Cognitive Styles in the Creative Process : utilization of prior knowledge and experiences

EunJin KIM Graduate school of UNIST 2014 국내석사

This research aims at understanding the creative process of product designers in terms of exploration and utilization of prior knowledge. A protocol study was conducted with 24 master students who majored in industrial design. For the design experiment, two different design briefs were utilized to investigate the effect of constraints on the creative process. 24 verbal protocols were firstly segmented into think flows, and then encoded. The encoding results suggested the significant effect of constraints on the utilization of precedents. For further interpretation of verbal protocols, I devised a new way of representing the cognitive process – a cognitive map. A cognitive map visualized the entire cognitive activities of participants, and provided a comprehensive view of a cognitive process. The cognitive maps suggested three phases of the creative process - exploration, generation, and development. Each phase represented different cognitive activities which were related to the exploration of precedents and generation of ideas. The cognitive styles of each phase were defined, and integrated. As a result, four different cognitive styles were identified – Focused Probers, Treasure Hunters, Selectors, and Explorers. The differences among the styles were compared in terms of utilization of prior knowledge, and the results showed that non-significant differences among four cognitive styles. Finally, this paper concluded with a discussion about implications on design education and practice.

집단잠입도형검사와 인지양식분석검사의 비교 연구

서주영 연세대학교 대학원 2003 국내석사

인지양식은 인간이 환경의 자극이나 정보를 지각하고 수용하여 이를 처리하는 과정에서 지적능력과는 별개로 일관적으로 보여주는 개인의 고유한 체제를 의미한다. 인지양식에 대한 정의는 다양하지만, 공통적으로 인지양식은 '인지능력'이 아닌 '인지특성'이라는 점이 강조된다. 그런데 근래에 들어 인지양식검사와 인지능력 관련 변인인 지능 및 학업성취도와의 상관이 자주 관찰되면서 인지양식검사에 대한 타당성이 제기되고 있다. 그 대표적인 인지양식검사로 장의존-장독립 인지양식을 측정하는 잠입도형검사를 들 수 있다. 잠입도형검사의 가장 큰 문제점은 인지능력 관련 변인인 지능 및 학업성취도와 상관이 자주 관찰된다는 것이다. 한편 Riding은 인지양식분석검사라는 새로운 측정도구를 소개하면서 인지양식 분석검사는 지능과 상관이 없다고 하였다. 따라서 본 연구의 목적은 인지양식을 인지능력이 아닌 인지특성으로 보는 입장에서 인지양식을 보다 정확하게 측정하기 위해, 기존의 잠입도형검사와 새로이 소개되는 인지양식분석검사를 인지능력 관련 요인들을 준거로 하여 서로 비교해본다. 이러한 연구목적을 위해 다음과 같은 연구문제를 검증하였다. 첫째, 집단잠입도형검사는 지능 및 학업성취도와 관계가 있는가? 둘째, 인지양식분석검사는 지능 및 학업성취도와 관계가 있는가? 셋째, 집단잠입도형검사와 인지양식분석검사는 관계가 있는가? 이상의 연구문제에 따라 서울 시내 J중학교 3학년 남녀 학생 91명을대상으로 연구를 하였다. 측정도구는 잠입도형검사의 일종으로 전윤식과 장혁표(1980)가 우리나라 실정에 맞게 제작 및 표준화한 집단잠입도형검사(GEFT), Riding(1991)이 개발한 인지양식분석검사(CSA), 한국교육개발원에서 제작한 중학생용 집단지능검사, 그리고 연구대상들의 중간.기말시험 성적을 사용하였다. 먼저, 연구대상 학생들의 집단잠입도형검사 점수를 표준점수로 환산하여 실시요강에 제시된 규준에 따라 백분위 75이상을 장독립, 25이하를 장의존 인지양식 집단으로 구분하였다. 그리고 인지양식분석검사의 결과는 컴퓨터에 의해 계산된 전체적-분석적 비율이 1.02이하이면 전체적, 1.36이상이면 분석적 인지양식 집단으로 구분된다. 두 인지양식 측정도구와 지능 및 학업성취도와의 상관을 알아보기 위해 Pearson 적률상관계수를 산출하고, 장의존-장독립 인지양식과 전체적-분석적 인지양식 집단간지능 및 학업성취도 차이를 알아보기 위해 t검정을 하였다. 그리고 두 인지양식검사간의 상관을 알아보기 위해 Pearson 적률상관계수를 산출하고, 두 검사의 진단결과의 차이를 알아보기 위해 교차분석 χ^(2) 검정을 하였다. 이러한 절차를 거쳐 얻어진 연구결과 및 결론은 다음과 같다. 첫째, 집단잠입도형검사는 지능 및 학업성취도와 정적상관이 나타났으며, 장독립 인지양식 집단이 장의존 인지양식 집단에 비해 지능 및 학업성취도가 높았다. 둘째, 인지양식분석검사는 지능 및 학업성취도와 상관이 거의 없었으며, 전체적 인지양식 집단과 분석적 인지양식 집단간에 지능 및 학업성취도에서 차이가 나타나지 않았다. 셋째, 집단잠입도형검사와 인지양식분석검사는 서로 상관이 없었으며, 두 검사는 서로의 진단결과에 영향을 주지 않는 독립적인 검사였다. 집단잠입도형검사로 진단한 결과는 전체의 장독립 인지양식에 집중적인 분포를 보였으나, 인지양식분석검사로 진단한 결과는 전체적, 분석적 인지양식이 비교적 골고루 분포되어 있었다. 인지양식은 인지능력이 아닌 인지특성이므로 인지양식 측정도구는 지능이나 학업성취도와 같은 인지능력 관련변인과 상관이 없어야 한다. 그러나 본 연구결과에 의하면 기존의 집단잠입도형검사는 지능 및 학업성취도와 상관이 나타난 반면, 새로이 소개되는 인지양식분석검사는 지능및 학업성취도와 상관이 없었다. 그러므로 변별타당도 측면에서는 인지양식분석검사가 집단잠입도형검사 보다 더 타당한 인지양식 측정도구라고 볼 수 있다. Cognitive style, which is distinct from cognitive ability, is seen as an individual's preferred and habitual approach to perceiving and processing information from the environment. There being various definitions related to cognitive style, it is commonly emphasized that cognitive style is not the 'ability' but the 'style'. Recently, however, the vast majority of studies examining cognitive style have reported the relation between cognitive style and the ability-related variables such as intelligence and academic achievement, which led to the debates over the validity problem of the conventional measures of cognitive style. The Embedded Figures Test(EFT), which was designed to measure field dependency/independency, is the most widely used measures of cognitive style. The central problem of the EFT is its correlation with cognitive ability such as intelligence and academic achievement. This has resulted in an argument as to whether the EFT is, or is not, the another form of ability tests. Recently, Riding(1991) has introduced new measures called the Cognitive Styles Analysis(CSA) to measure the wholistic-analytic cognitive style, and he argues that the CSA does not correlate with the cognitive ability at all. Therefore, the aims of this study is to make comparisons between the traditional EFT and the more recent CSA as to whether they have relationship with the cognitive ability. In order to achieve such aims, the following questions were examined: First, does the Group Embedded Figures Test(GEFT) relate with intelligence and academic achievement? Second, does the Cognitive Styles Analysis(CSA) relate with intelligence and academic achievement? Third, is there relation between the GEFT and the CSA? For this study, the sample comprised 91 male and female pupils aged 16 years from one middle school in Seoul. The sample were given the GEFT, the CSA, and the Intelligence Tests of Korean Educational Development Institute. The samples' results from the mid-term and final test were also used. First of all, field-dependent/independent cognitive style was classified by the GEFT score. The top 25% group is a field independent group and the bottom 25% group is a field dependent group. Then the wholist-analytic cognitive style was classified by the CSA ratio. If the wholist-analytic ratio was below 1.02(over 1.36), the group was defined as wholists(analysts). To examine the relation between the two kinds of cognitive style measures and the cognitive ability(intelligence and academic achievement), Pearson's product-moment correlation coefficient and t-test were used. To search the relation between the GEFT and the CSA, Pearson's product-moment correlation coefficient and X^(2) were employed. The results of this study can be summarized as follows: First, there was positive correlation between the GEFT and the cognitive ability defined as intelligence and academic achievement. Field independent group showed higher intelligence and academic achievement than field dependent group. Second, there was no correlation between the CSA and the cognitive ability defined as intelligence and academic achievement. Wholistic and analytic group displayed no significant difference in intelligence and academic achievement. Third, no significant correlation was found between the GEFT and the CSA. Also, the results of the two tests were independent to each other.

Individual differences in regional gray matter volumes associated with cognitive control according to cognitive style : 인지적 통제 처리 과정과 관련된 회백질 부피의 인지양식에 따른 개인차

허민영 경북대학교 대학원 2016 국내석사

With theoretical development of the cognitive control, there is an increasing number of studies investigating individual differences in cognitive control ability. Although there have been behavioral and functional evidence suggesting that individual differences in preference for modality-specific information (i.e., cognitive style) are relevant to the differences in cognitive control processes, its brain anatomical differences underneath it have not yet been investigated. Therefore, the current study sought to investigate individual structural differences according to the Object-Spatial-Verbal cognitive style using voxel-based morphometry (VBM) analyses, and its relevance with cognitive control processes during the word-spatial Stroop task. Additionally, neural activities of the regions detected in the VBM analysis were also analyzed. Behavioral results demonstrated that the negative relationship between the verbal and spatial cognitive style scores and that the higher the verbal preference score was, the lower the Stroop conflict effect. As a result of the VBM analysis, the preference score of verbal relative to spatial cognitive style was positively correlated with individual difference in the brain structures including the right superior temporal sulcus/gyrus, bilateral parahippocampal/fusiform gyrus, and left inferior temporal gyrus. Among these regions, regional gray matter volumes (rGMVs) in right superior temporal sulcus/gyrus were also negatively associated with the Stroop effects. Adversely, the neural activities in this region were positively correlated with the Stroop effects. The current findings provide anatomical evidence that verbal cognitive style is relevant to the language processes not in the basic level, but in a higher level. More importantly, these results suggest that individual differences in cognitive control can be partly explained by structural differences in the cognitive style-related regions and that functional differences in these regions show neural efficiency according to cognitive style. 특정 목표를 향해 적응적으로 자신의 행동과 사고를 조율하는 능력을 인지적 통제 능력이라고 한다. 이에 관한 이론적 발전과 함께 인지적 통제 능력에서의 개인차를 성별, 나이, 지능 등 다양한 개인 변인으로 설명하고자 하는 연구들이 등장하였다. 그 중에서도 특정 정보처리에 대한 개인의 선호, 태도, 습관적 전략인 인지양식에 따라 인지적 통제 과정이 달라짐을 제안하는 행동적/신경기능적 연구들이 일부 존재하나, 신경해부학적 차이를 살펴본 연구는 전무한 상황이다. 따라서, 본 연구에서는 Voxel-based morphometry (VBM) 분석을 통해 대상-공간-언어 차원의 인지양식에 따른 개인의 신경 구조적 차이를 살펴보고, 발견된 영역들이 단어-공간 Stroop 과제를 수행할 때 측정된 인지적 통제 능력에서의 개인차와 관련성을 보이는지 상관분석을 실시하였고 마지막으로 과제 수행 시 해당 영역의 활성화 정도도 분석하였다. 행동적 결과에 따르면 언어 인지양식과 공간 인지양식이 유의미한 부적 상관을 보였으며, 공간에 비해 언어 인지양식을 선호할수록 더 적은 갈등 효과를 경험하였다. VBM 분석 결과에 따르면 공간보다 언어 인지양식을 선호할수록 우측 상측두이랑/구, 양측 해마방회/방추상회, 좌측 하측두회 영역의 회백질의 볼륨이 더 큰 것을 확인할 수 있었다. 이 중 우측 상측두이랑/구 영역의 회백질 볼륨이 스트룹 갈등 효과와 유의미한 부적 상관을 보였다. 이와는 반대로 기능적 영상 분석 결과 해당 영역의 활성화는 스트룹 갈등 효과와 정적 상관을 보이면서 신경효율성의 존재를 암시하였다. 본 연구는 언어 인지양식이 기본적 언어 정보처리가 아닌 복잡한 수준의 언어 처리 과정(예컨대, 은유, 의미, 맥락적 처리)과 관련되었음을 보여주는 해부학적 증거를 제시하였다. 무엇보다도, 인지적 통제 능력에서의 개인차가 인지양식과 관련된 영역의 구조적 개인차로 일부분 설명될 수 있는 가능성과 해당 영역의 활성화 분석을 통해 인지양식에 따른 신경효율성의 존재 가능성을 시사한다.

Neural correlates of cognitive style during task switching : 과제전환에서 인지 양식 선호에 따른 신경적 상관

오윤경 경북대학교 대학원 2017 국내석사

A recent study employing the color-word Stroop task proposed that preference for Object-Spatial-Verbal cognitive style is associated with cognitive control. Based on this finding, the present study aims to find that the same cognitive style has an influence on task-switching processes. In doing so, a task-switching including the object and verbal tasks was employed, and cognitive preference scores were obtained. The neural responses were recorded by fMRI. Cognitive style preference scores, behavioral switch cost, and neural switch cost were used for analysis. For the behavioral results, in the switched condition from verbal to object task, the more prefer verbal style the higher behavioral switch costs were observed. However, the neural results identified a positive relationship between preference for object style and the neural switch cost in PCC/Precuneus and left IPS. In addition, an interaction between both cognitive style preferences was found in the same condition in angular gyrus. These findings indicated that preference for cognitive style is related to attentional resource allocation, selection and processing of target-relevant information. It suggests that preference for cognitive style is associated with cognitive control during task-switching. In the verbal task, there was no relationship between task-switching performance and cognitive style preference. 인지적 처리에 영향을 주는 개인차 요인으로 대상-공간-언어 인지양식이 제안되었다. 따라서, 본 연구에서는 여러 인지적 통제 처리를 요구하는 과제전환 패러다임을 이용하여 대상-공간-언어 인지양식이 과제전환의 수행에 주요한 개인차로 작용하는지 확인하고자 하였다. 이를 위하여 대상과제와 언어과제를 포함하는 과제전환 패러다임을 고안하고, 한국판 인지양식 설문지(K-OSIVQ)를 통해 인지양식 선호점수를 구하였다. 또한 과제를 수행하는 동안 기능적 자기공명영상을 촬영하였다. 인지적 통제처리와 인지양식의 관계를 확인하기 위해 인지양식 선호점수와 행동 전환 비용, 신경적 전환 비용 간의 상관을 분석하였다. 행동 분석 결과, 대상과제에서 방해자극을 선호할수록 과제전환이 더 느리게 수행되는 결과가 나타났다. 그러나 뇌영상 분석 결과, 대상과제에서 대상양식 선호와 신경적 전환비용의 정적 관계가 후측대상회와 쐐기앞소엽 그리고 두정간구에서 확인되었다. 또한 각회에서 신경적 전환 비용과 두 인지양식 선호 점수 간 상호작용이 발견되었다. 이는 과제전환 패러다임에서 인지적 통제가 작용하는 과제 세트 재구성에서 인지양식이 관여한다는 것을 시사한다. 언어과제에서는 과제 수행과 인지양식 선호와의 관계가 발견되지 않았다.

Individual Differences in the Brain Activation Associated with Flexible Cognitive Control according to the Cognitive Style : 유연한 인지적 통제에 관련된 뇌 활성화에서의 인지양식에 따른 개인차

신경희 경북대학교 대학원 2015 국내석사

The human capability of flexible cognitive control is associated with appropriately regulating the amount of cognitive control in response to contextual demands. In the context of conflicting resolutions, for instance, the amount of cognitive control is increased with the level of conflict that previously experienced, resulting in optimizing performance. The Present study explored whether the amount of cognitive control for conflict resolution is related with individual differences in cognitive style, the preference for modality-specific information, using Object-Spatial-Verbal cognitive style questionnaire. In this fMRI study, a version of the color-word Stroop task, that evokes conflict between color and verbal components, was employed to explore whether preference for distracting information is related with increase of neural conflict adaptation in cognitive control network regions. Behavioral data revealed that the more prefer verbal style the greater conflict adaptation effects were observed especially when the current trial type was congruent. Consistent with the behavioral data, imaging results demonstrated that neural conflict adaptation effects in the task-relevant network regions including left DLPFC, left fusiform gyrus, and left precuneus were increased with the preference for verbal style. The results provide new evidence that flexible cognitive control is closely associated with individuals’ preference on cognitive style.

중국 대학 실시간 온라인 수업에서 학습유형과 인지 스타일이 학습 몰입, 학습동기, 인지된 학업 성취도에 미치는 효과

조배굉 전주대학교 일반대학원 2022 국내박사

实时网络课程是目前网络社会新兴的教育方式。从2020年开始,由于COVID-19,全球大部分学校需要在没有充分准备的情况下进行全面的在线教育,但在教育领域却缺乏对实时在线课的讨论和研究。因此,作为面对面教学的替代方案,合理设计实时在线教学或在实时在线教学中使用什么样的教学策略成为实时在线教学研究的重要课题。本研究实证验证了中国大学实时在线教学中学习类型根据学习者认知风格对学习投入、学习动机和认知学业成就的影响。研究实验选定中国河北邢台学院计算机相关专业3年级的124名学生(场独立认知风格为62人,场依赖型认知风格为62人)参加实验。将实验对象分别安排在合作学习和个别学习根据认知风格划分出的4个实时在线学习集团中,上完实时在线课后,对他们的学习投入,学习动机和认知学业成就度进行测量。最后剔除了3名实验对象不诚实的回答,选出了121名(场独立认知风格为60人,张依赖型认知风格为61人)实验对象的回答。数据分析使用了SPSS 25.0 软件,进行了多变量方差分析。 为了达到本研究目的,设置了研究假设。第一,在中国大学实时在线课程中,学习类型对学习投入、学习动机和认知学业成就度将表现出显著的差异。其次,在中国大学实时在线课程中学习者的认知风格(场独立,场依存)对学习投入、学习动机和认知学业成就度将表现出显著的差异。第三,在中国大学实时在线课程中,学习类型根据学习者的认知风格对学习投入、学习动机和认知学业成就度将表现出显著的差异。 根据研究假设,总结本研究结果如下: 第一,在中国大学实时在线课中,学习类型对学习投入(F=25.668,p<.001),学习动机(F=35.947,p<.001)和认知学业成就度(F=16.514, p<.001)都表现出统计上的显著差异。 第二,在中国大学实时在线课中,根据学习者的认知风格(场独立-场依存)在学习投入(F=1.327,p>.05)上尚未发现统计上的显著差异,在学习动机(F=14.369,p<.05)和认知学业成就度(F=5.015,p<.05)上表现出统计上的显著差异。场独立认知风格集团比场依存认知风格集团表现出更高的学习动机、认知学业成就度。 第三,在中国大学实时在线课中,学习类型根据学习者的认知风格在学习投入(F=1.010,p>.05)上尚未发现统计上的显著差异,在学习动机(F=7.435,p<.05)和认知学业成就度(F=8.046,p<.05)上表现出统计上的显著差异。学习动机的情况,场独立型实时在线课协同学习集团最高,场依存型实时在线课个别学习集团最低;认知学业成就度的情况,场依存型实时在线课协同学习最高,场依存型实时在线课个别学习集团最低。 以上述结论为基础,对中国大学实时网在线课的课程设计及教学策略开发,可以得到以下启示: 第一,实时在线学习时尤其是实践性在线学习时,协作学习跟个别学习相比更能激发学习者的学习动机,通过成员之间的互动交流增加在线学习投入,从而带来更加优越的学习效果。因此,在实时在线课上,教学者应该结合学习内容,学习者的特征等创设协同学习情境,提高实时在线学习效果。 第二,在实时网络课程中,考虑到学习者的认知风格,可以对课程设计和教学策略产生积极的效果。另外,了解学习者的认知风格,根据学习者的认知风格准备不同的学习资料,使用多种教学策略,将进一步提高学习者的学习投入、学习动机和学业成就。 第三,在实时在线学习中,学习类型与学习者的认知风格相匹配,可以获得更好的学习效果。因此,在设计实时在线课程时,教学者应该将学习类型和学习者的认知风格作为重要的考虑因素。 Synchronize online classes are a new educational method in the network society. Since 2020, due to COVID-19, most schools around the world need to conduct comprehensive online education without adequate preparation, but there is a lack of discussion and research on synchronize online classes in the field of education. Therefore, as an alternative to face-to-face teaching, reasonable design of synchronize online teaching or what kind of teaching strategy to use in synchronize online teaching has become an important topic of synchronize online teaching research. This study empirically verifies the influence of learning type on learning engagement, learning motivation and perceived academic achievement according to learners' cognitive style in synchronize online classes in China universities. In this study, 124 third-year students majoring in computer science in Xingtai University, Hebei Province, China (62 students with field independent cognitive style and 62 students with field dependent cognitive style) were selected to participate in the experiment. The experimental subjects were arranged in four synchronize online learning groups, which were divided into cooperative learning and individual learning according to their cognitive styles. After the synchronize online class, their learning engagement, learning motivation and perceived academic achievement were measured. Finally, the dishonest responses of three subjects were eliminated, and responses of 121 subjects (60 subjects with field independent cognitive style and 61 subjects with field dependent cognitive style) were selected. SPSS 25.0 software was used for data analysis and multivariate analysis of variance was performed. In order to achieve the purpose of this study, research hypotheses are set up. First, learning type will show significant differences in learning engagement, learning motivation and perceived academic achievement in synchronize online classes of China universities. Secondly, learners' cognitive styles (field independence, field dependence) will show significant differences in learning engagement, learning motivation and perceived academic achievement in synchronize online classes of China universities. Thirdly, learning type will show significant differences in learning engagement, learning motivation and perceived academic achievement according to learners' cognitive style in synchronize online classes of China universities. According to the research hypothesis, the research results are summarized as follows: First, in the synchronize online classes in China universities, learning type show statistically significant differences in learning engagement (F=25.668, p<.001), learning motivation (F=35.947, p<.001) and perceived academic achievement (F=16.514, p<.001). Second, in the synchronize online classes in China universities, according to learners' cognitive style (field independence -field dependence), there have not found statistically significant difference in learning engagement (F=1.327, p>.05), but in learning motivation (F=14.369, p<.05) and perceived academic achievement (F=5.015, p<.05) showed statistically significant difference. The field independent cognitive style group showed higher learning motivation and perceived academic achievement than the field dependent cognitive style group. Third, in the synchronize online classes in China universities, according to the learners' cognitive style, learning type have not found statistically significant differences in learning engagement (F=1.010, p>.05), but in learning motivation (F=7.435, p<.05) and perceived academic achievement (F=8.046, p<.05) showed statistically significant difference. In terms of learning motivation, the field independent synchronize online cooperative learning group is the highest, while field-dependent synchronize online individual learning group is the lowest. In terms of perceived academic achievement, the field-dependent synchronize online cooperative learning group is the highest, while field-dependent synchronize online individual learning group is the lowest. Based on the above conclusions, the following enlightenment can be obtained for the course design and teaching strategy development of synchronize online classes in China universities: First, in synchronize online learning, especially in practical online learning, cooperative learning can stimulate learners' learning motivation more than individual learning, and increase online learning engagement through the interaction between members, thus bringing more superior learning effects. Therefore, in synchronize online classes, teachers should create cooperative learning situations based on the learning content and characteristics of learners to improve the effect of synchronize online learning. Second, in the synchronize online classes, considering the cognitive style of learners can produce positive effects on the course design and teaching strategies. In addition, understanding learners' cognitive style, preparing different learning materials according to learners' cognitive style and using various teaching strategies will further improve learners' learning engagement, learning motivation and academic achievement. Third, in synchronize online learning, learning types match learners' cognitive styles, which can achieve better learning results. Therefore, when designing synchronize online classes, teachers should take learning types and learners' cognitive styles as important considerations.

認知的 統制不能 스트레스 後 對處方式이 호르몬 恢復 및 運動遂行力 變化에 미치는 影響

은희관 漢陽大學校 1992 국내박사

문제중심학습에서 학습자의 인지양식과 메타인지가 문제해결에 미치는 영향

趙娟 전북대학교 대학원 2010 국내박사

In order to improve the ability of problem solving, there has been more and more concern and practice on Problem-Based Learning (PBL). However, there is very little research on the learners' characteristics which PBL influences. Therefore, the purposes of this study are to investigate how the learners' metacognition and cognitive styles influence the problem solving achievement of the learners and to explore the possible differences in problem solving achievement according to the learner’s stage of the problem solving process. Based on the results of the analysis, we can offer some information about effective cognitive styles to teachers (and those who design PBL programs) for the purpose of improving problem-solving achievement according to the individual characteristics of the learners. The subjects of this study were 66 university students in Jeonju, South Korea. They took preliminary knowledge and metacognitive knowledge examinations. They were divided into higher and lower groups depending on their metacognitive knowledge levels. They were also arranged into field-independent and field-dependent groups. Finally, they were evaluated by their metacognitive regulation and achievement. The results of this study are as follows: First, at the stage of problem identification, there was no statistically significant difference in the problem solving achievement according to the metacognitive knowledge level. However, there is a significant difference according to the metacognitive regulation level. Moreover, when the group with the higher metacognitive regulation level gets the offer of field dependent cognitive style, the achievement is higher. But the group which has lower metacognitive regulation level gets the offer of field independent cognitive style, the achievement is higher. Second, in PBL, at the stage of searching solution during the process of problem solving, according to the metacognitive knowledge level, statistically there is no significant difference in achievement of problem solving. But according to the metacognitive regulation level, there is significant difference. The achievement of the group is higher. And the group which gets the offer of field dependent cognitive style, the achievement is higher. Third, in PBL, at the stage of selecting solution and justification during the process of problem solving, according to the metacognitive knowledge level, statistically there is no significant difference in achievement of problem solving. But according to the metacognitive regulation level, there is significant difference. The group which has higher metacognitive regulation level, the achievement is higher. Besides, the group which gets the offer of field independent cognitive style, the achievement is higher. Finally, in PBL, at the stage of checking and evaluating during the process of problem solving, according to the metacognitive knowledge level, statistically there is no significant difference in achievement of problem solving. But according to the metacognitive regulation level, there is significant difference. The group which has higher metacognitive regulation level, the achievement is higher. The group which has higher metacognitive regulation level gets the offer of field independent cognitive style, the achievement is higher. The group which has lower metacognitive regulation level gets the offer of field dependent cognitive style, the achievement is higher. In conclusion, in PBL, the achievement of problem solving depends on the metacognitive regulation rather than metacognitive knowledge. This result told us, in problem based learning, if we want to enhance the achievement, we should make some programs and strategies to improve the metacognitive regulation ability. During the process of solving problems, due to the field dependent cognitive style at the stage of searching solution, and the field independent cognitive style at the stage of selecting solution and justification, are more effective, in order to enhance the achievement, at different stages of problem solving, we should offer different cognitive styles. Besides, at the beginning stage of problem solving, the group which has higher metacognitive regulation level, gets the offer of field dependent cognitive style, the achievement is higher. But the group which has lower metacognitive regulation level, gets the offer of field independent cognitive style, the achievement is higher. However, at the checking and evaluating stage, not like the beginning, students only follow the fixed form to learn repeatedly, but in the later part, students can solve the problems freely, so the group which has higher metacognitive regulation level, gets the offer of field independent cognitive style, the achievement is higher; the group which has lower metacognitive regulation level, gets the offer of field dependent cognitive style, the achievement is higher.

중국 대학교 강의 비디오 학습에서 탄막 활용이 학습자의 인지스타일에 따라 교수실재감과 학습몰입에 미치는 효과

장형요 전주대학교 일반대학원 2020 국내박사

With the popularity of various new lectures related to information technology(IT), various lectures and mixed lectures have become popular search terms in higher education. Traditional classrooms still have a single form of classroom interaction, with low student participation and low learning effectiveness. How to improve classroom interaction is still a problem to be solved. With the rapid development of mobile networks, China is advancing the reform of classroom teaching. Diaphragm interactive teaching is a dual experience of comprehensive online classroom learning and traditional learning. Under the guidance of teachers, students actively participate in teaching, changing from the traditional teacher-centered, student-centered model to the student-centered model. The interactive function of the barrage is very strong and can be used in a variety of institutions, but it is rarely used in university courses. Therefore, this study applies carbon membrane technology to university courses. In this study, through experimental design, according to the students' cognitive style, the effect of the video instructor's use of coal film on teaching experience and devoted learning is verified. Hypothesis 1. In the lecture video learning, there is a certain difference between the actual experience of the barrage in the teaching reality and learning flow. Hypothesis 2. In the lecture video learning, there is a certain difference between the way of using barrage system in the teaching reality and learning flow. Hypothesis 3, In the lecture video learning, whether there is a barrage depends on the learner's cognitive style, in the teaching reality and learning flow. will be different. Hypothesis 4. In the lecture video learning, using barrage system is different from the teaching reality and learning flow according to different learner's cognitive style. Hypothesis 5, In the lecture video learning, whether there is a barrage and method is different from teaching reality and learning flow. Hypothesis 6. In the lecture video learning, the presence and absence of using barrage membranes and using barrage systems vary according learner's cognitive style, and they have different meanings for teaching reality and learning flow. In order to explore the above research hypothesis, this study conducted experiments by dividing 90 first-year students into 30 groups of 30 students at Hebei Normal University in China. A: Control group (unused barrage group), B: Barrage utilization and barrage-video other teaching groups, C: Barrage utilization and barrage-video identical teaching groups were tested in the laboratory. In the minute study, there will be a difference in teaching presence and learning commitment than using and using a barrage as an experimental group. Barrage utilization and barrage-video There will be a difference between other teaching instruction groups and barrage utilization and barrage-videos. It will have an effect on teaching presence and learning immersion according to the learner's cognitive style. SPSS 25.0 was used as a program for statistical analysis of this study. The experimental analysis results are as follows. Results1: In the teaching reality and learning flow, using barrage the average score of unusing barrage is greater than the average score of none, and the difference shows a statistically significant difference. Results2: In the teaching reality and learning flow, the average of "Using barrage Barrage-Video Same Teacher Guidance Group" is larger than the average of "Using barrage Barrage-Video Other Teacher Guidance Group", and the difference shows statistical significance. difference. Results3: In the teaching reality and learning flow, it is statistically significant whether there is a main effect of barrage and cognitive style, and whether there is an interaction effect between the barrage group and learner's cognitive style. Results4: In the teaching reality and learning flow, "Using barrage Barrage-Video Same Teacher Guidance Group" is larger than the average of "Using barrage Barrage-Video Other Teacher Guidance Group" Learner's cognitive style, and the interaction effect between the barrage style group and the cognitive style is also meaningful. Results5: In the lecture video learning, whether there is a barrage and the way of using barrage group interaction effect shows a meaningful interaction effect In the teaching reality. In addition, meaningful interactive effects have emerged In the learning flow. Results6: In the lecture video learning, according to the learner's cognitive style, the presence or absence of using barrage membrane and the method, the effect of the interaction between in the teaching reality and learning flow. Overall, as a result of research, using barrage it is very necessary to advance the lecture video learning and to interact with each other between professors and students, students and students by using barrage. In the lecture video learning, using barrage the learner promotesin the teaching reality and learning flow.

중국어권 학습자의 인지양식 및 학습전략에 대한 연구 : 모호함에 대한 관용을 중심으로

후옥결 연세대학교 대학원 2020 국내석사

This paper attempts to explore the cognitive styles of Chinese Korean learners' and their language learning strategy use. Ambiguity tolerance, also known as tolerance of ambiguity, is a type of cognitive styles which plays important role on second language learning. Purpose of this research was to investigate the level of Chinese learners' ambiguity tolerance and identify which learner's variable affected Chinese learner's level of ambiguity tolerance and use of language learning strategy. Therefore, two research questions has been brought up in this study. First question is about the level of Chinese learners' ambiguity tolerance and which learner variables had influence on it. Second question is about Chinese learners' use of language strategy and which factors affected it. In order to solve all these questions, a total of 144 Chinese Korean learners was asked to participate in a survey about second language ambiguity tolerance and language learning strategy. Based on the scale of Ely(1995) 'Second Language Tolerance of Ambiguity Scale(SLATS)' and Oxford(1990) 'SILL', measurement tools was made with 4 additional questions about learner variables. To analyze data from the survey, this study used SPSS 25.0 to perform descriptive statistics and t-test. The findings indicated that Chinese Korean learners' ambiguity tolerance and language strategy use changed with certain learner variables. Specific results are as follows. Firstly, the overall level of Chinese learner's is at a relatively low level and it differs a lot among learners. Also, the level of Chinese learners' ambiguity tolerance appeared to be different between specific field of language learning. Secondly, Chinese Korean learner's ambiguity tolerance changed with several learner variables. According to the gender, male learner was not only proved to have higher overall ambiguity tolerance than female learners but also proved to have higher speaking, writing and grammar ambiguity tolerance. According to the degree of Korean culture preference, learners who had preference for Korean culture showed higher level of ambiguity tolerance on writing. Likewise, according to the experience of Korea residence, learners who had stayed at Korea appeared to have higher level of ambiguity tolerance on writing and speaking. However, there was no connection between learners' proficiency of Korean and their ambiguity tolerance. Thirdly, Chinese Korean learners seemed to regularly use cognitive strategies and meta-cognitive strategies while use less of affective strategies and social strategies. Meanwhile, their language strategy uses changed with several learner variables. According to proficiency of Korean, learners had middle or high proficiency of Korean used compensation strategies more often than primary learners. According to gender, female learners used more memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies and affective strategies than male learners. According to the degree of Korean culture preference, learners who had preference for Korean culture used more of memory strategies, cognitive strategies, meta-cognitive strategies and affective strategies comparing to learners who showed little interest on Korean culture. According to the the experience of Korea residence, learners who had stayed at Korea appeared to use more of memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies and social strategies. As the findings shown above, during Korean teaching, teachers should pay more attention to learner's cognitive styles. At the same time, there shoule be more deep research about cognitive styles and teaching guidance based on these findings and follow-up study about it should be carried on. 본 논문은 중국어권 한국어 학습자의 인지양식과 학습전략에 대해서 연구를 하였다. 모호함에 대한 관용은 일종의 인식양식으로써 학습전략과 같이 제2언어 학습에서 중요한 역할을 수행한다. 본 논문은 중국어권 학습자의 모호함에 대한 관용 양상과 학습전략 사용 양상을 살펴보는 데 목적을 두었다. 중국어권 한국어 학습자의 모호함에 대한 관용과 언어 학습전략 사용 양상을 살펴보기 위해서 총 144명의 중국어권 학습자를 대상으로 설문조사를 실시하였다. 측정 도구는 주로 Ely(1995)의 'Second Language Tolerance of Ambiguity Scale(SLTAS)' 목록 및 Oxford(1990)의 'Strategy Inventory of Language Learning(SILL)' 목록을 기반으로 하여 4개의 학습자 변인에 관한 문항을 첨가하였다. 조사 자료를 분석하기 위해서 SPSS 25.0을 이용해서 기술통계, 독립표본 t 검정을 진행하였다. 구체적인 연구 결과가 다음과 같다. 첫째, 대부분 중국어권 학습자의 모호함에 대한 관용은 낮은 수준에 있고 학습자 간에 모호함에 대한 관용 정도가 상대적으로 큰 차이가 존재한다. 또한, 언어 영역별의 모호함에 대한 관용 정도는 서로 다르게 나타났다. 둘째, 학습자 변인별 중국어권 학습자의 모호함에 대한 관용 양상을 검정하였다. 성별에 따른 모호함에 대한 관용 양상을 분석한 결과는, 여성 학습자보다 남성 학습자의 전체적인 모호함에 대한 관용 정도가 더 높은 것으로 나타났다. 또한, 학습자의 언어 영역별의 모호함에 대한 관용은 학습자의 한국 문화선호도, 한국 거주경험에 따른 차이가 있었다. 그렇지만 한국어 등급에 따라서 모호함에 대한 관용에 차이가 없는 것으로 나타났다. 셋째, 중국어권 학습자의 학습전략 사용 양상을 살펴본 결과, 중국어권 학습자는 전체적으로 인지 전략, 상위인지 전략을 자주 사용하고 사회적 전략, 정의적 전략을 덜 사용하였다. 또한, 한국어 등급에 따르면 중·고급 학습자는 초급 학습자보다 보상 전략을 더 활발히 사용하였다. 성별에 따르면 남성 학습자보다 여성 학습자는 '기억, 인지, 보상, 상위인지, 정의적 전략'을 더 활발히 사용하였다. 한국 문화선호도에 따르면 저선호 학습자보다 고선호 학습자는 '기억, 인지, 상위인지, 정의적 전략'을 더 자주 사용하였다. 한국 거주경험에 따르면 한국 거주경험이 있는 학습자는 '기억, 인지, 보상, 상위인지, 사회적 전략'을 더 자주 사용하였다. 이상의 연구 결과를 기반으로 한국어를 교수할 때 학습자의 인지양식과 학습전략 사용의 영향을 고려해야 하는 점을 살펴볼 수 있다. 또한, 앞으로 학습자들의 인지양식에 대한 더 심층적인 연구가 필요하며 이러한 연구 결과를 바탕으로 더 효과적인 교수 방안을 마련할 노력이 필요하다고 본다.