• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.595-603
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• 2002

The influences of the characteristics of anomalous data on cognitive conflict and conceptual change in learning density were investigated. The subjects were 416 seventh graders. First, the Group Assessment of Logical Thinking and a preconception test were administered. A questionnaire on the responses to anomalous data was then administered. In the questionnaire, four types of anomalous data varying presentation type (movie/text) and authority level (high/low) were randomly presented. After a computer-assisted instruction on density, a conception test was administered. The results indicated that anomalous data presented in movie type significantly induced more cognitive conflict than that in text type. Students presented with anomalous data of high authority scored higher in the conception test than those of low authority. There were no significant interactions between the characteristics of anomalous data and students' logical thinking ability in the scores of both the cognitive conflict and the conception test.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.8
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• pp.1158-1164
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• 2022

In this study, the emotional reaction process and the cognitive reaction process were divided into the process of building trust in order to form a continuous use intention in the process of using the mobile simple payment system. We examined the process by which various external factors generate continuous use intentions, that is, behavioral responses through the process of each reaction. External factors were divided into social factors, systemic factors, and social factors. Among them, system factors were social norms and images, and systemic factors were simplicity and accessibility. And the social factors consisted of security and compatibility. And the emotional response was set as pleasure and emotional trust, the cognitive response was cognitive trust, and the final dependent variable was set as continuous use intention. A survey was conducted for model analysis, and the analysis results were derived using PLS.

• Fashion & Textile Research Journal
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• v.24 no.2
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• pp.229-240
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• 2022

This study explores the effect of anthropomorphism on fashion chatbot reliability, mediated by perceived intelligence and cognitive evaluation. The moderating effects of individuals' need for human interaction between chatbot anthropomorphism and perceived intelligence, cognitive evaluation, and chatbot reliability are also explored. Participants, who were recruited through the online research firm, responded to questions after watching a video clip showing a conversation with a fashion chatbot on a mobile screen. The data were collected through Mturk, a crowdsourcing platform with an online research panel. All responses (N = 212) were analyzed using SPSS 26.0 for the descriptive statistics, frequency analysis, reliability analysis, exploratory factor analysis, and PROCESS procedure. The results demonstrate that chatbot anthropomorphism increases chatbot reliability, and this is mediated by chatbot intelligence. Although chatbot anthropomorphism increases cognitive evaluation, the effect of cognitive evaluation on chatbot reliability is not significant; thereby, the effect of chatbot anthropomorphism on chatbot reliability is not mediated by the cognitive evaluation. The direct effect of anthropomorphism on chatbot reliability is also moderated by individuals' need for human interaction. For participants with a high need for human interaction, chatbot anthropomorphism increases chatbot reliability; however, anthropomorphism does not significantly affect chatbot reliability for participants with a low need for human interaction. The study's findings contribute to expanding the literature on consumers' new technology acceptance by testing the antecedents affecting service reliability.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.650-663
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• 2013

Multidimensional scaling can be used to identify relationships among concepts, revealing the structure of the cognitive framework by measuring distances within perceptual maps. The current study sought to examine the relationships among concepts related to photosynthesis in 2,844 $3^{rd}-11^{th}$ grade science students. The questionnaire included items on 'location,' 'products,' 'reactants,' and 'environmental factors', presenting images related to each theme. Students provided responses corresponding to particular topics, and reported the extent to which the concept was related to the topic on a scale from 1 to 30. The survey results were as follows: first, students were not able to clearly distinguish between or understand the four main topics. Second, students organized their cognitive structures by closely associating related concepts after learning. Third, the presented concepts revealed a mixture of scientific and non-scientific concepts, suggesting that students needed to clearly distinguish the preconceptions through which they organized concepts, so that they are suitable for cognitive structures based on learning. Furthermore, non-scientific concepts within perceptions were consistently maintained throughout learning, affecting the proximity of scientific concepts.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.304-311
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• 1994

Four science concepts were selected from high school science textbook to investigate the differences in priorities of students knowledge activated during solving earth science problems in laboratory and earth science environmental contexts. Two items, one for laboratory context and the other for earth environmental context, were developed for earth selected concept The subjects were constituted of 192 students in 11th grade and 196 in 12th grade in one senior high school. Students' responses were categorized using graph models and analyzed in terms of 'Common Activated Knowledge'(CAK). and 'Specific Activated Knowledge'(SAK) across students' cognitive frames, grades, and sex. As contextual differences of the problems increased, context effects in priorities of CAK were reported in favor of laboratory context, on the contrary those of SAK in favor of earth environmental context. Context effects were reported across cognitive frames, especially students with laboratory cognitive frames showed more significant context effects than others. Lower graders and girls showed relatively large context effects. The results of this study showed that science concepts learned in a laboratory context are not easily transferred to earth environmental context. Therefore, special instructional strategies should be developed to overcome the context effect s according to activated knowledges with high priorities in laboratory and earth environmental context.

• Journal of Engineering Education Research
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• v.14 no.3
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• pp.3-8
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• 2011

Women in the predominantly male-oriented college of engineering which is afflicted by the high dropout rate and the low employment rate of coeds in their majoring fields because of the die-hard male dominant culture. In order to resolve the related problems, P University has been actively engaged in a movement called "Women into Engineering" (WIE) to raise the gender cognitive awareness and to train women engineers for highly qualified work force. As part of the movement, a subject called "Women in Engineering" that focuses on the gender cognitive perspective is effective to reduce the dropout rate and to land a job inside their fields by stimulating their interest in their specialty and masting soft/hard skills. The study was conducted a survey of the coeds who have completed the "Women in Engineering" course to evaluate the degree of satisfaction perceived, and a t-test through comparing the group of the coeds and a group of coeds who have not taken the course. The results showed statistically significant responses indicating that both groups of coeds would like to see WIE offer more basic engineering courses like "Women in Engineering". This may lay the foundation to offer other major engineering courses for juniors and seniors that emphasize the gender cognitive approach.

• Molecules and Cells
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• v.37 no.6
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• pp.441-448
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• 2014

Inflammasomes are specialized signaling platforms critical for the regulation of innate immune and inflammatory responses. Various NLR family members (i.e., NLRP1, NLRP3, and IPAF) as well as the PYHIN family member AIM2 can form inflammasome complexes. These multiprotein complexes activate inflammatory caspases (i.e., caspase-1) which in turn catalyze the maturation of select pro-inflammatory cytokines, including interleukin (IL)-$1{\beta}$ and IL-18. Activation of the NLRP3 inflammasome typically requires two initiating signals. Toll-like receptor (TLR) and NOD-like receptor (NLR) agonists activate the transcription of pro-inflammatory cytokine genes through an NF-${\kappa}B$-dependent priming signal. Following exposure to extracellular ATP, stimulation of the P2X purinoreceptor-7 ($P2X_7R$), which results in $K^+$ efflux, is required as a second signal for NLRP3 inflammasome formation. Alternative models for NLRP3 activation involve lysosomal destabilization and phagocytic NADPH oxidase and /or mitochondria-dependent reactive oxygen species (ROS) production. In this review we examine regulatory mechanisms that activate the NLRP3 inflammasome pathway. Furthermore, we discuss the potential roles of NLRP3 in metabolic and cognitive diseases, including obesity, type 2 diabetes mellitus, Alzheimer's disease, and major depressive disorder. Novel therapeutics involving inflammasome activation may result in possible clinical applications in the near future.

• Journal of Engineering Education Research
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• v.17 no.5
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• pp.8-12
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• 2014

Women in engineering subject were developed for women included engineering education in Korea. Women in the predominantly male-oriented college of engineering which is afflicted by the high dropout rate and the low employment rate of coeds in their majoring fields because of the die-hard male dominant culture. In order to resolve the related problems, Our University has been actively engaged in a movement called "Women into Engineering" (WIE) to raise the gender cognitive awareness and to train women engineers for highly qualified work force. As part of the movement, a subject called "Women in Engineering" that focuses on the gender cognitive perspective is effective to reduce the dropout rate and to land a job inside their fields by stimulating their interest in their specialty made soft/hard skills. The study was conducted a survey of the coeds who have completed the "Women in Engineering" course to evaluate the degree of satisfaction perceived, and a t-test through comparing the group of the coeds and a group of coeds who have not taken the course. The results showed statistically significant responses indicating that both groups of coeds would like to see WIE offer more basic engineering courses like "Women in Engineering." This may lay the foundation to offer other major engineering courses for juniors and seniors that emphasize the gender cognitive approach.

• Journal of Information Technology Services
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• v.14 no.4
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• pp.237-256
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• 2015

The purpose of this study is to develop the eTextbook and to explore the usability of the eTextbook for accelerating mobile learning in university. This study was primarily based on needs analysis of students, and eTextbook was created based on digital publishing through Adobe DPS. The major design principles of the eTextbook based on previous studies were as follow. First, eTextbook should deliver learning contents in a simple and systematic way. Second, eTextbook should induce student's flows by providing segmented learning contents and various learning resources. Third, eTextbook should expand information accessibility by providing a wide variety of multimedia functions. The development principles of eTextbook have been developed based on cognitive psychology. Location and function of the link or icon used for eTextbook have been developed on the basis of the principles of cognitive psychology. The main development principles were Coherence, Signaling, Redundancy, Segmentation, Multimedia principle, and so on. In order to examine usability of the developed eTextbook, experts' and learners' reactions were evaluated. The primary responses of learners are that the eTextbook increased the learning accessibility and provided various multimedia factors, and thus increased the learning flows in the class.

• Journal of the Korean Society of Clothing and Textiles
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• v.43 no.5
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• pp.634-648
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• 2019

Self-service technologies (SST) are rapidly changing the way customers participate in the purchasing process. Academic literature has focused on the acceptance of SSTs. However, this study explored consumer's cognitive response and purchase intentions through service qualities of SST as well as how they are moderated by technology anxiety and other people's presence based on TAM3. An online survey collected 279 consumer panels. All responses were used for the analysis and analyzed statistically through SPSS 23.0. The results indicate that only enjoyment and control had a significant effect on warmth perception; however, all service qualities had significant effects on competence perception. The perceived warmth and perceived competence partially mediated the relationship between SST service qualities and purchase intention. The moderating effect of technical anxiety was shown to be significant in the relationship between perceived competence and purchase intention. In addition, technology anxiety had a moderating effect on the relationship between competence perception and purchase intention only in a public situation.