• Anxiety and mood
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• v.10 no.1
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• pp.52-58
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• 2014

Objective : The purpose of this study is to develop the one-session positive psychology based strength enhancing workshop and verify effect of this program. This program is composed of lecture based on positive psychology and activities for identifying and utilizing personal character strengths. Methods : Total 81 participants were participated in this study. Positive Resources Test was assessed the change of personal positive resources at pre-, post program and subjective satisfaction for the workshop was measured at the post program. Repeated-t test was performed to identify the effect of this program. Results : Among the positive resources, satisfaction with life, positive affect, gratitude, acceptance, personal growth, efficacy, flow, resilience, hope, spirituality are significantly increased after program. Conclusion : Although this study is a single-session program without control group for comparison, it is meaningful to try a short-term intervention concise the program consisting of more than 8 sessions. This study will be based on the future development a variety of positive interventions.

• Science of Emotion and Sensibility
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• v.9 no.4
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• pp.367-375
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• 2006

The present study applied cognitive continuum theory to university environment in order to demonstrate that students' cognitive modes move along the continuum to be adaptive to the certain situation. This study also compared students' cognitive modes and the generally required modes in the university. The results showed that the students used corresponding cognitive modes to each subject even though they had different cognitive styles in general. It means that the students are adaptive to various tasks. And, the comparisons of the students' cognitive modes with the require4 modes in the university showed that the university tended to induce the students to use analytical cognitive modes. Therefore, the university faculty should be aware that they usually induce the analytical modes, and that they need to use various kinds of cognitive modes in order for the students to have adaptability and flexibility. However, the study did not demonstrate that the students would perform better when they fitted their cognitive modes into each subject.

• Annual Conference on Human and Language Technology
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• 1996.10a
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• pp.123-127
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• 1996

영어와 한국어의 통사구조의 차이로 인하여, 이중언어자와 비이중언어자인 한국 대학생의 영어 문장 유형에 따른 통사 처리에 있어 차이가 있을 것이다. 네가지 영어 문장 유형, 수동태, 관계사절, 물주구문, 가정법 구문 등으로 문장 완성 과제를 실험하여 이중언어자와 비이중언어자의 문장완성 시간과 오류율을 측정하였다. 실험 결과 비이중언어자인 한국 대학생은 다른 문장 유형에 비하여 물주구문에서의 통사처리 수행에 있어 이중언어자와 유의한 차이를 보였다. 이로부터 이중언어자와 한국 대학생의 영어 문장의 통사 정보처리의 자동화 및 어순효과 정보와 생물 주어(word animacy)구문 단서, 즉 대부분의 주어는 살아있는 사물의 명사로 이루어져 있다는 단서(Gass, l987)의 사용에 대하여 논의하였다.

• Annual Conference on Human and Language Technology
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• 1990.11a
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• pp.235-246
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• 1990

McClelland와 Rumelhart (1981)의 상호작용활성화 모형과 Feigembaum과 Simon (1984)의 초보지각자-기억자 모형 (Elementary Perceiver and Memorizer, EPAM)을 두 음절 한글단어에서의 낱자 지각을 중심으로 검증한 김 재갑과 김 정오 (1990)의 실험을 새 자극 단어들과 변수를 포함시킨 두 실험을 수행하였다. 여섯 낱자들로 구성된 단어의 둘째 음절위치에서 단어 내의 낱자들은 단독으로 제시되는 낱자들보다 더 부정확하게 파악되었고 (단어열등효과), 이 결과는 다섯 낱자로 된 두 음절 단어들에서는 관찰되지 않았고, 그 배후 기제는 세 낱자들로 구성된 단어의 부분에 대한 제한된 주의 용량의 배정임을 시사하는 결과를 얻었다. 본 연구의 결과들은 상호작용활성화 모형보다 EPAM 모형에 의해 더 잘 다루어짐이 밝혀졌다.

• Journal of the Korea Safety Management & Science
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• v.12 no.3
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• pp.21-26
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• 2010

This study compared the effects of praise and punishment for improving safety behaviors. Participants were 30 volunteer undergraduate students and they were randomly assigned to one of two experimental conditions: (1) praise under which positive feedback was delivered for safe behaviors, (2) punishment under which negative feedback was delivered for unsafe behaviors. A simulated computerized work task was developed specifically for this study. Participants had to work on the work task and follow seven safety rules while working. When they follow all the seven safety rules, their behaviors were considered safe. If they did not follow any one of the rules, their behaviors were considered unsafe. Results showed that the percentage of safe behavior under group of praise feedback was significantly higher than under group of punish feedback.

• Research in Mathematical Education
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• v.18 no.2
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• pp.149-170
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• 2014

The Vietnamese language has a specific property related to the zero in the name-number system. This study was conducted to examine the impact of linguistic differences and of the zero's position in a number on a transcoding task (verbal number into Arabic number). Vietnamese children and French-speaking Belgian children, from grades 3 to 6, participated in the study. The success rate and the type of errors they made varied, depending on their grade and language. At Grade 4, Vietnamese children showed performances equivalent to Grade 6 Belgian children. Our results confirmed the support provided by language to the understanding and performances in a transcoding task. Results also showed that a syntactic zero is easier to manipulate than a lexical zero for Vietnamese children. The relative influence of language and the source of errors are discussed.

• Science of Emotion and Sensibility
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• v.11 no.3
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• pp.365-374
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• 2008

Using flight simulator tasks with 48 air force cadets, this research examined the effects of pilots' flight skill and self-esteem on risk-taking behavior in the context of social comparison with their cohorts. Flight skill and self-esteem were assessed for individual cadets and three conditions of social comparison (upward-, downward-, and no-comparison) were devised. Flight simulator situations inappropriate for further approach or landing were designed to assess pilots' risk-taking behavior. Weather conditions in the simulator were inadequate to make a landing and the recommended strategy was to break off the approach and attempt a go-around. In this experiment, pilots' risk taking was measured in terms of their approach altitudes; the lower approach altitudes indicative of the higher risk-taking. Our results showed interaction effects of flight skill, self-esteem, and social comparison on risk-taking behaviors. For pilots who were either high or low in both self-esteem and flight skill, social comparison had no effect on risk-taking behavior. However, pilots with high self-esteem but low flight skill showed more risk-taking behaviors in social comparison conditions. And, pilots with low self-esteem but high flight skill showed risk-aversive behaviors in the downward-comparison condition.

• Korean Journal of Cognitive Science
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• v.14 no.3
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• pp.23-36
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• 2003

A comprehension-based approach to learning assumes that incoming information and background knowledge are integrated to form a mental representation which is subsequently used to incorporate new knowledge. It is demonstrated that this approach can be validated by comparing human and computational model performance in the prompt learning context. A computational model (ADAPT-UNIX) based on the construction-integration theory of comprehension (Kintsch, 1988; 1998) predicted how users learn from help prompts which are designed to assist UNIX composite command production. In addition, the comparison also revealed high similarity in composite production task performance between model and human. Educational implications of present research are discussed on the basis of the fact that prompt instructions have differential effect on learning and application as background knowledge varies.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2000.04a
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• pp.370-379
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• 2000

Autonomic responses were analyzed in 323 college students exposed to visual stimulation with Korean Affective Picture System (KAPS). Cardiac, vascular and electrodermal variables were recorded during 30 sec of viewing affective pictures. The same slides intended to elicit basic emotions (fear, anger, surprise, disgust, sadness, happiness) were presented to subjects in 2 trials with different experimental context. The first time slides were shown without any instructions (passive viewing), while during the second with instruction to exert efforts to magnify experienced emotion induced by pictures (active viewing). The aim of the study was to differentiate autonomic manifestations of emotions elicited by KAPS stimulation and to identify the role of instructed emotional engagement on physiological response profiles. The obtained results demonstrated reproducibility of responses in both trials with different contexts. Pairwise comparison of physiological responses in emotion conditions revealed the most pronounced differentiation for "ear-anger" and "fear-sadness" pairs (in electrodermal and HR variability parameters). "Fear-surprise" pair was also well differentiable. The typical response profile for all emotions included HR acceleration (except happiness and surprise), an increase of electrodermal activity, and a decrease of pulse volume. Higher cardiovascular and electrodermal reactivity to fear observed in this study, e.g., as compared to data with IAPS as stimuli, can be explained by cultural relevance and higher effectiveness of KAPS as stimuli, can be explained by cultural relevance and higher effectiveness of KAPS in producing certain emotions such as fear in Koreans.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.21
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• pp.9191-9197
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• 2014

The aims of this study were to assess whether Indonesian women with breast cancer havea higher external health locus of control (HLC) than healthy women, and to explore the association between HLC and symptoms of anxiety and depression. In this study, 120 consecutive women with breast cancer were recruited at the outpatient surgical oncology clinic at the Hasan Sadikin Hospital in Bandung. One hundred and twenty two healthy women were recruited from the Bandung area as controls. A standard demographic form, Form C of the Multidimensional Health Locus of Control, as well as the Hospital Anxiety and Depression Scale and patients' medical records were used. Data were analyzed using descriptive statistics, t-test, Pearson's correlation, MANOVA and multiple linear regressions. Women with breast cancer had higher scores on all external HLC subscales, i.e. chance, doctor, powerful others and God, and lower internal HLC compared to healthy women. High God LHC scores were associated with a high level of anxiety (${\beta}=0.21$, p<0.05), whereas none of the HLC subscales were associated with depression. Our results suggest that women with breast cancer tend to have high external HLC, while healthy women tend to have high internal HLC. A strong belief in an external source of control, i.e. God, might be negatively associated with patient emotional adjustment. Further research is needed to give an insight into the direction of this association.