• The Journal of Asian Finance, Economics and Business
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• v.7 no.7
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• pp.303-308
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• 2020

Unlike previous studies of overconfidence bias that have been looking for causes of overconfidence bias in human cognitive error or in the desire to view oneself positively, this study presents the cognitive narrowing resulting from the social exclusion experience as the condition of overconfidence bias and investigates the mechanism of cognitive narrowing to overcome the negative emotions from social exclusion, and how overconfidence bias occur due to cognitive narrowing. Current study was performed with 94 undergraduate students. Participants were randomly assigned to social exclusion experience group or non-experience group. We analyzed how the degree of bias of overconfidence differs according to the social exclusion experience. The degree of overconfidence bias of the social exclusion experience group was higher than that of the non-experience group, and the difference was statistically significant. This study extends the concepts of escaping theory and cognitive narrowing to human cognitive bias and confirmed that social exclusion experience increased cognitive narrowing and overconfidence bias. Implications of this research and future research directions were discussed.

• Journal of Distribution Science
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• v.18 no.4
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• pp.79-85
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• 2020

Purpose: This study explores how cognitive impairment caused by social exclusion experience can be explained through cognitive narrowing and how it influences consumer's judgment and reasoning and results pseudodiagnosticity bias towards distribution brands. This study examines the characteristics of cognitive narrowing, which is one of the strategies for overcoming the negative emotions resulting from social exclusion, and how cognitive errors called pseudodiagnosticity bias occur due to cognitive narrowing in the evaluation of distribution brands. Research design, data and methodology: Present study was performed with 77 college students in Seoul. Participants were randomly assigned to the group who experienced social exclusion and the group who did not experience social exclusion. The analysis has been made of how the degree of bias of pseudodiagnosticity differs according to the experience of social exclusion by t-test. Results: The group who experienced social exclusion had a higher level of pseudodiagnosticity bias towards distribution brands than the group who did not experience social exclusion. Conclusions: This study confirmed what characteristics of cognitive narrowing, which is one of the strategies for overcoming the negative emotions resulting from social exclusion, and how cognitive errors called pseudodiagnosticity bias occur due to cognitive narrowing. Implications and future research directions were discussed and suggested.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.411-421
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• 2014

This study investigated the effect of cognitive narrowing on the consumers' belief biases in the light of the escape theory. Current study researched the relationship between the cognitive narrowing and the consumers' belief biases. The result of this study is as below. The degree of the consumers' belief biases is higher when the degree of the cognitive narrowing is higher than lower. On the basis of this result, theoretical and practical implications were suggested and the limitations and future research were discussed.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.8
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• pp.747-752
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• 2020

This study examines cognitive impairment, which is one of the results from social exclusion and leads to logical reasoning disorders. This study also investigate how cognitive errors called abductive inference error occur due to cognitive impairment. Present study was performed with 81 college students. Participants were randomly assigned to the group who has experienced social exclusion or to the group who has not experience the social exclusion. We analyzed how the degree of error of abductive inference differs according to the social exclusion experience. The group who has experienced social exclusion showed a higher level of abductive inference error than the group who has not experience. The abductive condition inference value of the group who has experienced social exclusion was higher in the group with the deduction condition inference value of 90% than in the group with the deduction condition inference value of 10%, and the difference was also significant. This study extended the concepts of cognitive impairments, escape theory, cognitive narrowing which are used to explain addiction behavior to human cognitive bias. Also this study confirmed that social exclusion experience increased cognitive impairment and abductive inference error. Future research directions and implications were discussed and suggested.

• Journal of Technology Innovation
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• v.3 no.1
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• pp.83-108
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• 1995

The two groups of research and management staff working in the government-supported research institutes are shown different in their cognitive styles on R&D management. Identifying the differences and understanding the reasons why such differences exist are th prerequisites for working out an effective R&D management. The investigation was made with emphasis on the cognitive styles regarding the core elements of R&D managements such as R&D process, manpower, budget and information required for R&D activities. The cognitive styles on R&D management shown distinct between the two groups suggest in turn that narrowing down the diference could provide the way to more effective R&D management.

• Journal of the Korean Magnetic Resonance Society
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• v.13 no.2
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• pp.84-95
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• 2009

The purpose of this study was to evaluate the usefulness of the measurement of corpus callosum (CC) size in the Alzheimer patient by using magnetic resonance (MR) midsagittal image. We performed MR scanning in 20 normal high age group, and in 20 mild cognitive impairment (MCI) group, and in 20 Alzheimer disease (AD) group. The following parameters were employed in AD group: TRITE/FA 6650ms/66ms/$90^{\circ}$, NEX 2, Thickness/Gap 2/0, FOV 220mm. The magnetic field strength was used at 3.0 Tesla. We selected midsagittal image of the brain by using view forum program, measured CC size, which were anteroposterior length, diameter of genu, body, narrowing portion, and splenium. The present study demonstrates that CC size of Alzheimer disease can be useful for clinical assessment concerning the diameter of genu, body, and splenium.

• East Asian Journal of Business Economics (EAJBE)
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• v.8 no.2
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• pp.57-68
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• 2020

Purpose - This study investigated the effect of the social exclusion experience on the compulsive buying tendency. The purpose of current study is to examine the mechanism through compulsive buying, one of selfdefeating behaviors. While previous studies on compulsive buying focused only on the mechanism of psychological escapism to overcome negative emotions, this study intends to expand the study on the causes of compulsive buying by presenting a social exclusion experience as one of the causes of negative emotions. Research design and methodology - Present study was performed with 114 university students. Participants were assigned to one of two groups at random - the social exclusion experience group and the social exclusion nonexperience group. Authors analyzed the influence of social exclusion experience on the compulsive buying. Results - The social exclusion experience group showed compulsive buying tendency than the social exclusion non-experience group. Conclusions - People with social exclusion experiences avoid self-awareness and show cognitive narrowing, which leads to compulsive buying. Academic implications and practical implications of current research were discussed and the limitations were suggested.

• Women's Health Nursing
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• v.22 no.2
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• pp.86-95
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• 2016

Purpose: The aim of this study was to conduct a concept analysis of cultural nursing competence. Methods: Cultural nursing competence was analyzed using Rodgers' evolutionary concept development method. A literature search using the keywords "cultural nursing competence", "intercultural nursing competence", "cultural nursing", "cultural health nursing", and "cultural competence" was conducted in PubMed, CINAHL, ERIC, and RISS on material published before 2015. Database and bibliographic searches yielded 35 records. Results: Cultural nursing competence comprised cognitive, affective, and behavioral domains. The critical attributes of the concept were sensitivity, equality, and activity. The analysis identified the following dimensions: awareness, openness, and coherence. The consequences of cultural nursing competence were personal satisfaction and social justice. The definition contained competence on both an individual and social level. Conclusion: Cultural competency enhances quality of care by narrowing health disparities and increasing client satisfaction. The concept analysis of cultural nursing competence may offer an acceptable framework which can be used to develop psychometric tools of this concept and provide guidelines in nursing practice.

• School Mathematics
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• v.16 no.2
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• pp.387-407
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• 2014

Gender differences have been given major attention in mathematics education in the context of pursuing gender equity in instructional and learning environment. It had been traditional belief that male students would outperform female students in mathematics, especially in the areas as geometry. This belief has been given doubts by cumulated empirical evidences that gender differences are gradually diminishing or even reversing its direction as time goes on. In this study, gender differences in geometry were explored using TIMSS 8th grade mathematics data administered in TIMSS 2003, 2007, and 2011, based on a cognitive diagnostic modeling(CDM) approach. Among various CDM models, the Fusion model was employed. The Fusion model has advantages over other CDM models in that it provides more detailed information about gender differences at the attribute level as well as item level and more mathematically tractable. The findings of this study show that Attribute 3(Three-dimensional Geometric Shapes) revealed statistically significant gender differences favoring male students in TIMSS 2003 and 2007, but did not show significant differences in TIMSS 2011, which provides an additional empirical evidence supporting the recent observation that gender gap is narrowing. In addition to the general trends in gender differences in geometry, this study also provided affluent information such as gender differences in attribute mastery profiles and gender differences in relative contributions of each attribute in solving a particular item. Based on the findings of the CDM approach exploring gender differences, instructional implications in geometry education are discussed.

• Journal of Science Education
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• v.36 no.2
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• pp.167-185
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• 2012

This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.