The Effects of Presented Media Types on Spatial Cognition Task Performance in Preschool Children

Kim, Bokyung,Pack, Yun Hyun,Yi, Soon Hyung Korean Association of Child Studies 2017 Child studies in Asia-Pacific context Vol.2 No.1

As the use of digital media is becoming more universal and is being used in early-childhood education, understanding the effects of digital media on development is required. The purpose of this study was to examine whether child performance on a spatial cognition task depends on the type of media used to present the task and if the effect of media type is different depending on child's age and sex. To do this, a spatial cognition task set (consisting of direction, rotation, symmetry, conjugation, and part/whole tasks) was prepared, and these tasks were presented to 60 3-, 4-, and 5-year-old children using paper- and tablet-based measures. Our results showed that the correct answer rate of task performance differed significantly when completing the task on a tablet than when completing the task on paper. Generally, response times when completing the tasks on a tablet was significantly shorter than when completing the tasks on paper. Although there was no interaction between the type of media and age, and partial interaction was found between the type of media and sex. This result implies an influence of digital stimulation on child performance on the spatial cognitive task. This study provides a basic understanding for follow-up studies to examine the consequences of exposure to digital stimulation.

공간 감각 신장을 지원하는 초등수학 교수․학습의 방향성 탐색

이민희,조미경 대한수학교육학회 2023 학교수학 Vol.25 No.2

This study aims to explore the direction of elementary mathematics teaching and learning to support the development of spatial sense. For this purpose, tasks in elementary mathematics textbooks dealing with spatial sense were analyzed from the perspectives of spatial sense and levels of cognitive demands. The results showed that Korean textbooks provided tasks related to mental rotation, mental transformation, mental dimensional transformation, and positional sense in terms of spatial sense, and PNC, PWC, and DM tasks in terms of the levels of cognitive demands. In order to explore the direction of teaching and learning related to the spatial sense of three-dimensional shapes, we analyzed publicly available teaching and learning materials from IREM in France as an example of a task with distinctive features from the Korean textbooks tasks. Based on this analysis and discussion, implications were drawn for the direction of elementary mathematics teaching and learning that supports the development of spatial sense in terms of task development, curriculum, and teaching and learning methods. 본 연구는 입체도형의 공간 감각의 신장을 지원할 수 있도록 초등수학 교수․학습이 나아갈 방향성에 대해 탐색하고자 하였다. 이를 위해 입체도형의 공간 감각과 관련한 초등수학 교과서 단원의 과제를 공간 감각 및 인지적 노력 수준의 관점에 따라 분석하였다. 그 결과, 우리나라 교과서에서는 공간 감각의 하위 요인 중 정신적 회전, 정신적 변형, 정신적 차원 변형, 위치 감각에 대한 과제와 인지적 노력 수준의 유형 중 PNC, PWC, DM 과제를 제공하는 것으로 나타났다. 또한, 입체도형의 공간 감각에 관련하여 교수․학습의 방향성 탐색하기 위하여 우리나라 교과서 과제와 차별화되는 특징을 지닌 과제의 사례로 프랑스의 IREM에서 공개적으로 제공하는 교수․학습 자료를 분석하였다. 이러한 분석 및 논의를 통해 과제 개발, 교육과정, 교수․학습 방법의 측면에서 공간 감각의 발달을 지원하는 초등수학 교수․학습의 방향성에 관한 시사점을 도출하였다.

부정정서가 시각 및 공간 작업기억 과제 수행에 미치는 영향

이선경,홍영지,이윤형,최원일 한국자료분석학회 2019 Journal of the Korean Data Analysis Society Vol.21 No.3

The purpose of this study was to examine the effect of the task-unrelated negative emotion on the visuo-spatial working memory. While previous studies showed that the negative emotion and the spatial working memory share the same attentional resources, little is known whether the negative emotion also affects the visual working memory. Therefore, this study investigated the effect of the negative emotion on visual and spatial 2-back tasks by presenting negative valence IAPS (international affective picture system) images before the target stimuli. Participants were asked to memorize either the locations of the presented stimulus regardless of the shapes (in experiment 1) or the shapes of the stimulus regardless of the locations (in experiment 2). As results, compare with neutral valence IAPS images, task-unrelated negative IAPS images interrupted the performances of the visual 2-back task as well as those of the spatial 2-back task. The results of the current study showed that negative emotion shares the same resources with visual and spatial working memory. 본 연구의 목적은 과제와 무관한 정서적 자극이 시공간 작업기억의 처리에 미치는 영향을 살펴보는 것이다. 과거 많은 연구자들은 부정정서와 공간 작업기억이 동일한 시공간 주의자원을 공유하기 때문에, 부정정서가 시공간 작업기억의 일종인 공간 작업기억 과제를 선택적으로 간섭한다고 제안하였다. 하지만 시공간 작업기억의 또 다른 요소인 시각적 대상 정보를 처리하는데 미치는 부정정서의 영향을 살펴본 연구는 거의 없다. 따라서 본 연구에서는 과제와 무관한 부정적 정서자극이 시각 및 공간 과제 수행에 미치는 영향을 조사하고 시각과 공간 작업기억이 서로 독립적으로 처리되는지 혹은 동일한 주의자원을 공유하는지 살펴보고자 하였다. 이를 위해 실험 1에서는 참가자들에게 자극의 모양은 무시하고 위치를 기억하도록 지시하여 공간 작업기억에 대한 부정정서의 영향을, 실험 2에서는 자극의 위치는 무시하고 모양을 기억하도록 지시하여 시각 작업기억에 대한 부정정서의 영향을 살펴보았다. 그 결과 공간 작업기억과 시각 작업기억 과제 모두에서 부정정서에 의한 간섭효과가 관찰되었다. 본 연구의 결과는 과제와 무관한 부정적인 정서가 시공간 주의자원을 사로잡아 공간과 시각 작업기억 과제를 간섭한다는 주장을 지지하며, 나아가 공간 및 시각 작업기억이 동일한 주의자원을 공유한다는 가능성을 확인하였다.

초등 사회 교과서 ‘탐구과제’의 문제점과 대안의 모색

이간용 한국사회과교육연구학회 2005 사회과교육 Vol.44 No.3

This study aims to analyze 'inquiry tasks' in the social studies textbooks for the elementary school students (3-6 grades). The analysis of the study focused on three aspects: the overall organizational principle, task types and the objective. The findings are as follows. In terms of organizing principle, no principle was found to sequence inquiry tasks. As for task types, most of them are open-ended tasks and these tasks were provided with plenty of useful visual-spatial data. With regard to the objective, the tasks are intended to make students simply review what they learned rather than to develop students' thinking skill systematically. In order to solve these problems, an alternative model is suggested. This new model is a modified model based on the SOLO taxonomy, Mahood's graphs learning model and the spatial intelligence learning model. The major characteristic of this new model is to reshape open-ended task types into structural or semi-structural testlets which have 3 or 4 sub-items. These testlets will help students understand a learning theme in a relevant lesson unit and improve higher order thinking skills. Practical examples are provided at the end of this paper. 본 연구에서는 제7차 교육과정 초등「사회」교과서의 ‘탐구과제’가 어떤 특성과 문제점이 있는지를 분석하고 그 대안을 제시하고자 하였다. 그 결과, 전체적인 체제면에서 선택학습 및 단원정리학습 등 다양한 영역으로 분화되어 있고, 학습자에게 선택권이 주어진 장점이 있지만, 과제들을 영역별로 범주화하고 배열한 조직 원리가 약하다고 판단되었다. 형태면에서는 문제해결의 절차나 단계가 생략된 개방식 자유기술형이 많아 확산적 사고에는 유리하나 체계적인 이해나 사고 전개에는 불리한 측면이 있었으며, 시각․공간 자료가 많이 등장하여 심상적 이해에는 유리하겠지만 자칫 피상적 학습도 우려되었다. 그리고 내용면에서는 복습완성형 과제가 많은 반면, 사고유도형은 적어 고등사고력 배양에는 아쉬운 점도 발견되었다. 이에 그 대안으로서 본문 주제를 이해시킬 수 있으면서도 체계적인 사고가 행해질 수 있도록 설계된 ‘구조화된 형식의 세트형 탐구과제 구성방안’을 제시하였다. 그 재구성의 방법적 원리는 SOLO 분류 모형, Mahood의 도표 학습 모형, 공간지능 3단계 작동 모형 등을 종합하여 찾을 수 있었다. 그리고 이 원리를 시각․공간자료를 활용한 교과서 과제들에 실제 적용하여 재구성한 사례들을 제시하였다.

Neural Evidence for Cognitive Style-Specific Strategies in Cognitive Control

서희영,김초복 한국인지및생물심리학회 2017 한국심리학회지 인지 및 생물 Vol.29 No.3

Cognitive control involves the human ability to attend to relevant information and ignore irrelevant information from environmental inputs. The present study examined neural mechanisms involved in cognitive control for relevant or irrelevant information related to individual cognitive style. Based on the Object-Spatial-Verbal cognitive style questionnaire scores, participants were divided into two preference groups, Spatializers and Verbalizers. The task included two versions of spatial Stroop tasks that required both ignoring spatial distracter while attending to a verbal target (the Word task) or an object target, respectively. Although there was no difference in the behavioral Stroop effects in either task between the two groups, imaging results demonstrated an increase in the neural Stroop effect in the right frontopolar cortex and right superior temporal sulcus for Spatializers compared to Verbalizers during the Word task, with greater activation in the left lingual gyrus and left parahippocampal/fusiform gyrus for Verbalizers compared to Spatializers during the Object task. In addition, functional connectivity between the dorsolateral prefrontal cortex and task-related regions showed group differences in the neural Stroop effect. The current results provide further evidence that individuals appear to use different strategies for cognitive control processes according to their preferential cognitive style.

An empirical evaluation of multi-media based learning of a procedural task

Lee, D.Y.,Shin, D.H. Pergamon 2012 Computers in Human Behavior Vol.28 No.3

The present study investigated the effects of multi-media modules and their combinations on the learning of procedural tasks. In the experiment, 72 participants were classified as having either low- or high spatial ability based on their spatial ability test. They were randomly assigned to one of the six experimental conditions in a 2x3 factorial design with verbal modality (on-screen text procedure vs. auditory procedure) and the format of visual representation (static visual representation vs. static visual representation with motion cues vs. animated visual representation). After they completed their learning session, the ability to perform the procedural task was directly measured in a realistic setting. The results revealed that: (1) in the condition of static visual representation, the high spatial ability group outperformed the low spatial ability group, (2) for the low spatial ability participants, the animated visual representation group outperformed the static visual representation group, however, the static visual representation with motion cues group did not outperform the static visual representation group, (3) the use of animated visual representation helped participants with low spatial ability more than those with high spatial ability, and (4) a modality effect was found for the measure of satisfaction when viewing the animated visual representation. Since the participants with low spatial ability benefited from the use of animation, the results might support an idea that people are better able to retrieve the procedural information by viewing animated representation. The findings also might reflect a preference for the auditory mode of presentation with greater familiarity with the type of visual representation.

초기 성인기 사회불안 수준에 따른 자기 참조적 주의편향 및 기억편향에서의 차이

김다선,이종선 한국임상심리학회 2021 Korean Journal of Clinical Psychology Vol.40 No.2

The present study aimed to investigate self-referential attention bias and memory bias according to social anxiety levels in early adulthood. Participants (N=110) were divided into four groups: high social anxiety (HSA), middle social anxiety (MSA), low social anxiety (LSA), and healthy control (HC). Attention bias was measured using spatial cueing task, and memory bias was measured using a source monitoring task. Stimuli of the tasks were presented under three conditions for the tasks: self-reference (SR1), perception of self by others (SR2), and other-reference (OR). Disengagement bias scores (DBS) were used as an attention bias. Conditional Source Identification Measure (CSIM) was used to measure the ability to recognize the source of the words learned and guess indicator (g) was used to measure the ability to guess the source of words not learned. According to the attention task results, the HSA group had difficulty disengaging attention (DBS) from negative stimuli at SR2 compared to the HC group. In the memory task, the MSA group showed higher accuracy for positive stimulus of OR than the HC group (CSIM). This reflects the result that, unlike the HC group that avoided positive stimulus of OR, the MSA group showed no attention bias. The clinical significance of the findings in this study on the relationship between attention and memory processing in social anxiety groups was discussed by introducing self-referential conditions.

구술 산수문제 지문에 대한 정신표상의 변화

박권생 대한사고개발학회 2013 사고개발 Vol.9 No.1

구술 산수문제에 대한 정신표상이 지문과 독후과제의 특성에 따라 변하는 모습을 5회의 실험을 통해 탐구하였다. 두 단계로 구성된 각 실험의 1단계에서는 특정 장면 속 실체 3개 간 공간관계를 확정적 또는 불확정적 관계로 묘사한 짧은 글(산수문제의 지문) 8토막을 제시하였다. 각 토막을 읽은 후 참여자들은 간단한 독후과제를 수행하였다. 실험 1의 독후과제는 제시된 문장이 글(지문) 내용과 일치하는지를 판단하는 진술확인 과제였고, 실험 2의 독후과제는 제시된 그림이 글 내용과 일치하는지를 판단하는 그림확인 과제였다. 실험 3-5에서는 진술확인 과제에 앞서 글 내용을 그림으로 그려보는 그리기 과제가 추가되었다. 각 실험의 단계 2에서는 단계 1에서 읽은 글에 대한 재인검사가 예고 없이 실시되었다. 재인검사 점수를 원문(verbatim)기억과 요점(gist)기억으로 나누어 분석한 결과, 각각의 점수가 공간관계의 확정성과 독후과제의 특성에 따라 체계적으로 변하는 것으로 드러났다. 이 결과는 지문 및 독후과제의 특성에 따라 산수문제의 지문이 맘속에 표상된 모양새가 명제형 또는 상사형으로 바뀔 수 있다고 시사한다. A series of 5 experiments, using Mani & Johnson-Laird's (1982) experimental procedure, systematically explored the format of the mental representation of word arithmetic problems. In phase 1 of each experiment, participant read a series of 8 short descriptions depicting spatial relations among three entities. Each description was either determinate or indeterminate, and followed by one or two after-reading tasks. In Experiment 1, the after-reading task was to determine whether a sentence was consistent with each description. In Experiment 2 it was to judge whether pictures were consistent with the descriptions. In Experiment 3-5, it consisted of two subtasks⎯participants were asked to draw a picture of the spatial relations depicted in the descriptions before verifying sentence. While the sentence verification task of Experiment 1, 3, and 4 required reasoning to solve, that of Experiment 5 required recognition. In phase 2, an unexpected recognition test of memory for the descriptions was administered. The recognition scores were systematically changed with the combinations of the spatial relations' determinacy and the nature of the after-reading tasks. The results suggest that the mental representations of spatial descriptions could be constructed in several formats (i.e., in propositional, analogue, or in both formats depending on the after-reading tasks.

The Interpretation of Spatial “At”: An Experimental Study

( Francesco Alessio Ursini ),( Nobuaki Akagi ) 서울대학교 인지과학연구소 2013 Journal of Cognitive Science Vol.14 No.1

This paper presents an experimental study on the interpretation of the spatial preposition at in adult speakers, based on a variant of the Truth Value Judgment Task. It is shown that speakers can interpret at as denoting a spatial relation that stands in the “lexical entailment” relation with other spatial prepositions (e.g. inside, in front of, on top of, behind). For instance, if multiple located entities are involved in this relation, then they may occupy locations that can be “internal”, “external”, or placed on different verses of the same direction, e.g. in front or behind a certain landmark object. It is discussed which semantic hypothesis correctly predicts these findings, and what the implications could be, for a theory of spatial prepositions and their Semantics.

가로채기 과제 수행 시 QE 기간의 조작에 따른 엘리트 야구 타자의 QE 기간과 활동의 분석

장덕찬 한국체육학회 2023 한국체육학회지 Vol.62 No.6

The purpose of the present study was to explore the effects of manipulating the QE duration on the performance of an interception task in elite baseball batters, thereby advancing our understanding of the functional importance of visual information for planning precise actions and guiding online control and spatial references in a temporally constrained interception task. Ten elite male baseball hitters from a local university participated in the study. They were asked to respond as accurately and quickly as possible to a stimulus traveling from a target presentation point to a target arrival point at varying speeds, directions, and timings of change in stimulus presentation. They were required to match the stimulus and hand action at the goal point. We analyzed the duration of QE1 (target presentation point) and QE2 (target arrival point), the location of gaze and hand action, and the spatial connectivity of gaze and hand action at the target arrival point. An increase in the speed of stimulus movement was found to shorten the pursuit gaze (QE1) at the initial target and pre-terminate saccades (QE2) at the point of goal arrival. In directional stimuli, the QE1 duration was reduced in the upward direction compared to the middle direction. This reduction in the QE duration was associated with poorer performance. These results suggest that gaze fixation during the interception task may serve as preprograming at the point of target presentation and as a spatial reference for hand action rather than online control at the final goal arrival point.