• Korean Journal of Psychosomatic Medicine
• /
• v.3 no.2
• /
• pp.185-196
• /
• 1995

The author reviewed cognitive-behavioral approach to A type behavior pattern and hypertension which are known to be risk factors for coronary heart diseases. Those cognitive distortions frequently found in persons with A type behavior include all-nothing thinking, selective attention, personalization, and attribution of causality. Cognitive-behavioral techniques were also described, which can be applied to management of each characteristic of A type behavior pattern such as time urgency, perfectionism, achievement striving, low self-esteem, excessive work involvement, hostility, and depression. Cognitive-behavioral intervention for hypertension might help the patients to recognize and monitor anger-engendering conflicts, identify characteristic styles of responding, and experiment with alternative ways of managing conflict and anger. Since different features predominate in different individuals, it is necessary to develop treatment plan on the basis of individual characteristics and problems.

• Culinary science and hospitality research
• /
• v.23 no.6
• /
• pp.153-160
• /
• 2017

This study was intended to examine the influence of health consciousness on health/taste inferences, affect-based inferences, and perceived conflict between taste and health in food decision making. Seven hundred and fifty-four participants completed the survey. Structural equation modeling with a maximum likelihood method was used to test the relationships among constructs, following the two-step approach. The results of this study showed that more health-conscious consumers have a higher perceived healthfulness of food items but lower anticipated taste. In addition, this study also found consumers' cognitive responses influenced affective responses. Results suggested that when restaurants promote menu items as both healthy and tasty, consumers' positive hedonic emotions (such as pleasure) increased and negative self-conscious emotions (such as guilt) decreased, and consumers' efforts to balance health and taste were supported. At last, the implications both for academia and marketing were also established and discussed.

• Journal of the Korean Chemical Society
• /
• v.45 no.6
• /
• pp.589-594
• /
• 2001

In this study, the effects of the number and the presentational type of anomalous data on students'cognitive conflict and conceptual change in studying 'conservation of mass before and after combustion'were investigated. The subjects were 128 eighth graders in a co-ed middle school. A preconception test, a test of response to anomalous data, and a conception test were administered. Four types of anomalous data varying the number (one/two) and the presentational type (text/text+figure) were presented. The results indicated that students with two anomalous data showed more cognitive conflicts than those with one. However, no significant differences in the degree of cognitive conflict were found by the presentational types of anomalous data. The ANOVA results indicated that there were no significant differences by the characteristics of anomalous data in the conception test scores.

• Journal of The Korean Association For Science Education
• /
• v.18 no.3
• /
• pp.347-355
• /
• 1998

This paper reports on a way of using cognitive conflict in order to bring about conceptual changes. Cognitive conflict occurs when there is a discrepancy in students mind between everyday events and the scientific concepts which are used to explain these events. In order to overcome this conflict auxiliary scientific hypotheses can be introduced, which makes the resolution easier. In this paper, we suggest a new model of conceptual change and a model of instruction named 'structured contrastive activity' which consists of three stages: contrastive discussion by introducing the auxiliary hypotheses for clarifying the cognitive conflicts of students, observing the phenomena in idealised contexts in order to increase the status of the scientific concepts, laboratory experiments which bridge the two contexts.

• Journal of The Korean Association For Science Education
• /
• v.29 no.4
• /
• pp.414-422
• /
• 2009

In this study, we investigated the influences of students' motivational characteristics on the processes of learning density concept using a discrepant event. The participants were 642 seventh graders from two middle schools. Tests of failure tolerance, self-efficacy and mastery/performance goal orientation were administered as pretests. A preconception test was also administered. The intervention was the students' individual study of the density concept with a worksheet that was designed to incorporate the major steps of conceptual change learning. The tests of attention, effort and conceptual understanding were administered as post-tests. The responses of 203 students who had been found to possess the target misconception were analyzed. The results of a path analysis revealed that students' motivational characteristics variables did not influence cognitive conflict. Failure tolerance and mastery goal orientation, however, influenced conceptual understanding via situational interest, attention and effort. Self-efficacy influenced conceptual understanding via effort. Performance goal orientation negatively influenced conceptual understanding via attention and effort. Cognitive conflict influenced conceptual understanding directly as well as indirectly via situational interest.

• Journal of The Korean Association For Science Education
• /
• v.27 no.5
• /
• pp.412-420
• /
• 2007

In this study, we investigated the influences of the epistemological beliefs on the conceptual change processes in respects of cognitive conflict, situational interest, attention and state learning strategies. After administering epistemological belief questionnaire as a pretest, 218 seventh graders possessing misconceptions about density were selected from the results of a preconception test. The questionnaires of responses to a discrepant event and situational interest were administered. After learning with a CAI program, attention test, state learning strategy test and conception test were also administered as post-tests. Analysis of the results revealed that fixed ability, quick learning and certain knowledge, which are epistemological factors, were highly related, but only certain knowledge exerted a direct effect on conceptual understanding negatively. It also had positive effects on attention directly as well as via situational interest, and thus increased conceptual understanding, even if the effects were relatively smaller than the direct effect. However, epistemological beliefs had little influence on conceptual understanding through cognitive conflict and/or state learning strategies.

• Journal of the Korean earth science society
• /
• v.26 no.6
• /
• pp.489-500
• /
• 2005

The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.6
• /
• pp.537-542
• /
• 2022

The "cognitive warfare," which has emerged as a result of the Ukrainian-Russian war, has already existed in the previous war and is now emerging as a major aspect of the war, its meaning and influence are increasing. Recognizing the emergence and importance of cognitive warfare and understanding the meaning and characteristics of cognitive warfare must be accompanied by victory in the modern war. After Russia's alleged involvement in the U.S. presidential election in 2016 drew attention, the Israeli-Palestinian conflict in 2021 confirmed its upward influence. In particular, 'cognitive warfare' using SNS played a major role in leading the war to its advantage and maintaining the initiative by selecting clear purposes and targets such as the international community, the people, and Hamas. This new pattern of war is gradually emerging as the world is hyper connected with the advent of the Fourth Industrial Revolution. It is expected that it will play a leading role in the future battle if it clearly recognizes the main contents of the new war, "Injijeon," and has the ability and ability to actively operate it.

• Korean Journal of Cognitive Science
• /
• v.23 no.1
• /
• pp.25-46
• /
• 2012

When performing a monotonous task, one often experiences an urge to quit. This urge may vary depending on how long one has performed the task (a temporal factor) and on which particular component of the task one is carrying out (an event-based factor). Using the Stroop task and a working memory task, we examined changes in the urge to quit as a function of basic temporal (repetition) and event-based (cognitive conflict) factors. Consistent with the law of least work and recent theorizing, for the memory task, urges to quit were greater following difficult trials; for the Stroop task, urges to quit were greater following incongruent than congruent trials, but only during early/novice phases of performance, when responding is inefficient. This is a demonstration of an avoidance response toward cognitive conflict. Regarding temporal sources of quitting, urges to quit were greater for late task stages than early stages. These basic findings may illuminate the nature of the more 'hot' motivational struggles involving the delay of gratification.

• The Journal of Information Systems
• /
• v.28 no.4
• /
• pp.1-25
• /
• 2019

Purpose The purpose of this study is to investigate cognitive mechanism of goal relations (Single-goal vs. Multiple-goals) and to-do list (Packing vs. Unpacking) and also verify the role of self-efficacy in the perspective of motivation belief. The perspective of cognitive mechanism is related to the effects of how the relations of multitasking environments affects to facilitating relation or conflicting relations. In pursuit of a single goal, judgement of task importance can be facilitated by unpacking effect due to relations of strongly associated project components including to-do list. On the other hands, in pursuit of multiple goals, judgement of task importance can be conflicted due to mutually exclusive relations of multiple goals. Additionally, the cognitive mechanism can be regulated from the role of self-efficacy, which contributes to motivation belief on how much a person is confident in achieving given tasks. In the end this research is to identify self-efficacy as boundary condition in inhibiting the effects of facilitation and conflict. Design/methodology/approach This study conducted Two-way ANOVA (Packing/ Unpacking * Single-goal/ Multiple-goals) to explore the effects of cognitive mechanism on task importance. After that we performed Three-way ANOVA, 2 (To-do list: Packing/ Unpacking) * 2 (Goal relation: Single-goal/ Multiple-goals) * 2 (Self-efficacy: Low self-efficacy/ High self-efficacy) to verify the role of self-efficacy between goal relations and to-do list. Findings In the cognitive mechanism, the task importance is not significantly different between in packed and in unpacked condition in pursuit of a single goal. But multitasking with multiple goals causes goal conflict, which means packed condition indicates significantly higher task importance than unpacked condition. Additionally, for a group with low self-efficacy unpacking leads to conflicting relation, which implies that packed condition is more efficient strategy than packed condition. On the other hands, in pursuit of mulitple goals, either packing or unpacking has no distinctive effects on task importance. However, participants with high self-efficacy are no longer affected by facilitating relation and conflicting relation as well in pursuit of either a single goal or multiple goals as well.