• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.205-214
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• 2024

This paper delves into the application of Gestalt psychology principles in logo design. It analyzes how these principles refine design elements to bolster the efficiency and impact of visual communication. Drawing from Gestalt psychology perspectives, the theoretical foundations and application methods of logo design simplification strategies are discussed. Through the analysis of Gestalt psychology effects in various types and styles of logo designs, this study compares the applicability and differences of logo design simplification strategies under different cultural and social contexts. Furthermore, it evaluates their role and value in enhancing the innovativeness and communicative impact of logo designs. The findings suggest that strategies informed by Gestalt psychology significantly improve the organization rules within logo designs, such as the relationship between figure and ground, proximity, similarity, and continuity. Thereby they enhance perceptual clarity, cognitive load, and aesthetic satisfaction. Moreover, these strategies promote creative thinking and problem-solving abilities in logo design. The results indicate that simplified design methods not only enhance aesthetic appeal but also improve the adaptability and recognizability of logos across different media and environments. This approach aligns with the minimalist and flat design trends of today's information age, meeting the evolving needs and aesthetic preferences of consumers.

• Korean Journal of Psychosomatic Medicine
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• v.25 no.2
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• pp.176-184
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• 2017

Objectives : Middle aged women with depression often experience hot flush symptoms. It is still unclear about the association between depression and hot flush symptoms. Therefore, we investigated hormonal profile, functional somatic symptoms, coping styles and attitude for menopause between depressed women with hot flush and those without hot flush. Methods : This study included 33 depressed patients with hot flush symptoms and 33 depressed patients without hot flush symptoms. Hot flush was confirmed through prospective daily symptom ratings for a week. Subjects' coping styles were assessed by the stress coping checklist. Somatic symptoms were assessed by the Patient Health Questionnaire-15(PHQ-15). Sex hormonal levels were assayed by a radioimmunoassay. The Brief World Health Organization Quality of Life Assessment Instrument(WHOQOL-BREF) was used to evaluate quality of life. Results : In coping style, depressed women with hot flush symptoms used less 'problem-centered coping'($13.15{\pm}3.17$) and 'search for social support'($11.83{\pm}2.84$) than those without hot flush symptoms($15.17{\pm}3.1$, p=0.028 ; $14.25{\pm}3.22$, p=0.009 ; respectively). Depressed women with hot flush symptoms showed more negative attitude toward post-menopause, but its statistical significance was marginally insufficient(p=0.059). We did not find any group differences in sex hormonal levels and somatic complaints assessed by the PHQ-15. The score of social relationship domain of WHOQOL-BREF was significantly lower in subjects with hot flush symptoms($8.62{\pm}2.04$) than subjects without hot flush symptoms($9.71{\pm}1.65$ ; p=0.044). Conclusions : Among middle aged women with depression, the manifestation of hot flush symptoms was associated with coping styles and attitude for menopausal transition. Hot flush symptoms in depressed women negatively influence quality of life, so clinicians actively perform therapeutic approach in case of depressed patients with hot flush symptoms. In case of depressed patients who present hot flushes, cognitive behavior therapy or stress management might be an effective treatment option in company with antidepressants or hormonal treatment. Later, longitudinal study will be needed to evaluate risk factor, cause and effect associated with hot flush and depression.

• Journal of Science Education
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• v.33 no.1
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• pp.12-30
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• 2009

The purpose of this study was to analyze recognition characteristics of science gifted students on the earth system based on their thinking style. The subjects were 24 science gifted students at the Science Institute for Gifted Students of a university located in metropolitan city in Korea. The students' thinking styles were firstly examined on the basis of the Sternberg's theory of mental self-government. And then, the students were divided into two groups: Type I group(legislative, judicial, global, liberal) and Type II group(executive, local, conservative) based on Sternberg's theory. Data was collected from three different type of questionnaires(A, B, C types), interview, word association method, drawing analyses, concept map, hidden dimension inventory, and in-depth interviews. The findings of analysis indicated that their thinking styles were characterized by 'Legislative', 'Executive', 'Anarchic', 'Global', 'External', 'Liberal' styles. Their preference were conducting new projects and using creative problem solving processes. The results of students' recognition characteristics on earth system were as follows: First, though the two groups' quantitative value on 'System Understanding' was very similar, there were considerable distinctions in details. Second, 'Understanding the Relationship in the System' was closely connected to thinking styles. Type I group was more advantageous with multiple, dynamic, and recursive approach. Third, in the relation to 'System Generalization' both of the groups had similar simple interpretational ability of the system, but Type I group was better on generalization when 'hidden dimension inventory' factor was added. On the system prediction factor, however, students' ability was weak regardless of the type. Consequently, more specific development strategies on various objects are needed for the development and application of the system learning program. Furthermore, it is expected that this study could be practically and effectively used on various fields related to system recognition.

• School Mathematics
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• v.15 no.1
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• pp.101-120
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• 2013

International comparative studies of students' performance in mathematics have shown that Korean students possess very negative attitudes toward mathematics, while they are ranked as one of the highest in the cognitive achievement of mathematics. This has prompted mathematics educators to seek for a way to improve the quality of mathematics education. In this context, this research has been conducted to investigate the learning style of Korean middle school students under the assumption that it is of essence to understand the characteristics of our students as mathematics learners. For the purpose, in-depth interview had been conducted and sixteen middle students participated in the interview. The students were chosen to represent the average group of their age-cohorts based on their performance in mathematics and their SES. The interview was designed as a semi-structured clinical interview. In the interview, the students were given mathematical tasks dealing with central themes in the domain of function. Each student was given about 30 to 50 minutes to solve the tasks. After an interviewee finished the tasks, s/he was asked to explained how s/he solved the tasks. The researchers asked additional questions to clarify the students' understanding of the mathematical themes in the tasks and to identify their strategies for learning mathematics. The analysis of the in-depth interview has primarily identified the characteristics of the students' understanding of the main themes in function and then has been extended to investigate their characteristic styles for learning mathematics. The analysis of the interview identified the learning styles of the students as 'inductive learning based on prototypical cases', 'repeated practice of exemplar mathematics problems', 'disengaged learning', and 'double standards in learning mathematics'. Based on the results of the analysis, this research presents the implications for the improvement of mathematics education.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.649-659
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• 2005

A window presentation style, either tiled window or single page design, determines the spatial arrangement of information in a modern computer-based instructional design. This study investigates the interaction between spatial ability and window presentation style in terms of student's achievement of cognitive knowledge through Web-based instruction. Seventy-one students from the Falk School in Pennsylvania were pre-tested to determine their level of spatial ability, then randomly divided into two treatment groups in order to study a Web-based instructional unit on flowering plants. The Web-based instructional package was organized with either tiled window presentation or single page presentation. A posttest measured participants'acquisition of the instructional content. Posttest and spatial ability test scores were analyzed using multi-variate linear regression for the full sample (n=71) and three sub-samples: (a) 4th and 5th grade students only, (b) female students only, and (c) 4th and 5th grade female students only. The goals of the data analysis included the examination of (i) the correlation between spatial ability and posttest scores; (ii) the correlation between window presentation style and posttest score; and (iii) the interaction between spatial ability (aptitude) and presentation style (treatment).The data from all four sample groups showed a significant relationship between spatial ability and achievement of cognitive knowledge at the 1% level of significance. The aptitude-treatment interaction between spatial ability and style of window presentation was not significant in the full sample, but was significant in the sub-samples either at the 10% or 5% level. In neither the full sample nor any sub-sample data did window presentation style have an impact on average posttest score. In all analyses, the higher the level of spatial ability, the higher the posttest score. The sub-samples revealed that students with low spatial ability performed better with the tiled window presentation, while those with high spatial ability did better with the single page presentation. Neither window presentation style was shown to better foster learning by children of all levels of spatial ability.

• Journal of Korea Multimedia Society
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• v.11 no.2
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• pp.206-213
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• 2008

Animation are consist of consecutive various images, and there are figure and ground. The value of figure image as character in animation consider more significant than the background image, it can be detected many literature reviews on that subject. It, however, is also a critical element for completing animation, in reality, it is not found many academical achievements on this subject. The background images imply the information of environment and atmosphere, and elucidates where the story happen, therefore character move, talk and express themselves there. In terms of academic endeavour to extend the knowledge on animation, this paper is one of vital researches to be suggest on background image study. The main purpose of this study is to classify the background images in the ways of three categories such as painting concepts of concrete, semi-abstract, and abstract to camera concept of deep-focus, out-focus, and distortion. It is to instigate for the study of background images, in the practical view. And it will be utilizing the basic theories of cognitive psychology, painting and camera techniques, in the ways of It is analysed to frequency of use, reality, amount of information, perspective, and role of background image. This study is to provide a basic theory of visual classification on background image for practicing animations and researching on this subject.

• English Language & Literature Teaching
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• no.1
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• pp.129-157
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• 1995

I made a careful study of affective variables in foreign language learning Affective variables have not been adequately investigated in the study of second language acquisition. Egoism and inhibition are two egocentric factors which play important roles in foreign language learning. Three sociocultural variables. cultural factors, introversion / extroversion, and aggression may be keys to understanding the social nature of second language learning. And the emerging of cognition and affect in "cognitive styles", which vary within and among individuals, might account for varying degree of success in learning a second language. In the process of learning English. the students new to foreign language come to face the language barrier. though they express the deep interest and feel excited at the beginning stage. Of course, the several reasons can explain this fact. but more specially they can be explained in terms of such personal affective factors as age, aptitude, personality, and first of all, motivation. Also the socicultural factors between language and culture can be considered to the learner's aptitude toward the language. Affective factors of students are involved in personality. and personality and affective factors affect English learning. Affective variables of students affect the will to take part in English learning, and the rate of participation in English learning affect the fluency. If students feel inconvenience in English class, it is rarely that they run a risk. Students who do not run a risk in English class are short of spontaneous participation Consequently, it may have negative influence on the accuracy and the fluency of English. Therefore, teachers must be more influential in motivating students and specially attentive so that the students may not make the negative and inhibitive language learning attitude.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.327-335
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• 2020

The purpose of this study was to investigate conception of children's hospitalization stress and to make clear concepts, and to use Walker & Avant's concept analysis method. Children's hospitalization stress attributes were derived from physiological changes, individual-environmental interactions, cognitive and psychosocial developmental stage responses, and intrinsic and outward changes due to coping styles. The prerequisites for hospitalization stress of children were disease severity, biological factors, and support system, and the results were hospitalization adaptation, disease and health recovery, improvement of child development, and acquisition of coping skills. In order to solve the prerequisites for Hospitalization stress of children, it is necessary to be aware of the disease and to establish a support system of parent-family. Afterwards, we suggest more qualitative research on the hospitalization stress of children, the development of tools that reflect the characteristics of the hospitalization stress of children, and the development of programs to solve the Hospitalization stress.

• The Journal of the Korea Contents Association
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• v.11 no.3
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• pp.128-136
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• 2011

Although learners learn with the same educational games, they show differences in successes. This is because they do not share the same individual characteristics. Currently, there are various studies conducted on effective education according to gender among other characteristics of learners off-line. When this effective educational method according to gender is applied to educational games, it will create more effective outcomes. In addition, this study observed the effective educational method according to gender and learning styles. Through the observation, the considering factors for educational game designs according to the learners' gender was defined. These considering factors were categorized into cognitive and perceptive factors, with each definitions reflected on the characteristics of each gender. This study has its meanings in that it has conducted theoretical results of the considering factors for educational game designs based on reference studies. This study will be utilized as a reference study when designing various games.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.622-633
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• 2014

This study delineates the process of analyzing the illustrations in high school English I textbook. The goal of this study is to shed light on the issues related to producing better English textbooks. The methods include analysis of the illustrations in the textbook developed under the 2009 Revised National Curriculum and surveys of teachers and students' awareness about them. This study classified common features in the illustrations to devise four analysis criteria: cultural aspects, expression styles, expression techniques, and linguistic functions of the illustrations. The questionnaire was made for both teachers and students. The questions in the survey of teachers were about the relevance to the contents, the layout and formation, learners' interest, cognitive aspects, easiness of teaching and learning, and connectivity with language functions. In the survey of students, familiarity, interest level, learnability, favored expression technique and expression material were considered. The result of the surveys showed that the teachability and learnability are key factors in developing illustrations for English textbooks, and they should look familiar to the students.