• Journal of KIISE:Software and Applications
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• v.37 no.10
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• pp.736-744
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• 2010

Log data collected from mobile devices contain diverse and meaningful personal information. However, it is not easy to implement a context-aware mobile agent using this personal information due to the inherent limitation in mobile platform such as memory capacity, computation power and its difficulty of analysis of the data. We propose a method of selective inference for modular Bayesian Network for context-aware mobile agent with effectiveness and reliability. Each BN module performs inference only when it can change the result by comparing to the history module which contains evidences and posterior probability, and gets results effectively using a method of influence score of the modules. We adopt memory decay theory and virtual linking method for the evaluation of the reliability and conservation of casual relationship between BN modules, respectively. Finally, we confirm the usefulness of the proposed method by several experiments on mobile phones.

• Nuclear Engineering and Technology
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• v.48 no.1
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• pp.129-143
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• 2016

Sometimes, we need or try to figure out somebody's thoughts from his or her behaviors such as eye movement, facial expression, gestures, and motions. In safety-critical and complex systems such as nuclear power plants, the inference of operators' thoughts (understanding or diagnosis of a current situation) might provide a lot of opportunities for useful applications, such as development of an improved operator training program, a new type of operator support system, and human performance measures for human factor validation. In this experimental study, a novel method for inference of an operator's thoughts from his or her eye movement data is proposed and evaluated with a nuclear power plant simulator. In the experiments, about 80% of operators' thoughts can be inferred correctly using the proposed method.

• The Mathematical Education
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• v.59 no.1
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• pp.81-99
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• 2020

This study examined the types of abduction and the thinking strategies by the mathematics problems posed by students. Four students who were 2nd graders in middle school participated in problem posing on four tasks that were given, and the problems that they posed were classified into equivalence problem, isomorphic problem, and similar problem. The type of abduction appeared were different depending on the type of problems that students posed. In case of equivalence problem, the given condition of the problems was recognized as object for posing problems and it was the manipulative abduction. In isomorphic problem and similar problem, manipulative abduction, theoretical abduction, and creative abduction were all manifested, and creative abduction was manifested more in similar problem than in isomorphic problem. Thinking strategies employed at abduction were examined in order to find out what rules were presumed by students across problem posing activity. Seven types of thinking strategies were identified as having been used on rule inference by manipulative selective abduction. Three types of knowledge were used on rule inference by theoretical selective abduction. Three types of thinking strategies were used on rule inference by creative abduction.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.56 no.2
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• pp.212-220
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• 2023

Over the past 50 years, red sea bream Pagrus major has been selectively bred for more than 10 generations to improve its growth rate. However, the effect of genetic factors on growth under low- or non-fish meal diet is still unclear. Here, we analyzed 251 individuals randomly mating 21 females (dam) and 16 males (sire) to determine the difference in growth between non-fish meal (i.e., treatment group) and fish meal-based diet (i.e., control group), if any. The kinship coefficient between each group of individuals and their parents was estimated by the KING (Kinship-based Inference for GWASs) software package. The presumed parents of 74 individuals in the treatment group and 57 individuals in the control group could be effectively identified. Notably, one specific female was consistently related to high- rather than low-growth individuals in both groups. In addition, more than one parent in each group was related to either high- or low-growth individuals. Parents of both high-growth individuals in the treatment group and low-growth individuals in the control group were also identified. Although further study is required on various growth factors, this study suggests the possibility of selective breeding under non-fish meal diet.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.935-946
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• 2016

This study aims to explore cognitive biases relating the core competences of science and instructional strategy in reducing the level of cognitive biases. The literature review method was used to explore cognitive biases and science education experts discussed the relevance of cognitive biases to science education. Twenty nine cognitive biases were categorized into five groups (limiting rational causal inference, limiting diverse information search, limiting self-regulated learning, limiting self-directed decision making, and category-limited thinking). The cognitive biases in limiting rational causal inference group are teleological thinking, availability heuristic, illusory correlation, and clustering illusion. The cognitive biases in limiting diverse information search group are selective perception, experimenter bias, confirmation bias, mere thought effect, attentional bias, belief bias, pragmatic fallacy, functional fixedness, and framing effect. The cognitive biases in limiting self-regulated learning group are overconfidence bias, better-than-average bias, planning fallacy, fundamental attribution error, Dunning-Kruger effect, hindsight bias, and blind-spot bias. The cognitive biases in limiting self-directed decision-making group are acquiescence effect, bandwagon effect, group-think, appeal to authority bias, and information bias. Lastly, the cognitive biases in category-limited thinking group are psychological essentialism, stereotyping, anthropomorphism, and outgroup homogeneity bias. The instructional strategy to reduce the level of cognitive biases is disused based on the psychological characters of cognitive biases reviewed in this study and related science education methods.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.610-623
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• 2005

This was a theoretical study of which the goal was to provide a foundation for developing and implementing earth science inquiry activities based on abduction as a scientific inquiry method. Through a review of relevant literature, the study examined the nature of earth science in terms of the goals of earth science inquiry and the characteristics of what is investigated in earth science. It also explored the forms and meanings of abduction, thinking strategies used in the abductive inference, and the abductive inquiry model. Abduction is the process of inferring certain rules (e.g., scientific facts, principles, laws) and providing explanatory statements or hypotheses in order to explain some phenomena. This method was found to be well-suited to the earth science inquiry which studies the causes and processes of natural phenomena in the earth and space environment. Abduction has the nature of ampliative, selective, evaluative, and creative inference, and several thinking strategies, including reconstruction of data, heuristic generalization, analogy, existential, conceptual combination, and elimination strategies, are employed for inferring rules and suggesting hypotheses. This study found the abductive inquiry model to be adaptable to earth science classrooms, and it is therefore suggested that earth science instructions should be based on the abductive method and that research work concerning the abductive inquiry in the classroom should follow.