• Journal of the Korean earth science society
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• v.29 no.2
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• pp.163-174
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• 2008

In this study, we compared textbook knowledge organization with students' mental models to contribute to a more well-designed instruction scheme. The selected science content was the cause of moon phases. We investigated 9 textbooks and 25 third-year middle school students. Patterns and features in participants' mental models were identified through cross inter-rater data analysis by 9 researchers, including in service teachers and experts in science education. According to the results, observing and modeling are the main activities engaged in when dealing with moon phases. The activities consisted of such concepts as: lunar revolution, the sun's parallel rays, the illuminated half of moon, and the relative positions of the sun, moon, and earth. Each concept involved inquiry skills such as: creating and manipulating models, utilizing the relationship between time and space, and communicating. However, the most important skills which are required for authentic scientific inquiry, namely controlling variables and formulating hypotheses, were missing. We categorized students' mental models into three types: scientific models, mixed models, and alternative models. The knowledge structure of each of the models was also discussed in this paper. Consequently, it was found that, typically, students were not given enough opportunities to strengthen the connection among ideas.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.16-30
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• 2017

The purpose of this study was to interpret modeling-based elementary science lessons from a perspective of distributed cognition. Data sources included three consecutive elementary science lessons dealing with particle models of gases and students' worksheet generated from modeling activities during the lessons. The data were analyzed in ways that could reveal the affordances and constraints of students' mental models and an external model in the science textbook, as well as the evolution of the models. The results showed that the students' mental models and the external model provided both affordances for and constraints to scientific problem solving and that the models evolved in the process of overcoming the constraints. Implications for science lessons and science education research were suggested.

• Korean Journal of Biological Psychiatry
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• v.26 no.2
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• pp.33-38
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• 2019

Psychiatric disorder as dysfunctional behavioural syndrome is a paradoxical phenomenon that is difficult to explain evolutionarily because moderate prevalence rate, high heritability and relatively low fitness are shown. Several evolutionary genetic models have been proposed to address this paradox. In this paper, I explain each model by dividing it into selective neutrality, mutation-selection balance, and balancing selection hypothesis, and discuss the advantages and disadvantages of them. In addition, the feasibility of niche specialization and frequency dependent selection as the plausible explanation about the central paradox is briefly discussed.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1049-1062
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• 2015

To understand the synergy of collaboration and to apply this understanding to education, an analysis of how a team solves a problem and the sharing of their mental models is needed. This paper analyzed two things qualitatively to find out the source of synergy in a collaborative problem-solving process. First, the sharing contents in team mental model and second, the process of sharing the team mental model. Ten gifted middle school students collaborated to solve an ill-defined problem called sunshine through foliage problem. The gifted students shared the following results after the collaboration: First, scientific concept prior to common idea or the idea that all group members have before the discussions; second, unique individual ideas of group members; and third, created ideas that were not originally in the personal mental model. With created ideas, the team model becomes more than the sum of individuals. According to the results of process analysis, in the process of sharing mental model, the students proposed and shared the most important variable first. This result implied that the analysis of the order of sharing ideas is important as much as finding shared ideas. Also, the result shows that through their collaboration, the gifted students' shared mental model became more refined and expanded as compared to their individual prior mental models. It is recommended that these results can be used to measure shared mental model and develop collaborative learning models for students.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.3
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• pp.656-671
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• 2015

The purpose of the present study is to examine relationships between disconnection and rejection schema, defense mechanism, and mental health in college students using structural equation modeling. The present study suggested a proposed model in which defense mechanism exerted a full mediating effect on the relation between disconnection and rejection schema and mental health. Goodness of fit tests were used to compare the proposed model against competing models. The subjects consisted of 304 college students. They completed the Young Schema Questionnaire(YSQ-SF), the Defense Style Questionnaire(DSQ), and the Mental Health Scale. The results showed that the second model had a better goodness of fit. Based on these findings, it is suggested that psychological interventions for mental health in college students should consider strategies to use more flexible and more adaptive defense mechanism style.

• Proceedings of the KOSOMBE Conference
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• v.1991 no.05
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• pp.64-64
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• 1991

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.298-299
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• 2004

• Psychiatry investigation
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• v.15 no.11
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• pp.1037-1045
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• 2018

Objective The present study aimed to identify risk factors for future SI and to predict individual-level risk for future or persistent SI among college students. Methods Mental health check-up data collected over 3 years were retrospectively analyzed. Students were categorized as suicidal ideators and non-ideators at baseline. Logistic regression analyses were performed separately for each group, and the predicted probability for each student was calculated. Results Students likely to exhibit future SI had higher levels of mental health problems, including depression and anxiety, and significant risk factors for future SI included depression, current SI, social phobia, alcohol problems, being female, low self-esteem, and number of close relationships and concerns. Logistic regression models that included current suicide ideators revealed acceptable area under the curve (AUC) values (0.7-0.8) in both the receiver operating characteristic (ROC) and precision recall (PR) curves for predicting future SI. Predictive models with current suicide non-ideators revealed an acceptable level of AUCs only for ROC curves. Conclusion Several factors such as low self-esteem and a focus on short-term rather than long-term outcomes may enhance the prediction of future SI. Because a certain range of SI clearly necessitates clinical attention, further studies differentiating significant from other types of SI are necessary.

• Korean Journal of Biological Psychiatry
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• v.20 no.4
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• pp.129-135
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• 2013

Aggression can be defined as 'behavior intended to harm another' which can be seen both from humans and animals. However, trying to understand aggression in a simplistic view may make it difficult to develop an integrated approach. So, we tried to explain aggression in a multidisciplinary approach, affected by various factors such as neuroanatomical structures, neurotransmitter, genes, and sex hormone. Parallel with animal models, human aggression can be understood with two phenomena, offensive aggression and defensive aggression. Neurobiological model of aggression give a chance to explain aggression with an imbalance between prefrontal regulatory influences and hyper-reactivity of the subcortical areas involved in affective evaluation, finally in an aspect of brain organization. Serotonin and GABA usually inhibit aggression and norepinephrine while glutamate and dopamine precipitate aggressive behavior. As there is no one gene which has been identified as a cause of aggression, functions between gene to gene interaction and gene to environment interaction are being magnified. Contributions of sex hormone to aggression, especially molecular biologic interaction of testosterone and regulation of estrogen receptor have been emphasized during the research on aggression. This multidisciplinary approach on aggression with types, neurochemical bases, and animal models can bring integrated interpretation on aggression.

• Journal of the Ergonomics Society of Korea
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• v.23 no.3
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• pp.39-52
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• 2004

Icons are the main element of the graphic user interface (GUI). They can help users perform effectively on the computer, especially when the icons reflect user`s mental model. However, few studies in Korea represented Korean users` mental models in icon design. The purpose of this study, therefore, was to ascertain whether existing icons agreement with Korean twentieth mental model, and to deduce properties of Korean twentieth mental model. To do that, 10 icons from two commercially available toolbar-icons of word processing programs were compared with the newly developed icons, which were developed to represent Korean user`s mental modelthrough interviews, surveys, and mental model sketches. The results show that five new metaphors were found: a dog-eared part on the bottom right corner new for new document, a magnifying glass for search, a red pencil for spell-check, `＋` and `` signs in the magnifying glass for zoom, and a yellow post-it for paste. These new icons were preferred to the existing. Korean twentieth users preferred rather complex and dynamic icons than simple and static ones even though icon development guideline said simple icons are better.