• Korean Journal of Culture and Social Issue
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• v.21 no.2
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• pp.177-203
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• 2015

The aims of this study were 1) to compare irrational gambling beliefs of gamblers and non-gamblers, 2) to investigate the role of cognitive error on winning probability thinking error, and 3) to examine the relationship between attributional bias and gambling behavior. A total of 248 subjects were recruited for this study. All subjects were classified into non-gamblers, social gamblers and pathological gamblers, and administered self-report questionnaires to measure irrational gambling beliefs, the probability inference error, the attriburional style, and the attributional bias. A pathological gambler group scored highest on irrational gambling beliefs, especially the overestimation of self-ability factor, and a social gambler group and a non-gambler group follow. All three groups scored higher on the magnification of gambling skills than the mean (4.0) of the scale. Pathological gamblers and social gamblers scored higher on the probability thinking error than non-gamblers. Pathological gamblers displayed higher external attribution, lower internal attribution in their daily life events and higher internal attribution in failure situation than social gamblers and non-gamblers. The results indicate that cognitive errors would be a factor that differentiates pathological gamblers from social gamblers and non-gamblers. In predicting gambling behaviors, overestimation of self-ability of irrational gambling beliefs, internal attribution in failure situation, external attribution in daily live event, and probability thinking error were identified as significant factors. It is concluded that a public education about common cognitive bias featured in gamblers might be important in prevention of pathological gambling behaviors.

• The Journal of the Korea Contents Association
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• v.21 no.9
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• pp.164-175
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• 2021

The purpose of this study is to develop the 'Kkondae Scale' and verify its validity. For this purpose, three constructive concepts (attribution error, cognitive rigidity, and one-way communication) were derived through expert interviews, prior research and literature analysis, and 15 preliminary questions were selected. In addition, a preliminary scale was developed by modifying or adding items to conform to each constructive concept through expert content validity evaluation. Next, as a result of the exploratory factor analysis of about 250 adults, a three-factor structure model was derived. As a result of the confirmatory factor analysis on the preliminary scale for about 401 adults, it was confirmed that the fit of the three-factor structure was good. As a result of convergence and discriminatory validity analysis, it was confirmed that the developed scale was a valid tool to measure Kkondae by showing appropriate correlations with listening attitude, empathy, acceptance of others, and intellectual humility. Finally, based on the results of this study, the significance, limitations, and future research direction of the study were discussed.

• Korean Journal of Child Studies
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• v.33 no.2
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• pp.1-12
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• 2012

This study examined the influences of age, offenders' intention, victims' emotional reactions on the moral emotional understanding of preschool children. Eighty eight children aged 4, 5, and 6 participated in this study, and were interviewed using four moral transgression stories. The responses of the children were then analyzed in terms of the levels of moral emotional understanding, from error through to the understanding of secondary emotions. The results indicated that older children showed higher levels of moral emotional understanding than younger children. Additionally, children's moral emotional understanding was higher in situations in which offenders' behaviors were intentional, and in which the victims expressed sadness. The attribution of moral emotions was influenced by victims' emotional reactions only in 6-year-old children. Discussion of these results also included the development of intervention programs for children with aggressive behaviors, as well as a number of suggestions for future study.

• Science of Emotion and Sensibility
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• v.22 no.2
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• pp.29-36
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• 2019

Previous resarch demonstrated that moral judgment is not an outcome of rational reasoning, but an independent variable determined by diverse factors. The effects of disgust on moral harshness, audience effect on moralistic punishment are some examples that support this view. The variability of moral judgment raises a question on what effects video stimuli might have on moral judgments. Although a few studies (Schnall, Roper, & Fessler, 2010) have shown that watching a prosocial video clip promote moral behavior, no research have simultaneously tested the effects of both positive and negative video clips on moral (not bahavior but) judgments. Hence, this research tested the effects of viewing videos about good and evil on moral judgments regarding the self and others. To this end, participants were asked to view a video clip depicting content of either positive or negative human behavior and required to make moral judgments on conduct described in a scenario assuming that the person committing the act was either themselves or another person. The results showed significant effects of both video contents (positive, negative) and the actor (self, others) on moral judgments, but they were qualified by the interaction between the two. In particular, participants who watched evil deed of others made harsher judgments on others' moral transgression. Theses results demonstrate that video contents influence moral judgments, and the effect depends on the actor of the immoral behavior. In general discussion, we interpreted the results based on moral disgust, framing effect, and fundamental attribution error.

• Korean Journal of Cognitive Science
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• v.33 no.4
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• pp.205-228
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• 2022

This study aimed to confirm the effect of social and relational behavior types of robots on human cognition in human-robot interaction. In the experiment, the participants evaluated trust in robots by watching a video on the robot Nao interacting with a human, in which the robot made an error and then made an effort to restore trust. The trust recovery behavior was set as three conditions: an internal attribution in which the robot acknowledges and apologizes for an error, a condition in which the robot apologizes for an error but attributes it externally, and a non-action condition in which the robot denies the error itself and does not take any action for the error. As the result, in all three cases, the error was perceived as less serious when the robot apologized than when it did not, and the ability of the robot was also highly evaluated. These results provide evidence that human attitudes towards robots can respond sensitively depending on the robot's behavior and how they overcome errors, suggesting that human perception towards robots can change. In particular, the fact that robots are more trustworthy when they acknowledge and apologize for their own errors shows that robots can promote positive human-robot interactions through human-like social and polite behavior.

• 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 Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.17 no.2
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• pp.177-187
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• 1999

Up to date, in many application fields of GSIS, we usually have used vector-based spatial overlay or grid-based spatial algebra for extraction and analysis of spatial data. But, because these methods are based on traditional crisp set, concept which is used these methods. shows that many kinds of spatial data are partitioned with sharp boundary. That is not agree with spatial distribution pattern of data in the real world. Therefore, it has a error that a region or object is restricted within only one attribution (One-Entity-one-value). In this study, for improving previous methods that deal with spatial data based on crisp set, we are suggested to apply into spatial overlay process the concept of fuzzy set which is good for expressing the boundary vagueness or ambiguity of spatial data. two methods be given. First method is a fuzzy interval partition by fuzzy subsets in case of spatially continuous data, and second method is fuzzy boundary set applied on categorical data. with a case study to get a land suitability map for the development site selection of new town, we compared results between Boolean analysis method and fuzzy spatial overlay method. And as a result, we could find out that suitability map using fuzzy spatial overlay method provide more reasonable information about development site of new town, and is more adequate type in the aspect of presentation.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.935-946
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• 2016

This study aims to explore cognitive biases relating the core competences of science and instructional strategy in reducing the level of cognitive biases. The literature review method was used to explore cognitive biases and science education experts discussed the relevance of cognitive biases to science education. Twenty nine cognitive biases were categorized into five groups (limiting rational causal inference, limiting diverse information search, limiting self-regulated learning, limiting self-directed decision making, and category-limited thinking). The cognitive biases in limiting rational causal inference group are teleological thinking, availability heuristic, illusory correlation, and clustering illusion. The cognitive biases in limiting diverse information search group are selective perception, experimenter bias, confirmation bias, mere thought effect, attentional bias, belief bias, pragmatic fallacy, functional fixedness, and framing effect. The cognitive biases in limiting self-regulated learning group are overconfidence bias, better-than-average bias, planning fallacy, fundamental attribution error, Dunning-Kruger effect, hindsight bias, and blind-spot bias. The cognitive biases in limiting self-directed decision-making group are acquiescence effect, bandwagon effect, group-think, appeal to authority bias, and information bias. Lastly, the cognitive biases in category-limited thinking group are psychological essentialism, stereotyping, anthropomorphism, and outgroup homogeneity bias. The instructional strategy to reduce the level of cognitive biases is disused based on the psychological characters of cognitive biases reviewed in this study and related science education methods.