• Korean Journal of Cognitive Science
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• v.27 no.1
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• pp.101-127
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• 2016

The present study was conducted to examine the effect of meta-cognitive strategy and transfer appropriate processing(TAP) on prospective memory performance. In two experiments, encoding strategy for PM target words was manipulated by instructions. Participants who were assigned to meta strategic condition were engaged to rate task difficulty(EOL) in addition to predict their own performance(JOL), while participants in cognitive strategy condition were to remember target words by pleasantness ratings and sentence generation. In experiment1 and experiment 2, all participants in both conditions performed not only TAP ongoing task but also TIP ongoing task. Results revealed the benefit of meta cognition and transfer appropriate processing on PM performance. Furthermore, the benefit of TAP was diminished in cognitive strategy condition. There were no-costs on judgement tasks across conditions. The findings suggest that meta-cognition allows to sustain PM targets and intention without regard to cognitive resource.

• Korean Journal of Child Studies
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• v.26 no.3
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• pp.127-139
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• 2005

The subjects of this study were 86 eight- and 76 ten-year-old children(total: 162). Experimental procedures and tools included pre- and post- learning tests and controls for intelligence (Draw-a-Man-Test) and for cognitive styles(Children's Embedded Figures Test). The content of the learning task was the lightning generation process. After various types of seven-minute color animation multimedia presentations about the generation of lightning were screened, post-hoc analysis showed that the rehearsal strategy was effective with field-dependent learners but not with field-independent learners.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.273-288
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• 2008

Types of motivation for self-determination studied in the current research included intrinsic motivation (IM) to know, IM to accomplish, IM to experience stimulation; external, introjected, identified regulation; and amotivation as related to children's self-regulated learning strategies (use of cognitive strategy and self-regulation). The Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990) and the Academic Motivation Scale (Vallerand et al., 1992, 1993) were administered to 123 $5^{th}$ graders (63 girls, 60 boys). Data were analyzed by Pearson's correlation, multiple regression, and canonical correlation analysis. Results indicated that IM to accomplish, IM to know, and identified regulation positively and amotivation negatively affected self-regulated learning strategies. IM to accomplish and IM to know positively and amotivation negatively contributed to use of cognitive strategy and self-regulation.

• Journal of Communications and Networks
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• v.17 no.4
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• pp.394-405
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• 2015

This paper considers a wideband cognitive radio network which can simultaneously sense multiple narrowband channels and thus aggregate the detected available channels for transmission and proposes a novel cognitive radio system that exhibits improved sensing throughput and can save power consumption of secondary user (SU) compared to the conventional cognitive radio system studied so far. More specifically, under the proposed cognitive radio system, we study the problem of designing the optimal sensing time and power allocation strategy, in order to maximize the ergodic throughput of the proposed cognitive radio system under two different schemes, namely the wideband sensing-based spectrum sharing scheme and the wideband opportunistic spectrum access scheme. In our analysis, besides the average interference power constraint at primary user, the average transmit power constraint of SU is also considered for the two schemes and then a subgradient algorithm is developed to obtain the optimal sensing time and the corresponding power allocation strategy. Finally, numerical simulations are presented to verify the performance of the two proposed schemes.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.279-286
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• 2007

In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.558-576
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• 2020

The purpose of the research was to verify the mediating effect of social support and cognitive emotional regulation strategy when office worker's emotional expressive ambivalence influences on interpersonal stress. A survey was conducted with 422 office workers from August to September of 2018. SPSS, AMOS and Mplus were used for descriptive statistics, correlation analysis, verification of structural equation modeling and mediated effect. There was a partial mediating effect in emotional expressive ambivalence of self-defense model, a complete mediating effect in relational emotional expressive ambivalence model. In both self-defense and relational emotional expressive ambivalence model, double mediation effect of passing through support and cognitive emotional regulation strategy in the relationship between emotional expressive ambivalence and interpersonal stress was significant. This study sought ways to reduce interpersonal stress by increasing the level of perception of social support and using adaptive cognitive emotional control strategies for office workers.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.70-88
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• 2006

The purpose of this study is to investigate the effect of a multiple cognitive conflict strategy at remedying student's misconceptions. Elementary students have many misconceptions about the brightness of the electric bulb in simple dual circuits. Most of the misconceptions can be summed up as 'the more batteries or the fewer bulbs, the brighter is the output.' The students have learned about the brightness of the electric bulb while connected to a battery in Grade 4 and the brightness of multiple electric bulbs in Grade 5. However, about $50%$ of the students remain with the firm misconception that the brightness of the bulb is related to the number of source batteries. This strong misconception may not lead to a conceptual change in the case of only one cognitive conflict. This study used a multiple conflict strategy while tackling the cognitive conflicts in the students as they solved the problems many times. It involved 160 grade 5 students. The result was they often changed their misconceptions and used more scientific thinking than the same grade students of other schools. It remains to be seen if this success will transfer to other schools and students and we intend on studying further the differences in students regarding this learning process.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.159-169
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• 2009

After analyzing data of 797 Middle and High School students, the results show that those using cognitive reappraisal strategies adjusted better in school life than those using expressive suppression strategies in regards to application of emotional regulation strategies. In gender differences of the application, male students adjusted better when they used cognitive reappraisal strategies in relationship with their teachers and their peers. Female students, on the other hand, adjusted better in relationship with their teachers their peers, and in academics, when using cognitive reappraisal strategies. In school year differences, middle school students who used less of emotional regulation strategies in academics, friendship and student-teacher relations adjusted better in relationship with their peers.

• Journal of Korean Society for Quality Management
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• v.29 no.1
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• pp.160-172
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• 2001

The purpose of this study is to develop a successful strategy that can satisfy customer needs effectively based on the recognition of cognitive gaps toward the Internet shopping mall between managers and customers. Internet shopping mall becomes a main cyber space for future shopping, Despite some pessimistic view on the future of cyber shopping, the amount of purchase in Internet shopping has increased continuously and dramatically. In order to compare and analyze the cognitive difference between managers and customers, this study investigates the view of managers as Internet shopping mall operators as well as that of customers. Questionnaires and brief interviews were carried out to collect empirical data. Empirical results find the significant cognitive gap in the perception of importance of factors affecting shopping malls between managers and customers. After analysing the empirical data with statistical methods, this study finds that six of nine factors show significantly different views in perception of Internet shopping mall between managers and customers. The findings of this study can be employed to implement an Internet shopping mall strategy to better serve customer needs and requirements to gain competitive advantage in this emerging market with growing competition.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.87-97
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• 2009

This study used Hierarchical Linear Modeling analysis to investigate the effects of individual self-regulated cognitive strategies and public education on middle school students' academic achievement. Participants were 6389 (boys 3287, girls 3102) middle school students from the 2005 data of the Korea Education Longitudinal Study. Results were as follows : (1) there were significant differences among different schools in middle school students' academic achievement, i.e. 20% of variance in English achievement and 15% of variance in mathematics achievement were explained by school differences. (2) Students' elaboration and meta-cognitive strategy influenced academic achievement positively. (3) Predictor variables by ability grouping, supplementary class, and/or self-learning class had no significant effects on students' academic achievement.