• 문화기술의 융합
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• 제9권3호
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• pp.451-459
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• 2023

이 글의 목적은 새로운 전쟁의 영역으로 떠오르고 있는 인지전(Cognitive Warfare)에서 제기될 수 있는 윤리적 문제를 평가하는 데 있어 정의전쟁론(Just War Theory)의 한계를 규명하는 것이다. 이를 위해 먼저 우리는 인지전이 등장하게 되는 배경을 설명하고 인지전에 대한 개념적 분석을 통해 인지전의 특성을 도출하여 인지전이 전통적 전쟁과 어떠한 차이점이 있는지를 제시할 것이다. 이후 논의를 전환하여 전쟁에 관한 포괄적 윤리적 문제를 평가하는 이론으로서 정의전쟁론의 배경과 주요 논의 영역을 살펴볼 것이다. 이어서 우리는 이이론을 구성하는 3가지 영역인 전쟁 자체의 도덕(jus ad bellum), 전쟁 수행의 도덕(jus in bello), 전쟁 후의 도덕(jus post bellum)에서 제시하는 윤리적 판단 기준을 구체화하고 각 영역에서 제시되는 기준을 인지전의 양상에 적용할 것이다. 마지막으로 우리는 각 영역별로 인지전에서 윤리적 판단의 적절성을 평가하고 정의전쟁론의 윤리적 판단 기준이 적용될 수 없는 영역을 제시함으로써 인지전에 적용할 수 있는 새로운 윤리적 평가 기준의 필요성을 제기할 것이다.

• 산업경영시스템학회지
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• 제10권16호
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• pp.173-182
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• 1987

Motivation models based on the Psychology have contributed to Predict and understand individual behaviors. During the many period, a various type of motivation models have been experimented by the researchers(i.e., need theory that is the first theory in motivation and equity theory, expectancy theory, reinforcement theory, and goal-setting theory centered on cognitive mechanisms). This article's objectives is to analyze motivation models mentioned above in the point of cognitive views (cognitive processes and cognitive mechanisms). Accordingly, the article's structure is consisted of five parts as follows. Part 1. Introduction. Part 2. The theoritical backgrounds of motivation. Part 3. The major theories of motivation. Part 4. The cognitive analysis of motivation theories. Part 5. Conclusion.

• 의학교육논단
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• 제22권2호
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• pp.57-66
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• 2020

The purpose of this study was to examine teaching strategies from cognitive learning theory applied to medical education and to present specific applications of the strategies and cases. The results of this study yielded (1) seven teaching strategies and specific sample activities that instructors can use based on learning processes in medical schools; (2) nine instructional events to which cognitive learning strategies were applied; (3) principles of curriculum design from a cognitive perspective; and (4) instruction cases employing cognitive teaching strategies. Cognitive learning theory has two implications: first, if instructors in medical schools apply the results of the study to design a class and curriculum, it would be possible for them to minimize cognitive loading of the learners that may stem from ineffective teaching strategies or curricula; second, cognitive teaching strategies that seek improvement in thinking skills could provide useful teaching strategies for medical education, which aims to develop experts with high-level thinking processes. In this sense, cognitive learning theory is not an out-of-date learning theory, but one that can be effectively applied in current medical education.

• 한국학교ㆍ지역보건교육학회지
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• 제6권
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• pp.117-126
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• 2005

This study attempted to extract a suggestive point to help the design of a program, which is used to promote physical activities, by applying a social cognitive theory based on literature review on the physical activity based on a social cognitive theory. This study considers 10 journal articles that used a social cognitive theory, physical activity, and exercise as the major variable using the EBSCOhost Academic Search Premier and Educator's Reference Desk (ERIC). The type of papers was analyzed using a certain criterion, which can be configured according to the number of each year's papers, characteristics of research subjects, application type of a social cognitive theory, and classification of the application of objects in a social cognitive theory. The characteristics of each year's papers presented no specific characteristics for each year's papers, but the study in 2004 especially presented a high level. The characteristics of research subjects presented four highest cases in the case of the college student, and there were zero cases for children. The application type of studies on physical activities using a social cognitive theory can be largely classified as three types. The results of the measurement using a sectional investigation for SCT objects were 2 cases, the application of SCT for promoting physical activities was 1 case, and the demonstration of evaluation for the effect of SCT objects presented 8 highest cases. Although the social cognitive theory in the characteristics of the classification of object applications can be classified as 10 objects, there were no cases that used 10 all objects, partial applications of the object were measured in 8 studies, and two cases presented no detailed considerations on the object. Most of studies used a part of the object where the application of self-efficacy were measured by 8 highest cases. In addition, there were no measurements on the situation, observation learning, answer and response, and self-management. The elements of attitude, cognitive activity, self-efficacy, and handicaps among the SCT object were commonly used, and studies that the self-efficacy largely affects on the promotion of physical activities presented the main current.

• 안보군사학연구
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• 통권15호
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• 로봇학회논문지
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• 제2권1호
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• pp.9-20
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• 2007

This paper presents a theoretical study for making intelligent robots with human-like mind. For the development of a cognitive mental model, we developed three algorithms based on the cognitive process for human psychoanalysis. Specifically, the concept of id, ego and superego from the theory of Sigmund Freud was adopted and the procedural algorithms were presented.

• 복식문화연구
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• 제17권3호
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• pp.459-471
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• 2009

The purpose of the study is to examine the effect of VMD image appropriateness in apparel shopping contexts. Two competing models are utilized. The first model is developed from the emotion-cognition theory which explains that environmental cues(i.e., VMD image appropriateness) generate consumers' emotion, and in turn, consumers' behaviors. The second model is developed based on the cognitive theory of emotions and posits that environmental cues stimulates consumers' cognitive perceptions of retail environments, subsequently influencing consumers' emotional and behavioral response. A 2(VMD image appropriateness: high vs. low) between-subjects factorial design experiment was conducted. Female college students(n=592) participated in the experiment. Using structural equation modeling the study found that the emotion-cognition model better explains the effect of VMD image appropriateness on consumers' emotional, cognitive, and behavioral responses.

• Asia pacific journal of information systems
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• 제16권1호
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• pp.45-69
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• 2006

Technology Acceptance Model (TAM) has been widely used to predict user's behavior to accept the technology. Prior researches have been mainly focused on innovation constructs such as perceived usefulness and perceived ease of use. However, very little research has been conducted to understand individual mental beliefs in technology acceptance and imitation influence. This study integrates Technology Acceptance Model (TAM), Flow Theory (FT) and Diffusion of Innovation Theory (DIT). This paper indicates that imitation context, cognitive absorption (CA) based Flow theory and innovation context are the three important factors influencing user acceptance of information technologies. The proposed model has been tested among 232 users of MP3 players. Results showed that innovation context and cognitive absorption have positive influences on intention to use technology. Not all factors of the imitation context have direct effect on intention to use. However, we found that imitation context has positive influence on intention to use technology through cognitive absorption.

• Journal of Information Processing Systems
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• 제12권2호
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• pp.295-309
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• 2016

Spectrum sensing is an essential function that enables cognitive radio technology to explore spectral holes and resourcefully access them without any harmful interference to the licenses user. Spectrum sensing done by a single node is highly affected by fading and shadowing. Thus, to overcome this, cooperative spectrum sensing was introduced. Currently, the advancements in multiple antennas have given a new dimension to cognitive radio research. In this paper, we propose a multiple energy detector for cooperative spectrum sensing schemes based on the evidence theory. Also, we propose a reporting mechanism for multiple energy detectors. With our proposed system, we show that a multiple energy detector using a cooperative spectrum sensing scheme based on evidence theory increases the reliability of the system, which ultimately increases the spectrum sensing and reduces the reporting time. Also in simulation results, we show the probability of error for the proposed system. Our simulation results show that our proposed system outperforms the conventional energy detector system.

• 의학교육논단
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• 제22권2호
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• pp.67-76
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• 2020

The structures and processes of medical education have changed little since the publication of Flexner's report, which stressed the scientific orientation of medical education and the curricular structure of 2 years of formal knowledge education and 2 years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework which contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is a critical component in human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectations allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.