• Science of Emotion and Sensibility
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• v.23 no.1
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• pp.89-102
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• 2020

This study aimed to compare the effects of two emotion regulation strategies, namely, cognitive reappraisal and expressive suppression in female college students. Specifically, the effects of these two emotion regulation strategies were tested and the intrapersonal factors related to the effects of these strategies were explored. The participants included 60 female college students. In Study 1, 40 participants were randomly assigned to each of the two different strategy groups, i.e., a between-subject design was employed. In Study 2, 20 participants were asked to use both strategies to regulate their emotion, i.e., a within-subject design was employed. The results revealed that both emotion regulation strategies effectively reduced negative emotion of emotional stimuli. However, the use of emotion regulation assessed with a questionnaire was not matched to the actual usage of regulation strategies examined with a task. Finally, the use of a suppression strategy was related to the extroversion psychological adaptive variable. Our findings suggest that the subjective assessment of the use of an emotion regulation strategy may not be the same as the actual use of an emotion regulation strategy. Furthermore, we demonstrated that when participants have an option to use both strategies, the cognitive reappraisal is more functional than expression suppression. This concurs with the previous findings on the effects of emotion regulation strategies.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.279-286
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• 2007

In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.1-16
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• 2004

The purpose of this study was to examine the role of cognitive conflict in the conceptual change process. Ninety-seven high school students in Korea participated in this study. Before instruction, we conducted pretests to measure learning motivation and learning strategies. During instruction, we tested the students' preconceptions about Newton's 3rd Law and presented demonstrations. After this, we tested the students' cognitive conflict levels and provided students learning sessions in which we explained the results of the demonstrations. After these learning sessions, we tested the students' state learning motivation and state learning strategy. Posttests and delayed posttests were conducted with individual interviews. The result shows that cognitive conflict has direct/indirect effects on the conceptual change process. However, the effects of cognitive conflict are mediated by other variables in class, such as state learning motivation and state learning strategy. In addition, we found that there was an optimal level of cognitive conflict in the conceptual change process. We discuss the complex role of cognitive conflict in conceptual change, and the educational implications of these findings.

• 한국디지털정책학회:학술대회논문집
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• 2006.06a
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• pp.197-204
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• 2006

This paper tried to develop differentiation strategies of policy process in governance. Firstly, we reviewed model of policy making(output-oriented model and process-oriented model, normative or idealistic approach and realistic or empirical approach, rational model and cognitive model etc). Now gumi city is making the policy based on the process-oriented model, realistic or empirical approach, cognitive model. So gumi city was winner the test of provinces innovation in 2005. Therefore, when we make the policy, consider these factor: citizen and public service personnel participate policy making process and control policy quality.

• Journal of Information Technology Applications and Management
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• v.17 no.3
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• pp.99-119
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• 2010

The Radio Frequency IDentification (RFID), once used widely, is expected to provide improved convenience in our everyday life. Crude observations of RFID consumption show that there is a wide variation in the adoption of this technology across different individuals. One plausible explanation is that consumers with challenging mind who seek for new technologies and have a good grasp of the new RFID technology should have higher propensity to use the technology. A better understanding of such acceptance pattern of RFID is of high importance in establishing technology providers' marketing strategies. This study is aimed to explain differences in the level of RFID acceptance focusing on cognitive styles of potential RFID users. By presenting potential RFID users' discriminative propensity toward RFID technology, this study hopes to provide guidelines for the design of service strategies that facilitate consumers' acceptance of RFID.

• Journal of Computing Science and Engineering
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• v.2 no.4
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• pp.340-356
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• 2008

The cognitive constraints of the human mind must drive the decisions in architecture and methodology design in order that the systems we build are comprehensible. This paper presents a methodology for the design of time-triggered embedded systems that leads to understandable artifacts. We lift the design process to a higher level of abstractionto the level of computational components that interact solely by the exchange of messages. The time-triggered architecture makes it possible to specify the temporal properties of component interfaces precisely and provides temporally predictable message communication, such that the precise behavior of a large design can be studied in the early phases of a design on the basis of the component interface specifications. This paper shows how the cognitive simplification strategies of abstraction, partitioning and segmentation are supported by the time-triggered architecture and its associated design methodology to construct evolvable embedded systems that can be readily understood and modified.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.171-182
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• 2004

The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

• Korean Journal of Child Studies
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• v.25 no.3
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• pp.41-57
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• 2004

The subjects in this study were 442 5th and 6th grade school children in Seoul. Data were analyzed by Pearson's correlation, Stepwise Multiple Regression, and MANOVA. The principal findings were that worry, depression, and trait anxiety were positively related to meta-cognitive knowledge, particularly, meta-worry, positive beliefs about worry, negative beliefs about worry, lower appraisal about cognitive competence, and cognitive self-consciousness. These traits were also positively related to such metacognitive regulation strategies as worry displacement, self punishment, reappraisal, and social control. Metacognition influenced worry, depression, and trait anxiety; groups having more problems worry, depression, and trait anxiety showed high scores in metacognitive knowledge and metacognitive regulation strategies.

• International Journal of Contents
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• v.16 no.4
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• pp.39-49
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• 2020

The goal of this research was to understand the patterns of multidimensional engagement in MOOCs. An email with an online survey link was sent to enrollees in an MOOC course. The survey included 35 questions asking about engagement, teaching presence, and learning persistence. The items were validated in the literature, revised for the MOOC setting, reviewed by four professionals in the field of educational technology, and used in the study. A heterogeneous group of 170 individuals gathered through convenience sampling participated in the study. With cluster analysis of the engagement data, three groups were identified: Cluster1, 2, and 3. Cluster 1 scored high on behavioral, emotional, and cognitive engagement. Cluster 2 scored high on behavioral aspects but low on emotional and cognitive engagement. Cluster 3 scored low on behavioral and cognitive engagement but high on emotional aspects. The study addressed cluster-specific learner characteristics and differences in perceived teaching presence and learning persistence. Design strategies pertaining to each cluster were further discussed. These strategies may guide instructors and practitioners in the design and management of MOOCs and should be further validated through future studies.

• East Asian mathematical journal
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• v.31 no.4
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• pp.393-420
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• 2015

The expectation and confirmation emerging as one of problem-solving strategies in the elementary school is a strategy that does not limited in the elementary school but used in the middle and high school. This strategy inevitably requires a process of adjustment that affected by the earlier expectation. Such an adjustment raised expectation and confirmation to one of effective problem-solving strategies. The adjustment is especially important to carry out the strategy effectively. The aim of this study was to conduct basic research on cognitive characteristics appearing to students when they carried out the expectation and confirmation strategy. We investigated and analyzed this in term of adjustment of expectation. To do this, we examined 50 5th graders' response in three kinds of word problems and interviewed with 4 participants who is using the expectation and confirmation strategy. The interview was conducted by using the items or solutions used in the test. From this, we tried to check students' cognitive characteristics and recognition on it's value. Furthermore we proposed the pedagogical implications associated with these results.