• Journal of Korea Multimedia Society
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• v.19 no.12
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• pp.2000-2013
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• 2016

The purpose of this study is to validate the validity of the methodology for analyzing the space with complex characteristics and to evaluate the existing spatial structure analysis theory. Seven example models are designed and analyzed data of spatial syntax analysis and visibility graph analysis. And analyzed the agent-based model using two analytical methods: the adjacent space and the whole spatial connection. The results of this study are as follows. Based on the analysis of the agent - based model for perfectly freewalking, the validity of the method is verified in terms of predictive ability and effectiveness. Agent-based models can be simulated considering various variables, so realistic predictions will be possible and a new biography of complex systems can be met.

• Proceedings of the Korean Society of Soil and Groundwater Environment Conference
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• 2006.04a
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• pp.391-393
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• 2006

In this study, the performance of artificial neural network (ANN) models for estimating spatial distribution of water quality was evaluated using electric conductivity (EC) values in landfill site. For the ANN model development, feedforward neural networks and backpropagation algorithm with gradient descent method were used. In Test 1, the interpolation ability of the ANN model was evaluated. Results of the ANN model were more precise than those of the Kriging model. In Test 2, spatial distributions of EC values were predicted using precipitation data. Results seemed to be reasonable, however, they showed a limitation of ANN models in extrapolations.

• Journal of Korean Society for Geospatial Information Science
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• v.17 no.1
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• pp.121-129
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• 2009

Today, it is difficult to re-use and share spatial information, because of the explosive growth of heterogeneous information and specific characters of spatial information accumulated by diverse local agency. A spatial analysis of subsurface spatial informa-tion, one of the National Spatial Data Infrastructure, needs related spatial information such as, topographical map, geologic map, underground facility map, etc. However, current methods using standard format or spatial datawarehouse cannot consider a se-mantic hetergenity. In this paper, the layered ontology model which consists of generic concept, measuremnt scale, spatial model, and subsurface spatial information has developed. Also, the current ontology building method pertained to human experts is a expensive and time-consuming process. We have developed the MDA-based metamodel(UML Profile) of ontology that can be a easy under-standing and flexiblity of environment change. The semantic quality of devleoped ontology model has evaluated by reasoning engine, Pellet. We expect to improve a semantic sharing, and strengthen capacities for developing GIS experts system using knowledge representation ability of ontology.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.97-114
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• 2009

The purpose of this study was to investigate the effects of digital mathematics textbook on spatial abilities, interest and achievement of 6th graders. For this, research questions were set as follow: A. Is there any difference in cognitive ability in the space perception test between the experimental group and the control group. B. What distinctive attributes exist between the experimental group and the control group in the Spatial abilities? C. Is there any difference in learners' interest and achievement between the experiment group and the control group. To investigate the research questions, two classes of 6th grade children were selected from an elementary school in Daejeon and assigned one as experimental group and the other as control group. The experimental group studied mathematics using Digital Textbooks under an individual PC environment while the control group studied using the existing book-type textbooks. The following results and conclusions were obtained from the research. First, the effect of the Digital Textbooks on children's mathematics achievement was not statistically meaningful even though there was some progress in children's achievement. Furthermore, it was not found that the usage of a Digital Textbooks consistently influenced improvement in the students' interest in mathematics. Second, there were some positive changes in the achievement of Spatial ability of the middle subgroup of pretest score in the experiment group. It can have some educational implication that the Digital Textbooks can affect positively to the middle group in mathematics achievement who dominated more than 50% of the class. Third, the number of correct answers was found to be somewhat higher than that of the control group in spatial reasoning items. This means that the learning environment with Digital Textbooks allow more opportunities for manipulating geometric objects physically and mentally. Therefore, It seems necessary to offer various resources such as digital contents for students' geometric learning. For future research, It is strongly recommended to fix the bugs of the digital textbook programs and to upgrade the operating system of the computer.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.2
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• pp.106-114
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• 2017

Objectives: This study was to examine the effectiveness of computerized cognitive ability enhancement program (CCAEP) using Smarttoy. The CCAEP using Smart-toy which can interact with children via bluetooth is a kids-friendly and convenient method for improving children's cognitive abilities by increasing their motivation for performing the program. We developed the CCAEP which designed to train auditory-verbal memory, visual-spatial memory, auditory-verbal working memory, and visual-spatial working memory. Methods: Eighteen children aged 8 to 10 participated in CCAEP individual training composed of 8 sessions of 40 minutes each for 4 weeks. The effect of the training was measured with Smart Toyweb's cognitive assessment tasks (smart device based assessment) as well as traditional neuropsychological tests before and after the training. Results: Children showed significant improvement in auditory-verbal memory, visual-spatial memory, auditory-verbal working memory and visual-spatial working memory abilities after the training. Conclusion: This study demonstrated promising results suggesting the effectiveness of CCAEP using Smart-Toy in clinical settings as well as school and home situations. Further controlled study with larger sample size including various clinical groups is needed to confirm the present results.

• Korean Journal of Cognitive Science
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• v.10 no.4
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• pp.41-50
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• 1999

It is widely known that the hippocampus plays an important role in spatial memory. Recent studies have suggested that the posterior parietal cortex (PPC) is involved in spatial memory. However it is unclear whether the PPC is involved in w working memory or reference memory of spatial learning. The purpose of the present study was to determine contribution of the hippocampus and the PPC to spatial working memory and acquisition of reference memory. Using an eight-arm radial maze in which e each arm was baited. working memory was tested by measuring rat's ability to remember arms they had visited. Reference memory was tested by measuring rat's ability to avoid visiting four consistently unbaited arms. Effects of hippocampal or PPC lesion on working memory or acquisition of reference memory in radial-arm maze learning were investigated Working memory was impaired by hippocampal lesion whereas not affected by PPC lesion. Acquisition of reference memory was impaired by lesion in either site. The results suggest that the hippocampus plays an important role in the spatial working memory while both the hippocampus and the PPC contribute to the acquisition of spatial reference memory.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.209-232
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• 2017

The purpose of this study was to explore the relationship among self-regulation and multiple intelligences of preschool children. The participants were 275 children between the ages 3, 4 and 5 and their mothers and teachers from kindergarten in Ulsan. The collected data were analyzed by using the SPSS v.21 computer program. The major results of this study were as follows; First, children's self-regulation ability was statistical significant disparity between sex and age. Second, children's Spatial Intelligence and Linguistic Intelligence were statistical significant disparity between sex and age. Logical-mathematical Intelligence, Interpersonal Intelligence were statistical significant disparity only age. Musical Intelligence, Intrapersonal Intelligence were statistical significant disparity only sex. but Bodily-kinesthetic Intelligence was not statistical insignificant disparity between sex and age. Third, Intrapersonal Intelligence, Linguistic Intelligence, Spatial Intelligence, Logical-mathematical Intelligence and Interpersonal Intelligence were significant predictors on children's self-regulation ability. These results could be used as stepping stone in developing preschool children's self-regulation program in near future.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.497-505
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• 2001

In this study, the relationships among students' conceptual understanding of molecular structure and cognitive variables were investigated for 165 high school students. After they had learned 'High School Chemistry II' for two semesters, the tests of conception concerning molecular structure, spatial visualization ability, logical thinking ability, mental capacity, and learning approach were administered. The results indicated that students' conceptual understanding of molecular structure was not sound, and several misconceptions were found. The scores of the conception test were significantly correlated with all the cognitive variables studied. Multiple regression analyses were conducted to examine the predictive influences of students' cognitive variables on their conceptual understanding. Meaningful learning approach was the most significant predictor and were followed by logical thinking ability, rote learning approach, and mental capacity. However, spatial visualization ability did not have the predictive power.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.11-19
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• 1997

Students' protocols obtained from think-aloud interviews were analyzed in the aspects of the success at first two problem-solving stages (understanding and planning), the time to complete a problem, the time at each problem-solving stage, the number of transition, and the transition rate. These were compared in the aspects of the context of problem, the success in solving problem, students' logical reasoning ability, spatial ability, and learning approach. The results were as follows:1. Students tended to spend more time in everyday contexts than in scientific contexts, especially at the stages of understanding and reviewing. The transition rate during solving a problem in everyday contexts was greater than that in scientific contexts. 2. Unsuccessful students spent more time at the stage of understanding, but successful students spent more time at the stage of planning. 3. Students' logical reasoning ability, as measured with the Group Assessment of Logical Thinking, was significantly correlated with the success in solving problem. Concrete-operational students spent more time in completing a problem, especially understanding the problem. 4. Students' spatial ability, as measured with the Purdue Visualization of Rotations Test and the Find A Shape Puzzle, was significantly correlated with their abilities to understand a problem and to plan for its solution. 5. Students' learning approach, as measured with the Questionnaire on Approaches to Learning and Studying, was not significantly correlated with the success in solving problem. However, the students in deep approach had more transitions and greater transition rates than the students in surface approach.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.11 no.3
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• pp.1477-1491
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• 2017

Inspired by the multi-scale nature of hippocampal place cells, a biologically inspired model based on a multi-scale spatial representation for goal-directed navigation is proposed in order to achieve robotic spatial cognition and autonomous navigation. First, a map of the place cells is constructed in different scales, which is used for encoding the spatial environment. Then, the firing rate of the place cells in each layer is calculated by the Gaussian function as the input of the Q-learning process. The robot decides on its next direction for movement through several candidate actions according to the rules of action selection. After several training trials, the robot can accumulate experiential knowledge and thus learn an appropriate navigation policy to find its goal. The results in simulation show that, in contrast to the other two methods(G-Q, S-Q), the multi-scale model presented in this paper is not only in line with the multi-scale nature of place cells, but also has a faster learning potential to find the optimized path to the goal. Additionally, this method also has a good ability to complete the goal-directed navigation task in large space and in the environments with obstacles.