• Title, Summary, Keyword: 기억과 학습훈련

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Effects of Memory and Learning Training on Neurotropic Factor in the Hippocampus after Brain Injury in Rats (뇌손상 흰쥐에서 기억과 학습훈련이 해마의 신경 성장인자에 미치는 영향)

  • Heo, Myoung;Bang, Yoo-Soon
    • The Journal of the Korea Contents Association
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    • v.9 no.2
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    • pp.309-317
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    • 2009
  • This study was to investigate the effects of restoring cognition function and neurotrophic factor in the hippocampus according to memory and learning training in rats affected by brain injury. Brain injury was induced in Sprague-Dawley rats(36 rats) through middle cerebral artery occlusion(MCAo). And then experiment groups were randomly divided into three groups; Group I: Brain injury induction(n=12), Group II: the application for treadmill training after brain injury induction(n=12), Group III: the application for memory and learning training after brain injury induction(n=12). Morris water maze acquisition test and retention test were performed to test cognitive function. And the histological examination was also observed through the immunohistochemistric response of BDNF(brain-derived neurotrophic factor) in the hippocampus. For Morris water maze acquisition test, there were significant interactions among the groups with the time(p<.001). The time to find the circular platform in Group III was more shortened than in Group I, II on the 9th, 10th, 11th and 12th day. For Morris water maze retention test, there were significant differences among the groups(p<.001). The time to dwell on quadrant circular platform in Group III on the 13th day was the longest compared with other groups. And as the result of observing the immunohistochemistric response of BDNF in the hippocampus CA1, the response of immunoreactive positive in Group III on the 7th day increased more than that of Group I, II. These results suggested that the memory and learning training in rats with brain injury has a more significant impact on restoring cognitive function via the changes of neurotropic factor expression and synaptic neuroplasticity.

A Study on Learning Effect of Serious Game for Memory Improvement (기억력 향상 기능성 게임의 학습 효과에 대한 연구)

  • Lee, Hwa-Min;Hong, Min
    • The Journal of Korean Association of Computer Education
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    • v.14 no.5
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    • pp.39-46
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    • 2011
  • Serious games are designed for special purposes of education, training, treatment as well as game-like fun and entertainment. Recently, domestic and foreign market of serious game are growing rapidly. By dissemination of smartphone, the global market for serious game will be expanded for various purposes and users. In this paper, we design and implement serious game 'QUICK REMEMBER 20' for memory improvement using smartphone. We analyze game users based on socio-demographic characteristics and evaluate the learning effectiveness of this game with statistic method.

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초등영어교육에 있어서 발음교육

  • 박매란
    • Proceedings of the KSPS conference
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    • pp.257-257
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    • 1997
  • 우리 나라에서 초등영어 교육이 실시되는 연령층이 언어습득 분야에 있어 그렇게 일찍 언어학습을 시작하는 것이 학습효율성의 측면 또는 언어숙달도 측면에서 과연 이로운지에 관해서는 학자들간에 아직도 논쟁의 여지가 많다. 피아제의 인지발달론에 의하면, 의식적 조작이 잘 이루어지지 않는 분야가 바로 발 음분야이기 때문에, 따라서 의식적 조작이 이루어지는 '형식적 조작기'이전인 10-11세 정도에서부터 음성언어 중심의 외국어 교육을 실시하는 것이 바람직하다고 본다. 따라서 듣기와 말하기의 기능에 주안점을 둔 초등영어 교육은 감각과 놀이, 게임, 노래나 챈트 둥으로 흥미를 지속시키면서, 영어의 특질인 강세박자리듬언어(stress-timed rhythm language)의 특성올 초창기부터 듣기 및 말하기 훈련으로 지속적으로 연습시킬 필요가 있다고 본다. 또한 James Asher가 창안한 교수법인 천신반용볍(Total Physical Response)도 초기에 말하기에 대한 부담감 없이 흥미 있는 활동을 통하여 학습동기를 높여줄 수 있는 장점을 지니고 었다. 뿐만 아니라, 청취단계에 있어서 초기에는 귀로들은 외국어를 무조건 기억하지 않고 즉각적인 인지로 끌어내어, 점차 이와 같은 인지훈련을 반복함으로써 결국에는 기억에까지 도달하려 하는 초기학습에 중한 역할을 차지하는 학습법이다. 음성학적인 측면에서 초동영어 교육의 시작단계인 3학년에서는 특히 분절음소 차원에서 영어의 자,모음이 우리말의 자,모음과는 다르다는 차이점을 배우게 되고, 초분절 음소 중에서는 강세와 리듬의 차이를 자연스럽게 습득할 수 있도록 정확한 발음을 들려주어 정확한 발음을 해 낼 수 있도록 훈련하는 것이 중요하다고 하겠다. 하지만, 한편으로는 제6차 교육과정의 영어교육 목표가 언어의 '정확성'보다는 '유창성' 에 그 목표를 두고 있는 점을 감안한다면, 시작단계부터 반드시 정확한 발음을 지녀야 하는 가의 문제도 생각해 볼 필요가 있다. 경우에 따라서는, 정확한 발음은 그 언어에 대한 숙련도가 점차 높아짐에 따라 이와 병행하여 이루어지는 경우도 흔히 경험하는 일이기 때문이다. 결국 초등영어 교육과정에도 명시되어 있듯이 '...영어에 대한 친숙함과 자신감을 심어주고, 영어에 대한 흥미와 관심을 지속적으로 유지시키는 것이 중요하기' 때문에 무엇보다 중요한 측면은 흥미와 관심을 유지시키는 지적인 학습활동보다는 정의적인 학습활동의 전개가 필요하다고 하겠다.

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The Effect of e-Study Skills Program Training in Learning Achievement of High Grade Elementary School Children (e-학습기술 프로그램 훈련이 초등학교 고학년 학생의 학업성취에 미치는 효과)

  • Kim, Kyung-Hyun
    • Journal of The Korean Association of Information Education
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    • v.10 no.3
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    • pp.385-394
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    • 2006
  • This research developed e-study skill program based on study skill training method that is widely used for the improvement of study ability of learners and applied it to high-grade elementary school students to evaluate the efficiency. The developed e-study skill reflected the practical necessity of students such as various information for studying, environment, time schedule, the way of memorizing and the skill of taking an exam to meet the need of the learners. It applied this program to high-grade elementary school students and found that this e-study skill training program improved the learning achievement of the students. It also found that e-study skill training had long-term effect. It should more specifically define the concept of e-study skill and diversify the contents of study skill training program. Then it will be a useful tool to develop study ability.

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Individual Difference Effects on Perceptual Skill Learning and Transfer (시각적 기술 학습과 전이에 미치는 개인차의 효과)

  • Rho Yun Jin;Lee Hee Seung;Sohn Young Woo
    • Korean Journal of Cognitive Science
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    • v.15 no.3
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    • pp.1-14
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    • 2004
  • This research examined the effects of individual differences on visual discrimination skill teaming and its transfer to novel stimuli. Individual participants were categorized as having an analytic or holistic cognitive style, high or low working memory capacity, and high or low levels of rationality, experientiality, and adaptive decision-making styles. Participants received easy or difficult training for the serially presented discrimination task, and then transferred to novel discriminations. Training content interacted with cognitive style and working memory capacity to affect transfer accuracy performance, but individual differences in decision-making styles did not affect transfer performance. Results suggest individual differences should be taken into account when designing an interface for visual discrimination.

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Function Approximation for accelerating learning speed in Reinforcement Learning (강화학습의 학습 가속을 위한 함수 근사 방법)

  • Lee, Young-Ah;Chung, Tae-Choong
    • Journal of the Korean Institute of Intelligent Systems
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    • v.13 no.6
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    • pp.635-642
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    • 2003
  • Reinforcement learning got successful results in a lot of applications such as control and scheduling. Various function approximation methods have been studied in order to improve the learning speed and to solve the shortage of storage in the standard reinforcement learning algorithm of Q-Learning. Most function approximation methods remove some special quality of reinforcement learning and need prior knowledge and preprocessing. Fuzzy Q-Learning needs preprocessing to define fuzzy variables and Local Weighted Regression uses training examples. In this paper, we propose a function approximation method, Fuzzy Q-Map that is based on on-line fuzzy clustering. Fuzzy Q-Map classifies a query state and predicts a suitable action according to the membership degree. We applied the Fuzzy Q-Map, CMAC and LWR to the mountain car problem. Fuzzy Q-Map reached the optimal prediction rate faster than CMAC and the lower prediction rate was seen than LWR that uses training example.

Rhythm and interval correction music therapy programs for children with developmental disabilities (발달 장애 아동을 대상으로 한 리듬·음정 교정식 음악 치료 프로그램)

  • Choi, Hee-ju;Ra, Hee-jae;Hwang, Eun-ji;Kim, Woo-yeon;Lee, Yong-woo;Koh, Seok-ju;Park, In-cheol
    • Proceedings of the Korean Society of Broadcast Engineers Conference
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    • pp.607-610
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    • 2020
  • 21세기 핵심 키워드 중 하나로 두뇌 산업이 떠오르고 있다. 미국, 일본 등 선진 국가에서는 이미 뇌 연구에 활발한 투자가 진행되고 있다. 이에 따라 본 논문에서는 출생과 성장기 뇌 발달에 문제가 발생하는 발달 장애 아동을 위한 음악 치료 프로그램을 개발하고자 한다. 효과적인 발달 장애 치료를 위해, 조기 발견 후 인지 학습 치료가 필요하다. 그 중 인지 기능과 자가 관리 기능을 기르는 것이 중요한데, 리듬 타이밍 훈련이 발달 장애 아동의 기억 능력 개선에 도움이 된다는 여러 입증된 연구 결과가 있다. 그러나 아직까지 발달 장애 아동을 위한 적절한 치료 방법이 없기에 본 논문에서는 인지 학습 치료가 필요한 아동에게 도움을 주기 위해 동요의 정확한 리듬, 음정을 학습하는 프로그램을 제안한다. 아동의 지속적인 흥미를 끌 수 있는 게임과 인지능력 훈련을 결합하였기에, 보다 좋은 학습 효과를 유도할 수 있을 것이다.

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Quantitative EEG research by the brain activities on the various fields of the English education (영어학습 유형별 뇌기능 활성화에 대한 정량뇌파연구)

  • Kwon, Hyung-Kyu
    • Journal of the Korean Data and Information Science Society
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    • v.20 no.3
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    • pp.541-550
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    • 2009
  • This research attempted to find out any implications for strategies to design and develop the connections between the activities of the brain function and the fields of English learning (dictation, word level, speaking, word memory, listening). Thus, in developing the brain based learning model for the English education, attempts need to be made to help learners to keep the whole brain toward learning. On this point, this study indicated the significant results for the exclusive brain location and the brainwaves on the each English learning field by the quantitative EEG analysis. The results of this study presented the guidelines for the balanced development of the left brain and the right brain to train the specific site of the brain connected to the English learning fields. In addition, whole brain training model is developed by the quantitative EEG data not by the theoretical learning methods focused on the right brain training.

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Fuzzy Rules Generation using the LVQ (LVQ를 이용한 퍼지 규칙 생성)

  • 이남일;장광규;신웅철
    • Proceedings of the Korea Multimedia Society Conference
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    • pp.394-399
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    • 1998
  • 본 논문에서는 Kohonen SOM을 이용한 인식 학습 알고리즘인 LVQ를 이용하여 퍼지 규칙의 수를 줄이는 방안을 제안하였다. 많은 훈련 패턴을 입력하게 되면 그에 따른 퍼지 규칙 수가 증가하게 되고, 많은 기억용량과 분류에 긴 시간을 필요로 하는 문제점 있어 퍼지 규칙의 수를 줄이고자 한다. 그러나 퍼지 규칙의 수가 줄어듦으로서 발생하는 성능의 하락을 최소화하기 위하여 초기 참조 패턴이 입력 데이터에 근접하도록 훈련 된 후에 퍼지 규칙을 생성하였다. 생성된 퍼지 규칙은 LVQ를 이용하여 인식되기 바로 전에 가중치 벡터를 이용하여 근접하는 값 이내에 있는 가중치 벡터 값을 합하여 같은 퍼지 규칙을 부여하여 생성하였다. 그 결과로 5$\times$8 숫자 Gray scale를 이용하여 전체 146개의 가중치 벡터가 15개의 아주 적은 수의 퍼지 규칙으로 생성되었다.

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Development of mobile-application based cognitive training for Menopausal Women with Cognitive Complaints (갱년기 여성을 위한 앱 기반의 인지기능훈련 프로그램 개발)

  • Kim, Ji-Hyun
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.5
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    • pp.150-166
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    • 2020
  • Based on the theory of cognitive reserve, we undertook this study to develop a cognitive function training program for woman in menopausal transition with complaints of declining in cognitive function. The program was established by applying the analysis, design, and development stages of the network-based instructional system designed by Jung. The cognitive function training program developed by us is an was an 8-week program composed of cognitive and video training using a mobile application. The program consists of 24 sessions, each with 20-30 minutes of duration, to be completed 3 sessions per week. The contents of the cognitive function training comprise of memory, attention, language function, and scenario-based problem-solving for executive functions, all of which are cognitive areas found to be the most vulnerable for menopausal women. The educational contents were developed for eight subject areas, one subject area per week, including the definition of menopause, its causes and symptoms, menopause and brain function, etc. During the pilot test, the cognitive function training program was applied to 10 menopausal women who complained of cognitive function decline. The results indicated that, after eight weeks of training, the overall cognitive function of participants increased, revealing statistically significant differences (t=-3.04, p=.014) after the program was completed. The mobile app-based cognitive function training program might not only improve patients' memory functions but also potentially reduce the incidence of dementia.