• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.523-525
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• 2022

According to Elderly Long-term Care Insurance, MCI people can be provided cognitive program at dementia center and daycare center. However, the appropriate definition or guideline of cognitive program is not clear. Considering the situation of adapting VR program at diverse elderly facilities, this paper aims to analysis of VR usability at daycare center. Usability is divided into two section; one is intimacy and the other is usage possibility. In both section, high rate is recorded. Development of VR cognitive program is needed afterwards.

• Korean Journal of Cognitive Science
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• v.27 no.2
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• pp.247-273
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• 2016

Previous studies about lying were mainly executed in pressure situations, such as interviews or crime statements, which made people stressed. This study analyzed deceptive and non-deceptive writings in non-pressure situation through K-LIWC program, in which lies are rarely disclosed and hardly damage the liar even upon disclosure, Also, we compared these results with existing studies on lying. On both writing tasks, there were fewer first-person singular pronouns in deceptive writings than in the non-deceptive writings. The variables indicating cognitive complexity were less used by deceptive writings than by non-deceptive writings in first topic, but in the second topic, more were used by deceptive writings than true writings. In particular, previous studies claim that lies contain more negative emotional words while this report shows that lies in non-pressure situations contains more positive and fewer negative emotional words compared to truth. This finding implies that a situation influences the liar's psychological statement, which changes the contents of the lie.

• Physical Therapy Rehabilitation Science
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• v.7 no.3
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• pp.114-118
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• 2018

Objective: The left and right sides of the brain has different roles. This study investigated the differences in cognitive driving ability between stroke survivors with damage to the left brain and right brain. Therefore, the purpose of this study was to compare the driving cognitive ability of left and right hemispheric drivers following stroke. Design: Cross-sectional study. Methods: The Stroke Drivers' Screening Assessment (SDSA) from the UK was translated to the Korean Stroke Drivers' Screening Assessment (K-SDSA) to meet the specific traffic environments of Korea. The SDSA is composed of 4 tasks :1) a dot cancellation task that measures concentration and visuospatial abilities necessary for driving, 2) a directional matrix task to measure spatio-temporal executive function required for driving, 3) a compass matrix task to measure accurate direction determination ability required for driving, and 4) recognition of traffic signs and reasoning ability to understanding traffic situation. The SDSA assessment time is about 30 minutes. The K-SDSA was used to compare the cognitive driving abilities between 15 stroke survivors with left and 15 stroke survivors with right brain damage. Results: There were significant differences between the persons with stroke patients with left brain lesions (right hemiplegia) compared to the persons with stroke with right brain lesions (left hemiplegia) (p<0.05). It was found that the cognitive driving ability of those with right brain damage was lower than that of the group of left brain damage. Conclusions: This research investigated the driving cognitive ability of persons with stroke. The therapists can use this information as basis for the driving test and training purposes. It could also be used as a basis to understanding if the cognitive ability of not only stroke survivors but also those with brain damage is adequate to actually drive.

• Journal of the Korean Society of Costume
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• v.66 no.4
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• pp.32-44
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• 2016

The purpose of this study is to examine the cognitive responses and the corresponding behavior responses of consumers who have experiences in not being able to buy a product in an online shopping mall due to it being sold-out. Responses were gathered from 526 consumers between the ages of 20 to 40 years residing in a metropolitan area. Each person surveyed had experienced a situation in which a product that they wanted to purchase from an online shopping mall was sold-out. SPSS 18.0 was used to perform frequency analysis, factor analysis, reliability analysis, and regression analysis. The first set of results of this study showed positive responses of quality, discernment, scarcity, but also negative cognitive responses of careless management, manipulation of shopping mall management, and common taste. In negative cognitive responses, sold-out situations caused consumers inconvenience. The second set of results revealed that quality, discernment, and careless management had a significant effect on product replacement (Substitute, S); likewise, factors such as quality, discernment, careless management, manipulation by shopping mall designers, and common taste had a significant effect on the delay of purchasing decisions (Delay, D). Scarcity, careless management, manipulation by shopping mall designers, and common taste also demonstrated significant influence on the incomplete leaving of stores (Incomplete Leave, L1), while discernment, scarcity, careless management, manipulation by shopping mall designers, and common taste had a significant influence on the complete leaving of stores (Complete Leave, L2). Previous studies have examined the behavioral response topics of substitute, delay, and leave. These study results suggest that product sellouts at online shopping malls did not have a solely negative effect on consumers. It actually had a positive effect in terms of discernment, scarcity, and the perception of quality of sold-out products. Furthermore, both positive and negative cognitive responses had various effects on behavioral responses.

• Korean Journal of Adult Nursing
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• v.14 no.2
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• pp.276-286
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• 2002

Purpose: The concept of embarrassment as an unpleasant emotion is important in caring for those who are in the continuum of illness and health requiring body care and facing sexual problems. In spite of its nursing implication, embarrassment has not been focused in nursing research. Therefore, the purpose of this paper is to develope a conceptual analysis of embarrassment. This analysis would help to understand comprehensively an embarrassing situation in which an intimate relationship between nurse and patient regarding body care of the patient could develope. Futhermore, it would be a basis for developing strategies for prevention of embarrassment which could lead for both patient and nurse to emotionally vulnerable situation because of their failure of self-presentation (impression management). Method: The concept analysis model suggested by Walker and Avant (1988) is used to clarify what is meant by the term 'embarrassment'. Result: This analysis defines the attributes of embarrassment such as follows. First, embarrassment is often attributed to situational factors interrupting a smooth interaction such as intimacy, confusion, vulnerability, exposure of interaction and characteristics of audience. Second, embarrassment is closely related with cognitive factor such as fear of losing face resulted from a behaviour being out of line. Third, embarrassment is closely associated with dispositional factor such as embarrassability. Fourth, embarrassment is an unpleasant and unwanted emotion arising reactively after an interaction had occurred. Fifth, embarrassment encloses physical, physiological and behavioral aspects such as a variety of unique and easily noticeable reactions and a pattern of verbal and non-verbal behaviour for coping in an embarrassing situation. The antecedents were normally socialized adolescents with normal cognitive ability, concern of losing face, embarrassability, embarrassing events related with situational intimacy, confusion, vulnerability, exposure of interaction and characteristics of audience, physical, behavioral blunders resulting in a failure of impression management. The consequences were an emotional coping behaviour, audience's embarrassment responses, and verbal and non-verbal coping strategies of interactional participants. Conclusion: It is hoped that this analysis will stimulate further exploration of this concept and study for developing systematic assessment and nursing practice that diminishes embarrassment of interactional participants.

• Science of Emotion and Sensibility
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• v.9 no.4
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• pp.367-375
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• 2006

The present study applied cognitive continuum theory to university environment in order to demonstrate that students' cognitive modes move along the continuum to be adaptive to the certain situation. This study also compared students' cognitive modes and the generally required modes in the university. The results showed that the students used corresponding cognitive modes to each subject even though they had different cognitive styles in general. It means that the students are adaptive to various tasks. And, the comparisons of the students' cognitive modes with the require4 modes in the university showed that the university tended to induce the students to use analytical cognitive modes. Therefore, the university faculty should be aware that they usually induce the analytical modes, and that they need to use various kinds of cognitive modes in order for the students to have adaptability and flexibility. However, the study did not demonstrate that the students would perform better when they fitted their cognitive modes into each subject.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.516-527
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• 1999

The purpose of this study was to find out the responses of students confronted with discrepant situation about inertia concept. We had developed two discrepant situation patterns according to conceptual change model(Kwon, 1989). And we examined the students' responses to the discrepant situations of the 3 inertia problems by interview method. In the result of this study. many students in discrepant situation 1 failed to explain the situation Some students gave up their preconception and showed new conception that was different from preconception. But most of their new conceptions were not scientific conception. In discrepant situation 2. the major characteristics of students responses were the assimilation strategies. Many students modified their preconception in some part but didn't change it. After discrepant situation. students' conceptions were changed more diverse conceptions than preconceptions.

• 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.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.31 no.3
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• pp.121-130
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• 2020

Objectives: We investigated the differences in cognitive and emotional empathic ability between adolescents and adults, and the differences of the brain activation during cognitive and emotional empathy tasks. Methods: Adolescents (aged 13-15 years, n=14) and adults (aged 19-29 years, n=17) completed a range of empathic ability questionnaires and were scanned functional magnetic resonance imaging (fMRI) during both cognitive and emotional empathy task. Differences in empathic ability and brain activation between the groups were analyzed. Results: Both cognitive and emotional empathic ability were significantly lower in the adolescent compared to the adult group. Comparing the adolescent to the adult group showed that brain activation was significantly greater in the right transverse temporal gyrus (BA 41), right insula (BA 13), right superior parietal lobule (BA 7), right precentral gyrus (BA 4), and right thalamus whilst performing emotional empathy tasks. No brain regions showed significantly greater activation in the adolescent compared to the adult group while performing cognitive empathy task. In the adolescent group, scores of the Fantasy Subscale in the Interpersonal Reactivity Index, which reflects cognitive empathic ability, negatively correlated with activity of right superior parietal lobule during emotional empathic situations (r=-0.739, p=0.006). Conclusion: These results strongly suggest that adolescents possess lower cognitive and emotional empathic abilities than adults do and require compensatory hyperactivation of the brain regions associated with emotional empathy or embodiment in emotional empathic situation. Compensatory hyperactivation in the emotional empathy-related brain areas among adolescents are likely associated with their lower cognitive empathic ability.

• The Journal of Information Systems
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• v.28 no.4
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• pp.1-25
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• 2019

Purpose The purpose of this study is to investigate cognitive mechanism of goal relations (Single-goal vs. Multiple-goals) and to-do list (Packing vs. Unpacking) and also verify the role of self-efficacy in the perspective of motivation belief. The perspective of cognitive mechanism is related to the effects of how the relations of multitasking environments affects to facilitating relation or conflicting relations. In pursuit of a single goal, judgement of task importance can be facilitated by unpacking effect due to relations of strongly associated project components including to-do list. On the other hands, in pursuit of multiple goals, judgement of task importance can be conflicted due to mutually exclusive relations of multiple goals. Additionally, the cognitive mechanism can be regulated from the role of self-efficacy, which contributes to motivation belief on how much a person is confident in achieving given tasks. In the end this research is to identify self-efficacy as boundary condition in inhibiting the effects of facilitation and conflict. Design/methodology/approach This study conducted Two-way ANOVA (Packing/ Unpacking * Single-goal/ Multiple-goals) to explore the effects of cognitive mechanism on task importance. After that we performed Three-way ANOVA, 2 (To-do list: Packing/ Unpacking) * 2 (Goal relation: Single-goal/ Multiple-goals) * 2 (Self-efficacy: Low self-efficacy/ High self-efficacy) to verify the role of self-efficacy between goal relations and to-do list. Findings In the cognitive mechanism, the task importance is not significantly different between in packed and in unpacked condition in pursuit of a single goal. But multitasking with multiple goals causes goal conflict, which means packed condition indicates significantly higher task importance than unpacked condition. Additionally, for a group with low self-efficacy unpacking leads to conflicting relation, which implies that packed condition is more efficient strategy than packed condition. On the other hands, in pursuit of mulitple goals, either packing or unpacking has no distinctive effects on task importance. However, participants with high self-efficacy are no longer affected by facilitating relation and conflicting relation as well in pursuit of either a single goal or multiple goals as well.