• 아동학회지
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• 제38권1호
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• pp.217-231
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• 2017

Objective: The purpose of this study was to examine the influence of affective and cognitive empathy, and peer competence on behavioral problems among young children. Methods: The participants were 224 4- to 5-year-olds attending daycare centers in Gyeonggi-do. Children's empathy, peer competence, and behavioral problems were reported by their teachers. The collected data were analyzed using simple regression and three-step hierarchical multiple regression analyses. Results: The results showed that children who exhibited low affective empathy scored higher on peer acceptance and behavioral problems than children who had high affective empathy. This pattern of results was similarly found with cognitive empathy. Additionally, the effect of children's affective empathy on behavioral problems was fully mediated by peer competence, whereas the effect of children's cognitive empathy on behavioral problems was partially mediated by peer competence. Conclusion: These results suggest the need for peer-competence training based on affective empathy and training for both peer competence and cognitive empathy in reducing behavioral problems among young children.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제6권2호
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• pp.171-182
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• 2002

Students approach mathematical problem solving in fundamentally different ways, particularly problems requiring conceptual understanding and complicated strategies such as mathematical word problems. The main objective of this study is to compare students' performance with different cognitive styles (Field-dependent vs. Field-independent) on mathematics problem solving, particularly, in word problems. A sample of 180 school girls (13-years-old) were tested on the Witkin's cognitive style (Group Embedded Figures Test) and two mathematics exams. Results obtained support the hypothesis that students with field-independent cognitive style achieved much better results than Field-dependent ones in word problems. The implications of these results on teaching and setting problems emphasizes that word problems and cognitive predictor variables (Field-dependent/Field- independent) could be challenging and rather distinctive factors on the part of school learners.

• 대한가정학회지
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• 제40권2호
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• pp.57-66
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• 2002

This study investigated institutionalized children's behavior problems depending on their cognitive abilities. Subjects were 185 institutionalized children in 15 child-welfare facilities in Seoul (132 preschooler and 153 primary schoolers; 106 boys and 79 girls). Institutionalized children's cognitive abilities were measured using the Comprehension and Picture Completion Assessment, two subsets of K-WPPSI (Park et al., 1996) Comprehension and Picture Completion Assessment belong to verbal and performance scale, respectively. Measures of behavior problems included anxiety, immaturity, social withdrawal, physical symptom, hyperactivity, and aggression. Data were analyzed with mean, standard deviation, and t-test. Results showed that institutionalized children had higher scores in Picture Completion Assessment than Comprehension Assessment. Furthermore, institutionalized children with low scores in Comprehension Assessment were higher in anxiety and social withdrawal than children with high scores in Comprehension Assessment.

• 대한간호학회지
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• 제39권5호
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• pp.741-750
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• 2009

Purpose: The purpose of this study was to identify the prevalence of cognitive impairment, behavioral problems, and the state of mental health for elderly Korean people who have been institutionalized. Methods: A cross-sectional, nationwide survey was performed using an anonymous questionnaire. The participants in this study were 2,521 institutionalized elderly Korean people. A proportional stratified random sampling method was employed. Results: 1) Elders admitted to subacute hospitals and long term care (LTC) facilities showed a higher level of cognitive impairment compared to elders admitted to acute care hospitals. 2) Elders confined in LTC facilities showed a higher level of behavioral problems compared to elders in acute or subacute hospitals. 3) Elders admitted to subacute hospitals and LTC facilities showed more serious mental health problems, such as depression or suicidal ideation, compared to elders in acute care hospitals. Conclusion: The results of this study indicate that the severity of cognitive-behavioral or mental health problems do not match well with type of care setting. Therefore, health personnel working with elderly people should be provided guidance on detection and management of cognitive-behavioral and mental health problems. The necessity of a decision support system for eligibility and placement in long-term care is also discussed.

• 대한인간공학회지
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• 제18권1호
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• pp.133-147
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• 1999

Traffic signs without a cognitive consideration in their design may cause information-processing problem that could result in a mental confusion among drivers often lead to a serious traffic accident. Therefore, in this study, several traffic signs currently used in Seoul Metropolitan area have been sampled and analyzed to identify design problems that usually caused by neglecting drivers cognitive ability. To classify the practical design problems, five major information-processing problems have been suggested: indistinguishable information, information conflict, missing information, sign-load mismatch, and information overload. In order to solve these cognitive problems, new traffic signs have been suggested in this study. An experiment was also performed to validate the new traffic sign. Twenty-four healthy subjects participated in the experiment. They were asked to answer the Question after observing the traffic signs continuously displayed on computer screen. The result indicated that subjects improved the accuracy in understanding the signs by 1.4 times when they used the suggested traffic sign compared to the old one. Based upon the results, a cognitive guideline was suggested for correct and speedy reading of traffic signs by improving information processing and reducing of human error. In conclusion, the traffic sign may well be applied to design an intelligent traffic sign system to increase the safety and comfort of drivers, especially in complex load condition.

• 한국경영과학회지
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• 제29권4호
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• pp.117-134
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• 2004

This study suggests a data driven optimization approach, which simulates the models of human learning processes from cognitive sciences. It shows how the human learning processes can be simulated and applied to solving combinatorial optimization problems. The main advantage of using this method is in applying it into problems, which are very difficult to simulate. 'Undecidable' problems are considered as best possible application areas for this suggested approach. The concept of an 'undecidable' problem is redefined. The learning models in human learning and decision-making related to combinatorial optimization in cognitive and neural sciences are designed, simulated, and implemented to solve an optimization problem. We call this approach 'SLO : simulated learning for optimization.' Two different versions of SLO have been designed: SLO with position & link matrix, and SLO with decomposition algorithm. The methods are tested for traveling salespersons problems to show how these approaches derive new solution empirically. The tests show that simulated learning for optimization produces new solutions with better performance empirically. Its performance, compared to other hill-climbing type methods, is relatively good.

• 대한가정학회지
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• 제39권3호
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• pp.25-34
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• 2001

The purpose of this study was to examine the relationship between cognitive ability and emotional and behavioural problems in a nonclinical sample of 120 preschool children aged 4-5 years. Cognitive ability scores were derived from the 'McCarthy Scales of Children's Abilities', and emotional and behavioural problems were measured using quantitative and dimensional method, 'Child Behavior Checklist'. The results from this study support similar findings among older children and clinical populations that lower McCarthy general, verbal, and perceptual-performance IQ scores are associated with internalizing and externalizing emotional and behavioural problems. On the basis of this study, early identification of intellectual deficits among preschool children may help to prevent later school difficulties and severe psychopathology.

• East Asian mathematical journal
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• 제35권4호
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• pp.451-465
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• 2019

Textbooks are official materials so that these are the most frequently used teaching materials in school. The teacher constructs the lesson based on the contents of the textbook to achieve the learning goal. Thus, textbooks play an important role because the quality of the contents in textbooks affects the cognitive level of students. This study investigates the cognitive domain based on Bloom's Taxonomy of Educational Objectives(knowledge, understanding, application, analysis, synthesis and evaluation) of 'Values and Expression' in the mathematics textbook of the first grade of middle school reflecting the 2015 revised mathematics curriculum. We also looked at cognitive levels based on Bloom's Taxonomy of Educational Objectives. As a result, it was found that understanding was dominant in 'Values and Expression'. Also, although the problem of requiring a higher level of cognition is increasing as the unit finishes, there are still a high percentage of low level of problems.

• 한국과학교육학회지
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• 제16권3호
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• pp.278-285
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• 1996

High school students' achievements in algorithmic problems, and figure-formatted and textual-formatted conceptual problems concerning stoichiometry, gaseous state, and solution, were measured by the Chemistry Problem Solving Ability Test. The relationships among the achievement scores in the three types of problems and cognitive variables such as logical thinking ability, mental capacity, and field dependence/field independence were examined. The portion of variance of explanation for each achievement score was also studied by a multiple regression analysis. The results showed that logical thinking ability was significantly correlated with the achievement score in the algorithmic problems, and accounted for the significant portion of the variance of the score. Mental capacity accounted for the significant portion of the variance of the score in the figure-formatted conceptual problems. Although field dependence/field independence was significantly correlated with all the achievement scores, it did not significantly account for any scores in multiple regression analyses. However, the magnitudes of correlation coefficients among the achievement scores were higher than those between the achievement scores and cognitive variables. The best predictor for each score was also found to be one of the other achievement scores. Educational implications are discussed.

• 대한수학교육학회지:수학교육학연구
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• 제19권4호
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• pp.531-543
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• 2009

본 연구는 중학교 2학년 기하 문제를 해결하는 데 필요한 속성이 무엇인지를 확인하고, 학생들이 그러한 속성을 얼마나 숙달하고 있는지를 분석하였다. 중학교 2학년 기하 영역의 선다형 문항은 회상하기, 분석하기, 정당화하기, 종합하기, 비정형 문제해결의 5가지 속성을 요구하고 있었으며, 이것은 수학 교사들의 내용적 판단뿐 아니라 인지진단이론의 모수에 의해서도 확인되었다. 학생들은 정당화하기와 종합하기의 속성을 많이 숙달하지 못한 편으로 나타났다. 5가지 속성은 서로 높은 상관관계가 있었으며, 회귀분석 결과 분석하기가 기하 성취도 변화를 가장 잘 예측하는 변수였다. 성취수준별로 숙달한 속성의 수는 달랐는데, 중 수준 학생들은 상 수준과 비교하여 정당화하기, 비정형 문제해결의 숙달 비율이 낮았으며, 하 수준 학생들은 종합하기나 정당화하기의 속성을 거의 숙달하지 못했고 회상하기, 분석하기, 비정형 문제해결의 속성 또한 30% 미만의 학생들이 숙달하고 있었다. 이 결과는 개인에 따라 다른 정보를 제공하고 학생 개개인의 강점과 약점을 산출해준다는 점에서 학생 평가에 유용하게 활용될 수 있다.