• The Mathematical Education
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• v.41 no.3
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• pp.329-339
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• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.

• Journal of the Korean Home Economics Association
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• v.49 no.6
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• pp.39-46
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• 2011

This study was to examine the level of cognition, emotion, and social context of young children's injury risk behavior according to age and gender. The participants were 150 children of 3 to 5 years old(boys were 75 and girls were 75). The data were analyzed using descriptive statistics and two-way ANOVA. The results were as follows; 1) 5 year old children knew potential injury risk better than 3 or 4 year old children. 2) Boys felt less afraid than girls on risk situation. 3) As age increased, the score of social context was higher. The score of social context of boys was higher than that of girls.

• The Journal of the Korea Contents Association
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• v.9 no.8
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• pp.341-349
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• 2009

This study compares the relative effectiveness of affective factor(Ad attitude) and cognitive factor(Brand cognition) on brand attitude among three ad types - direct comparative, indirect comparative, and noncomparative ads. The results showed that in direct comparative advertising context the brand cognition is dominant in determining brand attitude. In indirect comparative advertising context brand cognition is also dominant in determining brand attitude, but the difference is less than direct comparative advertising. In noncomparative advertising context the ads attitude is dominant in determining brand attitude. According to research outcomes, it could be said that direct comparative advertising is more effective than indirect comparative advertising.

• Management & Information Systems Review
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• v.32 no.5
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• pp.101-117
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• 2013

This study compares the relative effectiveness of affective factor(Ad attitude) and cognitive factor(candidate cognition) on candidate attitude among three ad types - direct comparative, indirect comparative, and noncomparative ads. The results showed that in direct comparative advertising context the candidate cognition is dominant in determining candidate attitude. In indirect comparative advertising context candidate cognition is also dominant in determining candidate attitude, but the difference is less than direct comparative advertising. In noncomparative advertising context the ads attitude is dominant in determining candidate attitude. According to research outcomes, it could be said that direct comparative advertising is more effective than indirect comparative advertising in political advertising area.

• Proceedings of the Korea Contents Association Conference
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• 2009.05a
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• pp.348-353
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• 2009

The present study attempted to identify the relationship among cognition of service quality, cognition of contribution, and satisfaction in the international film festival context. A sample survey of 1,897 visitors of eight major international festivals held in Korea was administered throughout the year 2008. The factor analysis identified four factors of service quality. The structural modeling confirmed that all the four service quality factors and cognition of contribution positively affected the satisfaction. The study revealed the constructs of service quality, contribution, and satisfaction in the international film festival context.

• Journal of Fashion Business
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• v.26 no.2
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• pp.1-14
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• 2022

Recently, as the importance of mobile marketing is emphasized, the in-app advertising market, which inserts ads into applications, is growing. The purpose of this study is to verify the interaction effects of need for cognition, contextual consistency, and product involvement on advertising attitude. The experimental design of this study is a three-way mixed design of 2 (consumer need for cognition: high vs low) × 2 (contextual consistency: context match vs context mismatch) × 2 (product involvement: high vs low). The subjects of the survey were 337 men and women in their 20s and 30s Living in Seoul and Gyeonggi-do. SPSS 25.0 statistical program was used to analyze frequency analysis, reliability analysis, t-test, three-way ANOVA, and simple main effect analysis. The analysis results are as follows. First, contextual consistency of mobile fashion ads showed significant effect on advertising attitude. Second, consumer need for cognition and contextual consistency of mobile fashion ads showed significant interaction effect on advertising attitude. Third, contextual consistency of mobile fashion ads and product involvement showed significant interaction effect on advertising attitude. Finally, product involvement and consumer need for cognition showed a significant interaction effect on advertising attitude. Based on the research results, it will help fashion companies to establish effective mobile in-app advertising strategies.

• Journal of Korea Entertainment Industry Association
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• v.4 no.2
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• pp.58-63
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• 2010

The varieties of situated cognition applications provide various information to a user in a ubiquitous computing environment. In this paper, We propose a system that provides an optimized output using a fusion of temporal data and spatial data from sensing devices.

• East Asian mathematical journal
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• v.28 no.4
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• pp.403-417
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• 2012

We can understand in the context of kant's philosophy the intuitive geometry education arguing that geometry education should begin with intuition. Both Pestalozzi and Herbart advocate a connection between geometry and intuition as well as a close relationship between geometry and the world. Significance of the intuitive geometry education resizes in the fact that geometry becomes both an example of and a principle of general cognition. The intuitive geometry education uses figures as an educational foundation in the transcendental condition for the main agent of cognition. In this regard, the intuitive geometry education provides grounds for the human character development.

• Educational Technology International
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• v.16 no.1
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• pp.1-30
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• 2015

The purpose of this research is to propose a novel social LMS developed for group collaborative learning with a think-aloud tool integrated for sharing cognitive processes in order to improve group collaborative learning performance. In this developmental research, the system was designed with three critical elements: the think-aloud element supports learners through shared cognition, the social network element improves the quality of collaborative learning by forming a structured social environment, and the learning management element provides a understructure for collaborative learning for student groups. Moreover, the three critical elements were combined in an educational context and applied in three directions.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.1-11
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• 2012

Unlike traditional cognitive theory, situated cognition theory has been understood as a pedagogical theory that highly reflects the constructivist nature of learning. In order to practice situated learning in school, situations in the classroom are very important in which real teaching and learning occurs. Due to the fact that learning is the process of mental activities which is considerably dependent on conditions and context, it focuses more on the learning process and real-situation experiences rather than the result itself. In mathematics education, teaching students the ability to solve given problems in a conventional way is not enough anymore. The purpose of this research is to suggest the direction of mathematical education in the classroom by analyzing the implications of situated cognition theory and situated learning for 'doing mathematics' in classroom teaching. In this research, we introduce briefly about situated cognition theory and situated learning, compare the phenomenon of mathematics in the classroom to that in the mathematician's mind, and finally propose the applications of situated cognition theory in the mathematics education based on three perspectives of situated cognition theory the embodiment thesis, the embedding thesis, and the extension thesis.