• Journal of the Korea Society of Computer and Information
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• v.22 no.5
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• pp.51-56
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• 2017

The purpose of this study was to identify differences in cognitive function according to the presence or absence of apraxia and the tasks most relevant to the cognitive function among the various types of tasks in the apraxia test. The subjects were 42 community residents who participated in a cognitive rehabilitation program related to dementia in a Chungbuk area. MMSE-K and BCoS(Birmingham Cognitive Screen) apraxia test were administered to all subjects. The apraxia test includes three types of tasks, gesture production tasks that make meaningful movements according to verbal instructions, gesture recognition tasks that display behavior after make sense of meanings, and meaningless imitation task. Apraxia group(n=30, MMSE-K mean score: 25) showed lower cognitive function than group without apraxia(n=12, MMSE-K mean score: 28). All tasks in the apraxia test showed a significant correlation with cognitive function, but the meaningless imitation task had a negligible correlation. The apraxia test is a good way to assess cognitive function, and it may be more effective to use meaningful behavior to replace cognitive testing.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.61-75
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• 2015

This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

• Journal of Korean Society for Quality Management
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• v.23 no.3
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• pp.69-83
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• 1995

In a large number of literature on of inspection tasks, one of the most consistent findings is the existence of large and consistent differences among inspectors. It is possible that the individual difference is described by the difference of cognitive skills, because cognitive skills are required more than manual skills in inspection tasks. Therefore, a set of cognitive factors in human information processing may underly human performance in inspection tasks. In this study, a cognitive skill was described as the relative importance of the cognitive factors involved. A hierarchical task analysis and a fuzzy hierarchical analysis were used to represent how the importance of cognitive factors contribute to inspection performance. An experiment was conducted using the computer simulations of PCB inspection tasks. The results revealed that the subject group with better performance showed the importance weights of cognitive factors in the following rank; (attention, perception, judgement, classification, recognition)<(detection)$\ll$(memory). The results of the experiment can serve as a selection criterion for efficient inspection performance and the information of skilled learning for an inspection training program. The usefullness of a hierarchical task analysis and a fuzzy hierarchical task analysis for the analysis of cognitive tasks are also confirmed.

• The Mathematical Education
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• v.52 no.1
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• pp.111-128
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• 2013

The purpose of this study was to examine and analyze the cognitive demand of the mathematical tasks suggested in the middle school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks in the strand of geometry in the textbooks. We adopted the framework for mathematical task analysis suggested by Stein & Smith(1998) and analyzed the mathematical tasks accordingly. The findings from the analysis showed that 95 percent of the mathematical tasks were at high level and the rest at low level in terms of cognitive demand. Most of the mathematical tasks in the textbooks were algorithmic and focused on producing correct answers by using procedures. In particular, the high level tasks were presented at the end of each chapter or unit for wrap up rather than as key resources.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.621-641
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• 2017

The purposes of this study were to identify the characteristics of students with different cognitive styles in the communication process according to the types of mathematical tasks and investigate the effects of their cognitive styles and types of mathematical tasks on their mathematical communication. For this, the investigator selected subjects according to the field dependent-field independent cognitive style by Witkin et al.(1977, p. 7). Mathematical tasks were developed in the areas of numbers and operations, regularity, and measurement according to the four types of Stein & Smith(1998, p. 269), which include the Memorization, Procedures without Connections, Procedures with Connections, and Doing Mathematics tasks. The selected students were divided into homogeneous groups according to their cognitive styles, and their communication processes according to the four types of mathematical tasks were observed through participation and videotaped. The videotapes were then transcribed and analyzed in protocols. The conclusions is that mathematical tasks of high cognitive level had positive effects on the activation of significant mathematical communication among the students and that differences in approaches to tasks according to their cognitive styles influenced their communicative activities in speaking and listening.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.395-423
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• 2019

The purpose of the study is to analyze the levels of cognitive demands and components of the reasoning process presented in the mathematical sequence section of three high school mathematics textbooks in order to provide implications for the development of reasoning tasks in the future mathematics textbooks. The results of the study have revealed that most of the reasoning tasks presented in the mathematical sequence section of the three high school mathematics textbooks seemed to require low-level cognitive demands and that low-level cognitive demands reasoning tasks required only a component of one reasoning process. On the other hand, only a portion of the reasoning tasks appeared to require high-level of cognitive demands, and high-level cognitive demands reasoning tasks required various components of reasoning process. Considering the results of the study, it seems to suggest that we need more high-level cognitive demands reasoning tasks to develop high-level cognitive reasoning that would provide students with learning opportunities for various processes of reasoning, and that would provide a deeper understanding of the nature of reasoning.

• Journal of the Ergonomics Society of Korea
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• v.14 no.1
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• pp.25-35
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• 1995

For information processing tasks, it is an important cognitive skill to manipulate and store information, which is known as information intake. One of the tasks which greatly involve this skill would be a spreadsheet calculation task. In this study, a spreadsheet calculation task is analyzed by the cognitive task analysis based on the cognitive factors having been usef for a model of human information processing. By the results of the cognitive task analysis, the spreadsheet calculation tasks to be used in the experiments are designed and the testbattery of cognitive abilities assessment (CCAB ; complex cognitive asssessment battery) are selected. Then, the features of cognitive demands and a human performance model of the spreadsheet calculation task are suggested by means of correlation analysis, principal component factor analysis, and regression analysis of the results of the experiments on task performances and the assessment of cognitive abilities. Also, the application of the results of the study to job placement and further research issues are described.

• Journal of the Korean Society of Safety
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• v.18 no.2
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• pp.104-118
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• 2003

It has been criticized that conventional human reliability analysis (HRA) methodologies for probabilistic safety assessment (PSA) have been focused on the quantification of human error probability (HEP) without detailed analysis of human cognitive processes such as situation assessment or decision-making which are crticial to successful response to emergency situations. This paper introduces a new human reliability analysis (HRA) methodology, AGAPE-ET (A guidance And Procedure for Human Error Analysis for Emergency Tasks), focused on the qualitative error analysis of emergency tasks from the viewpoint of the performance of human cognitive function. The AGAPE-ET method is based on the simplified cognitive model and a taxonomy of influencing factors. By each cognitive function, error causes or error-likely situations have been identified considering the characteristics of the performance of each cognitive function and influencing mechanism of PIFs on the cognitive function. Then, overall human error analysis process is designed considering the cognitive demand of the required task. The application to an emergency task shows that the proposed method is useful to identify task vulnerabilities associated with the performance of emergency tasks.

• The Mathematical Education
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• v.62 no.2
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• pp.257-268
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• 2023

The purpose of the study is to analyze the characteristics of open-ended tasks in terms of cognitive demands. For this purpose, we analyzed characteristics of open-ended tasks presented in the sequence units of three high school mathematics textbooks. The results of the study have revealed that low cognitive demand levels of open-ended tasks had characteristics including procedures within previous tasks or within those tasks. On the other hand, high cognitive demand levels of open-ended tasks had characteristics of actively exploring new conditions to gain access to what is being sought, requesting a basis for judgement, linking various representations to the concepts of sequences, or requiring a variety of answers. These results are significant in that they not only specified the characteristics of open-ended tasks with high cognitive demands in terms of the intended curriculum, but also provided a direction for the development of open-ended taks with high congitive demands.

• Nuclear Engineering and Technology
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• v.31 no.6
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• pp.8-22
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• 1999

This study was performed to comparatively evaluate selected Human Reliability Analysis (HRA) methods which mainly focus on cognitive error analysis, and to derive the requirement of a new human error analysis (HEA) framework for Accident Management (AM) in Nuclear Power Plants (NPPs). In order to achieve this goal, we carried out a case study of human error analysis on an AM task in NPPs. In the study we evaluated three cognitive HEA methods, HRMS, CREAM and PHECA, which were selected through the review of the currently available seven cognitive HEA methods. The task of reactor cavity flooding was chosen for the application study as one of typical tasks of AM in NPPs. From the study, we derived seven requirement items for a new HEA method of AM in NPPs. We could also evaluate the applicability of three cognitive HEA methods to AM tasks. CREAM is considered to be more appropriate than others for the analysis of AM tasks, HRMS is also applicable to the error analysis of AM tasks. But, PHECA is regarded less appropriate for the predictive HEA technique as well as for the analysis of AM tasks. In addition to these, the advantages and disadvantagesofeachmethodaredescribed.