. In this study, multidimensional scaling was conducted to investigate whether the various affective representations induced through video stimuli are located in the core affect dimensions. A cross-participant classification analysis was also performed to verify whether the video stimuli are well classified. Additionally, the newly developed intersubject correlation analysis was conducted to assess the consistency of affective representations across participant responses. Multidimensional scaling revealed that the video stimuli are represented well in the valence dimension, partially supporting Russell (1980)'s core affect theory. The classification results showed that affective conditions were successfully classified across participant responses. Moreover, the intersubject correlation analysis showed that the consistency of affective representations to video stimuli differed with respect to the condition. This study suggests that the affective representations and consistency of individual responses to affective videos varied across different affective conditions.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.479-490
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• 2014

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

• School Mathematics
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• v.13 no.3
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• pp.447-468
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• 2011

For the instruction of units dealing with the conic section, the most important factor that we need to consider is the connections. In other words, the algebraic approach and the geometric approach should be instructed in parallel at the same time. In particular, for the students of low proficiency who are not good at algebraic operation, the geometric approach that employs visual representation, expressing the conic section's characteristic in a dynamic manner, is an important and effective method. For this, during this research, to suggest the importance of dynamic visual representation based on GeoGebra in teaching Quadratic Curve, we taught an experimental class that suggests the instruction method which maximizes the visual representation and analyzed changes in the representation of students by analyzing the part related to the unit of a parabola from units dealing with a conic section in the "Geometry and Vector" textbook and activity book.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.8 no.1
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• pp.22-33
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• 1997

The objective of this study is to understand disordered parent-child relationships of Reactive Attachment Disorder(RAD) systematically through the mother’ internal working model of child. In this study, RAD mothers’internal representations of the child were compared with mothers’of control group and association between mothers’ representation classifications and children’ attachment classifications was examined. Also individual differences in mother-child interaction by mothers’representation classifications was observed. The subjects of this study were 40 2-5 year-old children and their mothers, 20 attachment disordered dyads and 20 normal dyads of control group. Mothers were interviewed using the Working Model of the Child(Zeanah, Benoit & Barton 1986) to classify internal representations of child. Children’ attachment patterns were assessed by the Strange Situation Procedure. For observation of motherchild interaction, Each dyad was seen in DPICS devised by Eyberg and Robinson(1983). The results of the study were as follows：1) Among RAD group, 55% of mothers were classified as disengaged and 45% classified as distorted, while all mothers of control group were classified as balanced. In rating scales, there were significant differences in all 3 representation classifications in Intensity of involvement and Coherence. In Intensity of involvement disengaged representations had the lowest score and distorted representations had the lowest score in Coherence. 2) Mothers’representation classifications were related to children’ attachment classifications. All mothers of control group whose children were classified as secure were classified as balanced. Among RAD’ mothers, by contrast, 82% of mothers classified as disengaged had children classified as anxious-avoidant, 56% of mothers classified as distorted had children classified as disorganized / disoriented and 33% of mothers classified as distorted had children classified as anxious-resistant. 3) There were individual differences in mother-child interactions by mothers’representation classifications. In the child-centered play, mothers classified as disengaged used discriptive statement, reflective statement and discriptive-reflective question less than balanced mothers. Mothers classified as distorted used direct command and indirect command more than balanced mothers. In the clean-up task, mothers classified as disengaged and distorted used direct command and indirect command more than balanced mothers. The results of this study suggest that parents’working model of the child is an important factor to understand parent-child attachment relationships and their interactions. The understanding of parents’ working model of the child is thought to enrich our understanding of disordered parent-child relationships and to provide useful informations for specific and successful treatments.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.1
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• pp.21-33
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• 1999

The clinical assessment for preschool children who are known to have problems in selfreporting tends to be dependent on outsiders' reporting. Thus, the direct assessment of children's inner experience, thoughts and feelings is difficult. MacArthur Story-Stem Battery(MSSB) developed to learn more about preschool children's mental representation in play is used in this study to help assess clinical preschool children through developmental study of normal children's mental representation. Fifty five children(32boys and 23girls) who performed MSSB, IQ Test, Peabody Picture Vocabulary Test-Revised(PPVT) were videotaped and were analyzed. The results of this study were as follows：1) Children frequently displayed negative mental representation such as atypical negative response, reparation/guilt, punishment, personal injury and so on during emotionally laden play situation. 2) Mental representation of parent appeared positive, disciplinary, and negative in respective. 3) As a result of factor analysis of MSSB content themes, aggressive, prosocial, and oppositional content theme composites were generated. Aggressive content included atypical negative response, aggression, personal injury, and exclusion. Prosocial content included affection, affiliation, and reparation/guilt. Oppositional content included punishment and non-compliance. 4) Mental representation of parent and content themes showed significant correlation. Positive, negative, and disciplinary representation were significantly correlated for prosocial(r=0.40), aggressive (r=0.52), and oppositional(r=0.75) content theme respectively. 5) Among the correlations between parental mental representations and emotional responses, positive parental representation and anxiety showed significant negative correlation(r=-0.43). 6) Among the correlations between content themes and emotional responses, there were significant positive correlations between aggressive(r=0.28) and oppositional content themes(r=0.29) and distress, and were significant negative correlations between prosocial content theme and concern(r=-0.29) and anxiety(r=-0.43). According to the above results, preschool children frequently displayed negative mental representation in emotionally conflictual play situation. Children with more prosocial themes in their stories exhibit more positive parental mental representation. Also, children with more aggressive themes tend to display more negative parental representation and negative emotional responses.

• Korean Journal of Cognitive Science
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• v.14 no.2
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• pp.37-46
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• 2003

Two experiments were conducted to explore the implicit representation of gender-stereotype using primed naming task for prime-target pairs. In Experiment 1, Participants were presented gender's attributes as primes at SOA 250ms and were asked to pronounce person's names which differed in typicality and preference of gender's attributes. The results showed that gender congruent effects was not found, but typicality effects and interactions were found. In Experiment 2, Participants were presented gender's attributes as primes at SOA 250ms and were asked to pronounce gender's attributes which differed in typicality of gender's attributes. The results showed that woman's attributes superiority effects were found, but typicality effects were not. These results were discussed from a point of view of graded representation of gender stereotype and asymmetrical processing of gender stereotype to priming conditions in the implicit level.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.49-65
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• 2010

The purpose of this study is to encourage the role of domain to consider the teaching of the concept of functions in modeling real situations. To do this, it is analyzed that how to introduce the concept of functions and linear functions in textbooks treated in the 1st grade and the 2nd grade of middle school. This study also reviewed the role of domain in representational activities for modeling real situations using linear functions. In these reviews, it found that many textbooks do not consider the domain in the equations of functions and these graphs and several text books used linear functions for modeling real situations which are not represented by linear functions contextually. It is concluded that the domain of function is an important concept that will be considered any representational activities for functions.