• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.357-363
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• 2004

이 연구의 목적은 생각하는 과학 프로그램이 초등학교 학생들의 인지발달 가속과 인지과정 기능의 발달에 미치는 효과를 알아보는 것이었다. 이 연구에는 초등학교 5학년 305명이 참여하였으며, 연구 대상을 실험 집단과 통제집단으로 나눈 후 실험집단에게는 2년동안 생각하는 과학 프로그램을 처치하였다. 연구 결과, 생각하는 과학 프로그램에 의한 초등학생의 인지발달 가속 효과는 있었다. 그리고 성별에 따른 인지발달 가속 효과를 살펴본 결과 여학생에게만 효과가 있었다. 또한 생각하는 과학 프로그램은 초등학생의 인지과정 기능의 발달에도 효과가 있었고, 인지과정 기능 영역별로 살펴본 결과 주의와 동시적 정보처리 영역에서 효과가 있었다. 이러한 결과는 생각하는 과학 프로그램이 인지과정 기능에 대해 원전이 효과가 있음을 보여주는 것이다.

• 대한인간공학회지
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• 제14권1호
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• pp.25-35
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• 1995

For information processing tasks, it is an important cognitive skill to manipulate and store information, which is known as information intake. One of the tasks which greatly involve this skill would be a spreadsheet calculation task. In this study, a spreadsheet calculation task is analyzed by the cognitive task analysis based on the cognitive factors having been usef for a model of human information processing. By the results of the cognitive task analysis, the spreadsheet calculation tasks to be used in the experiments are designed and the testbattery of cognitive abilities assessment (CCAB ; complex cognitive asssessment battery) are selected. Then, the features of cognitive demands and a human performance model of the spreadsheet calculation task are suggested by means of correlation analysis, principal component factor analysis, and regression analysis of the results of the experiments on task performances and the assessment of cognitive abilities. Also, the application of the results of the study to job placement and further research issues are described.

• Asia pacific journal of information systems
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• 제30권1호
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• pp.167-187
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• 2020

College students experience more cyber bullying than youth and cyber bullying on college students may be more harmful than youth. But many studies of cyber bullying have been conducted in youth, but little has been studied for college students. Therefore, this study investigated the negative effects of college students' cyber bullying experience on cognitive processing ability and emotional states. The social support of friends has a buffering effect that prevents stress and reduces the influence on external damage in stressful situations. But the impact of parental social support is controversial. Traditionally, the social support of parents has been claimed to mitigate the negative effects of external damage. Recently, however, it has been argued that parental social support, without considering the independence and autonomy needs of college students, does not alleviate the negative effects. Therefore, this study examined how the social support of friends and parents moderate the negative impact of cyber bullying. The results show that the more college students experience cyber bullying, the lower their cognitive processing ability and emotional states. And, the higher the social support of friends, the lower the harmful impacts of cyber bullying on cognitive processing ability and emotional states. But, the higher the social support of parents, the higher the harmful impacts of cyber bullying on cognitive processing ability and emotional states.

• 수산해양교육연구
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• 제21권2호
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• pp.278-290
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• 2009

The purpose of this study is to investigate the relationship between learning skills and cognitive functions on elementary school students. In this study CAS and Learning Skills Test(LST) were administered with 3 to 6 grade, 60 students from 5 elementary schools. The data were analyzed according to Pearson's correlation and Stepwise Multiple Regression Analysis. The results are as follows. Firstly, girls and older students showed significantly higher ability than boys and younger students on the learning skills. And girls significantly outperformed boys on the planning function and attention function and on the simultaneous cognitive function was the other way round. Secondly, learning skills were explained 41% by two variables that the planning function and the successive function which are sub factors of the cognitive function. And then, planning and successive processing effected to self-management, attention and planning to test-taking skills, successive processing and attention to class-participation skills, and successive processing to information processing.

• 한국인지과학회:학술대회논문집
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• 한국인지과학회 2010년도 춘계학술대회
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• pp.13-17
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• 2010

Consciousness is really regarded as too ambiguous a concept to be understood and accepted as a mental construct without the inclusion of memory and attention in any conceptualization. However we need one criterion to count satisfactorily as an explanation of consciousness in information processing. An operational working definition of consciousness could be made in comparison of memory and attention: Consciousness would be a subjective awareness of momentary experience and also have the characteristics of an operating system performing control and consolidation information processing. This could be called a cognitive consciousness. It is possible that some distinctions between consciousness, memory and attention can be made conceptually and functionally from the perspectives of information processing.

• 수산해양교육연구
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• 제29권3호
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• pp.909-919
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• 2017

The purpose of this study was to apply the learning clinic program to the maladjusted children to help the cognitive processing style, sense type and learning strategy. The results were as follows. First, the cognitive processing style of low-grade elementary school children is divided into the concept of sequential low-order style, which analyzes information sequentially and consecutively, concrete thinking style that processes real and direct information coming in from outside, and invisible principle or information. The abstract cognitive thinking style improved after the process before the program proceeded. However, There was no meaningful result in the simultaneous processing cognitive style which had excellent intuition and emotion and likes change. Second, the temporal lobe in which the linguistic activity is viewed, heard and spoken in the sensory type, the function of the occipital lobe in which the character or the language is processed is improved, but the function of the parietal lobe in moving and manipulating the body is not significant. Finally, factors that contribute to learning such as sincerity, learning initiative, study method, study habits, and concentration are helpful in learning and school life.

• 한국정보시스템학회지:정보시스템연구
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• 제27권2호
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• pp.1-28
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• 2018

Purpose More than 7.6 million mobile apps could be approved on both Apple iTunes Store and Google Play. For managing those existed Apps, Apple Inc. established twenty-four primary categories, as well as Google Play had thirty-three primary categories. However, all of their categorizations have appeared more and more problems in managing and classifying numerous apps, such as app miscategorized, cross-attribution problems, lack of categorization keywords index, etc. The purpose of this study focused on introducing individual information cognitive processing as the classification criteria to update the current categorization on Apple iTunes Store. Meanwhile, we tried to observe the effectiveness of the new criteria from a classification process on Apple iTunes Store. Design/Methodology/Approach A research approach with four research stages were performed and a series of mixed methods was developed to identify the feasibility of adopting individual information cognitive processing as categorization criteria. By using machine-learning techniques with Term Frequency-Inverse Document Frequency and Singular Value Decomposition, keyword lists were extracted. By using the prior research results related to car app's categorization, we developed individual information cognitive processing. Further keywords extracting process from the extracted keyword lists was performed. Findings By TF-IDF and SVD, keyword lists from more than five thousand apps were extracted. Furthermore, we developed individual information cognitive processing that included a categorization teaching process and learning process. Three top three keywords for each category were extracted. By comparing the extracted results with prior studies, the inter-rater reliability for two different methods shows significant reliable, which proved the individual information cognitive processing to be reliable as criteria of categorization on Apple iTunes Store. The updating suggestions for Apple iTunes Store were discussed in this paper and the results of this paper may be useful for app store hosts to improve the current categorizations on app stores as well as increasing the efficiency of app discovering and locating process for both app developers and users.

• Asia Marketing Journal
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• 제19권4호
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• pp.1-14
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• 2018

Social networking service(SNS) helps users manage, share and delivery a vast information as a communication tool. When users read crisis news in SNS, they communicate the information with others by considering not only their belief (i.e., cognitive risk perception) but also emotion (i.e., affective risk perception). However, few researches have been interested in the construct of communication behaviors of crisis in SNS. This study aimed to explore the role of risk perception (cognitive and affective risk perception) between crisis responsibility and communication behavior through dual processing theory. As a result of the empirical analysis, crisis responsibility had a positive effect on cognitive risk perception and affective risk perception. In addition, cognitive risk perception had no significant effect on communication behavior whereas affective risk perception had influence on communication behavior positively. Thus, our findings may predict that the affective risk perception through crisis responsibility is more potentially important to communication behavior such as sharing information rather than cognitive risk perception. The results give insightful ideas why marketer should reduce perceived emotion caused by risk to strengthen prospective SNS users understanding of communication behavior intention.

• 감성과학
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• 제22권4호
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• pp.65-74
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• 2019

Extant research has proposed that the Object-Spatial-Verbal cognitive style can elucidate individual differences in the preference for modality-specific information. However, no studies have yet ascertained whether this type of information processing evinces structural correlations in the brain. Therefore, the current study used voxel-based morphometry (VBM) analyses to investigate individual differences in gray matter volumes based on the Object-Spatial-Verbal cognitive style. For this purpose, ninety healthy young adults were recruited to participate in the study. They were administered the Korean version of the Object-Spatial-Verbal cognitive style questionnaire, and their anatomical brain images were scanned. The VBM results demonstrated that the participants' verbal scores were positively correlated with regional gray matter volumes (rGMVs) in the right superior temporal sulcus/superior temporal gyrus, the bilateral parahippocampal gyrus/fusiform gyrus, and the left inferior temporal gyrus. In addition, the rGMVs in these regions were negatively correlated with the relative spatial preference scores obtained by individual participants. The findings of the investigation provide anatomical evidence that the verbal cognitive style could be decidedly relevant to higher-level language processing, but not to basic language processing.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.483-492
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• 2007

The purpose of this study was to investigate the relation between the cognitive processes and the mathematical achievement of the 4th grade students. And according to the several studies, there were significant relation between cognitive processes and achievement. Based on the PASS(Planning-Attention-Simultaneous-Successive Processes) Model presented by Das and Naglieri, four cognitive process variables were selected. The results of this study as follows. First, there was not significant relation between attention and mathematical achievement. Second, there was significant relation between planning and mathematical achievement. Third, there was significant relation between simultaneous/successive processes and mathematical achievement. Fourth, the students who got higher scores in the two types (simultaneous/successive)of information processing had more mathematical achievement. Specially, the students who got higher scores in the type of simultaneous information processing had higher scores in mathematical achievement. These results indicated that planning and simultaneous information processing had influence on the mathematical achievement.