• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.76-86
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• 2000

Conventional atom model must be criticized on the following four points. (1) Natural motions between positive and negative entities are not circular motions but linear going and returning ones, for examples sexual motion, tidal motion, day and night etc. (2) Potential energy generation was neglected when electron changes its orbit from outer one to inner one. The hv is the kinetic energy of the photo-electron. The total energy difference between orbits comprises kinetic and potential energies. (3) The structure of the space must be taken into consideration because the properties of the electron do not change during the transition from outer orbit to inner one even though it produces photon. (4) Total energy conservation law applies to the energy flow between mind and matter because we daily experiences a interconnection between mind and body. $\prod$-rays come out from the crystallizing $\pi$-bondings when they vibrate or deform. Gaston Naessens(1950) invented a microscope, which can visualize the $\pi$-rays in blood. Unordinarily agglomerated spores of $\pi$-rays may provoke poor immunity and bad illness. The agglomerated spores of $\pi$-rays can make closed type $\pi$-bondings in the case of carbohydrates and esters but proteins build open type $\pi$-bondings because the peptide bonds are planar, which principle produces a life.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.28 no.4
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• pp.125-131
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• 2020

In order to study the correlation between the pilot's cognitive ability and recovery ability by applying a physical element that can cause spatial loss of position to the pilot, a turntable was installed on the top of the motion system to give a quantitative rotational error. We propose a method of simulating flight movement to reduce a difference in feeling and an intuitive method of forward kinematic analysis.

• Journal of Korean Theatre Studies Association
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• no.49
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• pp.133-169
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• 2013

Reexamining Brecht's theoretical hypotheses in terms of cognitive science, this essay arrived at several temporary interpretations. Cognitive science implies that empathy can precede the rational understanding in Verfremdungseffekt. The spectator tends to simulate the unfamiliar incident and character and feels the consequential embodied emotion that leads to the cognitive understanding. The similar situation can be found in social gestus. According to cognitive science, gesture(social gestus) is simulated in the mirror-neuron of spectator, arousing consequently the embodied emotion that triggers the succeeding understanding. The spectator apts to experience and feel physically the moving gesture before decoding it as a social signification. Brecht's intention that attempts to reveal the duality of actor and character by eliminating the fourth wall is negated by cognitive science. According to the theory of conceptual blending, the spectator under the eliminated fourth wall mixes actor and character, and simulates this blending image so that he experiences it imaginatively. As such, another kind of illusion can be formed when a fourth wall is collapsed. Meanwhile, the critical thinking of spectator Brecht wanted can be hard to occur during the performance. It is necessary for the spectator to recollect the bygone dialogue and action in terms of social context as if he presses the pause, stopping the playback while watching a play in video. In this respect the social meaning Brecht intended can be achieved more effectively by the stop motion like tableau. It would not only give the time for the spectator to consider the implied social signification, but also make him possible to decode a semiotic meaning as if interpreting a still picture. Or it can be delivered by the dialogue that expresses the playwright's critical judgement. In this case, the subject of critical thinking is not the spectator but the author. The alternative explanation that the cognitive science suggests illuminates theoretically the reasons why Brecht's theory fails to be realized in practice. In a sense, Brecht's theory is nothing but a theoretical hypothesis. It takes the premise that the emotion hinders the rational thinking, understanding emotion and reason oppositively like Plato. This assumption is negated easily by the recent cognitive science that sees the reason as a by-product of physical experience including emotion. The rational understanding, in this sense, begins from the embodied emotion. As such the cognitive science denies the dichotomy of emotion and reason that Brecht adopted. The theoretical hypothesis of cognitive science makes us recognize again the importance of bodily experience in theatre. In theatre the spectator tends to experience physically before decoding the intellectual meaning. The spectator Brecht wanted, therefore, is far from the reality. The spectator usually experiences and reacts physically before decoding the meaning critically. Thus Brecht's intention can be realized by the embodied emotion resulted from simulation. This tentative interpretation suggests that we need to pay more attention to the empirical study of spectatorship, not remaining in a speculative study.

• Korean Journal of Cognitive Science
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• v.14 no.4
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• pp.9-19
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• 2003

Bonneh, Cooperman and Sagi (2001) reported that when a global moving pattern was superimposed on high-contrast stationary stimuli, the latter disappeared and reappeared alternatively for periods of several seconds. They named this as motion-induced-blindness. In present research a rotating transparent cylinder composed of white dots was superimposed on a stationary green dots. When observers watched these stimuli wearing a red filter on his/her right eye, the stationary green dots disappeared or reappeared as did in Bonneh et al. The new MIB was observed only when the cylinder rotated and observers weared a red filter. As the luminance contrast of the green dots and that of white dots against the background reduced, and as the number of green dots and white dots decreased, the duration of MIB reduced. Also, the relative depth of the rotating cylinder and the stationary green dots affected the duration of MIB. These results imply that the new MIB is different from the MIB which was observed by Bonneh et al and that the new MIB cannot be explained by binocular rivalry. Further more, the results imply that the later stage of visual information processing is involved in the new MIB.

• Korean Journal of Cognitive Science
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• v.10 no.3
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• pp.67-75
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• 1999

We investigated whether human could perceive the heading direction from the optic flow made from random dots and real images simulating the motion of the observer and objects. When an object moves across the focus of expansion(FOE) in random dot simulation. the observer perceived the focus of expansion biased toward the motion direction of the object. supporting the hypothesis that the direction repulsion is produced between the expansional and the horizontal planar motion components. With real image display observers tended to perceive one's heading direction biased toward the c center of the scene regardless of the direction and position of moving 0bcts. And it was observed that the deeper the depth of the background was the larger the judgment error was. These results suggest it is more likely that human depends on different cues than the optic flow when they perceive or judge one's heading direction in the real environment.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.502-509
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• 2006

The purpose of this study was to analyze physics problem solving processes according to students' cognitive style in the area of 'Force and Motion' at high school level. Students who have already learned t e area of 'Force and Motion' during the first semester of the 10th grade have taken physics test and cognitive style test to choose students who have basic knowledge of physics and reflective or impulsive style. Four students who got over 19 points in the cognitive style test were selected as reflective students, and another four students who got below 12 points were selected as impulsive students. After explaining the purpose and procedure of this study, think-aloud method was introduced to the students, and the students practiced it. After that, the students solved three quantitative and qualitative problems each. Then, the questionnaire on the belief system on physics and physics problem solving and prerequisite knowledge test were also administered. By recording the students' problem solving processes, protocol was made and analyzed. After solving the problems, the students expressed their confidence, intimacy, and preference on each problem by the five point Likert scale. Impulsive students tended to succeed in solving more problems, less intimate, and more spontaneous and positive in seeking alternative solution when confronted with unacquainted problems. On the other hand, reflective students used more time in executing the problems even without planning, and used more time in solving problems and verification. Whether making effective plan or not was important rather than how much time they used in the planning step. In addition, repeating steps were more likely shown to impulsive students; they tended to be attached to their first idea.

• Journal of Broadcast Engineering
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• v.5 no.1
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• pp.2-9
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• 2000

This paper presents a statistical motion activity description method and video retrievals by using the intensity and directions of the extracted motion vectors from video sequence. Since the proposed method can represent temporal and spatial cognitive characteristics of an entire video, several images between key frames, and images in a certain interval, it can be effectively applied to digital video services such as video retrieval, surveilance, multimedia database, and broadcasting filterings. In the paper, the effectiveness of the proposed algorithm is shown with a lot of shots of MPEG-7 video dataset.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.728-735
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• 2005

In this study, relationships between student the cognitive affective characteristics and conceptual understanding from individual computer-assisted instruction were investigated. Tests regarding field dependence-independence, learning strategy, self-regulated ability, visual learning preference, goal orientation, self-efficacy on ability, and computer attitude were administered. After having been taught by means of a CAl program, a conception test on molecular motion was administered. It was found that student conceptual understanding was significantly related to field independence, learning strategy, self-regulated ability among the cognitive characteristics and visual learning preference, goal orientation, self-efficacy on ability among the affective characteristics. Multiple regression analysis of the cognitive characteristics on conceptual understanding found that field dependence-independence was the most significant predictor. Self-regulated ability and a deep learning strategy were also found to have predictive power. Lastly, analysis of the affective characteristics, visual learning preference and self-efficacy on ability exposed them to be significant predictors of student conceptual understanding.

• Physical Therapy Korea
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• v.28 no.1
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• pp.47-52
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• 2021

Background: Compared with normal people, stroke patients have decreased voluntary craniocervical motion, which affects their balance. Objects: This study was conducted in order to examine the effects of active craniocervical movement training using a cognitive game on stroke patient's cervical movement control ability, balance, and functional mobility. Methods: The subject of this study were 29chronic stroke patients who were randomly allocated to either an experimental, cognitive game group (n = 15), or control group (n = 14), to which only neuro-developmental treatment (NDT) was applied. The intervention was conducted 5 times per week, 30 minutes per each time, for a total of 4 weeks. Active angle reproduction test, static stability test, limits of stability test, and Time up and Go (TUG) test, respectively, were carried out in order to evaluate cervical movement control ability, static balance, dynamic balance, and functional mobility. Paired t-test was used in order to compare differences between prior to after the intervention, along with an independent-test in order to compare prior to and after-intervention differences between the two groups. Results: After the craniocervical training with a body-driven cognitive game, the experimental group showed significant differences in flexion, extension, and lateral flexion on the affected side, and rotation on the affected side in the active angle reproduction test. The experimental group indicated significant differences in sway length both with eyes-open and with eyesclosed in the static stability test and in limits of stability test and TUG test. The control group to which NDT was applied had significant differences in flexion in the active angle reproduction test and in limits of stability test and TUG test. Conclusion: The above results mean that craniocervical training using a body-driven cognitive game positively influences stroke patient's cervical movement control ability and as a result their balance and functional mobility.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.10 no.6
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• pp.209-214
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• 2010

In this paper, We analyzes the image along the platform (Open Eye), through prevention of dementia or stroke patients and cognitive rehabilitation for the proposed system. This way through the camera image according to user's movement gained OpenCV image processing library, which is based on motion analysis, a part of this rehabilitation is to apply to cognitive rehabilitation. Therefore, this paper proposes a new image analysis system has been exposed to the elderly or stroke patients with dementia, their hand gestures through which patients can detect the image of the cognitive rehabilitation to help them in the analysis of the image analysis system is proposed.