• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2000.04a
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• pp.318-327
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• 2000

Managerial intuition is a well-recognized cognitive ability but still poorly understood for the purpose of developing effective decision support systems. this research investigates whether the differences in accuracy of "time series forecasting" are related to the differences in one's cognitive style, using statistical test The hypotheses established in the research model did not have positive correlation The lack of correlation between "cognitive style and physiological measures" and accuracy in forecasting may be caused by uncontrolled external variable. Thus, further analyses on physiological characteristics and brainwaves are needed. The approaches such as neural network and data mining are proposed.

• Journal of Engineering Education Research
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• v.17 no.6
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• pp.20-29
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• 2014

The purpose of this study is to analyze the traits on the cognitive and affective learning style of university students. CALSIU(The Cognitive & Affective Learning Style Inventory for University School Students) by Kim, E. J. was modified for applying to university students and performed with 399 university students from three universities in Daejeon and Chungnam. Statistical analysis done in this study were ANOVA and Scheffe's test. Findings of the study are as follows : First, the students with high academic achievements have intuitive perception type, whole processing type, and deep storage & recall type. Secondly, the students with low academic achievement have strong non-academic learning type. Third, interaction attitude of affective learning styles is the important element to determine their academic achievement. The students with independent type get high academic achievements. Therefore, instructor should consider the learning styles of students, and it should be used to improve their teaching & learning strategy for better academic achievements of university students.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1097-1109
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• 2010

The purpose of this study is to analyze the ERF components patterns of observers who have different cognitive styles using magneto-encephalography (MEG). The task was developed based on the CSA (Cognitive Style Analysis) program. Eight right-handed, healthy male college students participated in voluntarily. To investigate college students' ERF components during the task, an MEG system with block design was used to measure magnetic signals in their brains. For examining the observation characteristic by cognitive style, MEG ERF components were analyzed. As a result, four ERF components (M1, M2, M3, M4) were observed. Through the results of this study, the reason for different observation characteristics by cognitive styles was verified in the neurophysiological methods. This study will have implications to establish theories on scientific observation and cognitive styles.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.284-290
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• 1995

This study examined the effects of the learning cycle model by learner's characteristics such as I.Q., cognitive levels, inquiry skins, cognitive style, activity, reflectiveness. To see the effects of the learning cycle model, nonequivalent control group pretest-posttest multiple treatment designs was used in the study. 99 middle school second-graders(female) were divided into two groups. One group was selected as the experimental group (n=50), the other served at the comparison group(n=49). During the eight-month period, the students in the experimental group were instructed according to the learning cycle model, while the students in the comparison group were instructed according to the traditional instruction methods. Achievement data from science achievement test were analyzed by an ANOVA technique. The results of the study are as follows : 1. Science knowledge achievement. For the lower level students of activity, the learning cycle model is superior to the traditional approaches in science knowledge achievement. 2. Science inquiry skills. For the upper level students of I.Q., cognitive levels, inquiry skills, cognitive style and reflectiveness, the learning cycle model is superior to the traditional approaches in science inquiry skills. 3. Attitudes toward science. For the lower level students of I.Q., cognitive levels, inquiry skills, cognitive style, activity and reflectiveness, the learning cycle model is superior to the traditional approaches in attitudes toward science.

• Korean Journal of Cognitive Science
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• v.7 no.1
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• pp.85-103
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• 1996

In this paper,the existence between the difference of the organization culture and th organizational performance is studied. Many previous studies verified the relationship between the two. The Korean Company survey is based on Rousseau's orgnization culture style,and is analyzed using the statistical package. Rousseau's culture style is composed of three components :consturctive style, passive/defensive style,and aggressive/defensive style. The characteristics of each orgnizational analusis are examined. The elements of the constructive style represent positive values on attitude varriables which are selected as the organizational performence variables. The elements of the passive/defensive style represent neagtive values of the attitude variables. Thus,they have an inverse relationship with this culture style. However,the aggressive/ defensive culture's results represent the weak positive relationship compared with the passive/defensive style. For the improvement of the organizational performance,the orgnzational culture has to develop the constructive style and it is better to minimize the defensive style.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.8 no.2
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• pp.220-233
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• 2001

Purpose: This study was done to identity the degree of instructional motivation and response after application of CAI in the student nurses' fundamental nursing course. Method: The subjects of this study were 77 student nurses and the data was collected from October, 7th to 17th in 1997. The examination sheet for cognitive style and a questionnaire to evaluate the degree of instructional motivation were used to collect data. Result : 1) It was found that the degree of instructional motivation of the learner was higher in the CAI class. (134.23/170) 2) After CAI, the learners expressed relatively higher satisfaction in understanding, interest, degree of difficulty, number of problems, icons, and extra information. 3) It was found that 53 learners(68.8%) were field independent-cognitive learners and 24 learners(31.2%) were field dependent-cognitive learners. 4) Among the instructional responses according to the cognitive behavior of the learner after CAI, there were significant differences in reasons for understanding the computer program, interest in the computer program class, and the number of students assigned to each computer. 5) There were no significant difference between cognitive style and instructional motivation. Conclusion: The CAI effect for nursing students fundamental nursing course have been positive evaluated. CAI in nursing education is becoming very available and needs to develop effective CAI and use not only fundamental nursing course but also another nursing education programs.

• The International Journal of Costume Culture
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• v.4 no.2
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• pp.159-164
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• 2001

Illusory Correlation Effect(ICE) is a cognitive error that arises from overestimating particular stimulus of an individual or a group. This may cause formation of stereotypes of the individual or the group and may also lead to generating various biased judgments. this study investigated the Illusory Correlation Effect of clothing style and considered the effect of Preview information. The results Provided evidence for the existence of an illusory correlation between a wearer and clothing style. Also, an illusory correlation was influenced information of stimuli attributes. This implies subjects perceived stimuli more distinctively when previous information was provided.

• Journal of Digital Convergence
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• v.8 no.3
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• pp.79-93
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• 2010

This study aims to verify whether field-dependence and field-independence cognitive style have regulatory effect or not on information quality and system quality of digital textbooks in learning satisfaction. In order to accomplish the purpose, the research was carried out with 325 students of digital textbook research school who are fifth and sixth grade at a primary school living in Seoul metropolitan city. Results from the verification of hypotheses are as follows: when learning satisfaction of digital textbooks is affected by information quality and system quality influence satisfaction, it is given a positive moderating effect by the variables of field-dependence and field-independence cognitive style.

• Science of Emotion and Sensibility
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• v.10 no.4
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• pp.583-601
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• 2007

The desktop interface is not suitable for the environment in which mobile devices are used commonly with moving, because much attention should be paid for it. And the miniaturizing of mobile devices increases the workload for using them, makes the operation speeds lower and makes more errors. So the study of appropriate level of the input interface for this changing environment is needed. In the aspect of mobile devices. input style and the complexity of the menu hierarchy, this study will look for the way to decrease the workload when doing some primary tasks and using mobile devices simultaneously with moving. The input style was classified into gesture input style, button input style, and pointing input style. The accuracy and speed were measured when doing dual tasks, including a menu searching task and a figure memory task, through one input style of three. By Changing the level of menu hierarchy in the menu searching task, the accuracy of task execution was examined. These Experiments were done in standing state and moving state. In both state the pointing input style was the highest in the accuracy of task execution but the slowest in the speed. In contrast, the gesture input style was not high in the accuracy but the fastest in the speed. This fact shows that the gesture input style is suitable for the condition needed for speedy processing rather than accurate execution when moving.

• 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.