• Korean Journal of Cognitive Science
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• v.34 no.1
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• pp.21-38
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• 2023

The present study was designed to investigate the effect of the difficulty level of retrieval practice and the association strength of categories and stimuli within categories on memory inhibition. Most of the studies have investigated whether inhibition was occurred by manipulating the degree of association strength, emotion value or physical characteristics of non-retrieval practice words within the retrieval practice category. Therefore, it was necessary to study how inhibition occurs according to the degree of difficulty of retrieval stimuli during retrieval practice. The difficulty of retrieval was manipulated into three levels: difficult condition, normal condition, and easy condition through the degree of presentation of consonants and vowels of words during retrieval learning. Additionally, the strength of association between categories and words within categories was manipulated. In previous studies, retrieval-induced forgetting occurred under conditions where the association strength between categories and words within the categories was strong. On the other hand, retrieval-induced forgetting did not occur under conditions where the association strength between categories and words within the categories was weak. The present study, if the inhibition process differs according to the difficulty of retrieval, the possibility of different results from previous studies was explored according to the difference in the strength of association with the category. As a result of the study, in the condition of strong association strength, retrieval-induced forgetting was observed under normal and difficult retrieval difficulty conditions. Whereas retrieval-induced forgetting was not observed under conditions of easy retrieval difficulty condition. In the condition of weak association strength, retrieval-induced forgetting tended to occur under difficult retrieval difficulty conditions. Whereas retrieval-induced forgetting was not observed under conditions of normal and easy retrieval difficulty condition. These results suggest that memory inhibition may appear differently depending on the difficulty of retrieval.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.

• Journal of Oriental Neuropsychiatry
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• v.10 no.1
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• pp.17-38
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• 1999

The effects of Sahyangsohapwon on the affective reactivity of rats were studied with open-field behavior. Sample group was treated with the medicine for 8 weeks, whereas control group was treated with the vehicle. The effects of Sahyangsohapwon on the enhancement of learning and memory of AD model rats were studied with two-way avoidance task. Sample group electrically lesioned on nbM(nucleus basalis of Meynert) was treated with the medicine for 8 weeks, whereas control group with nbM lesion and sham group with the sham operation were treated with the vehicle. 1. In the open-field behavior task, the start latency from start box was measured $27.08{\pm}7.51sec$ in control group, $23.15{\pm}5.98sec$ in sample group. Rats in sample group showed a tendency of shortened latency going out to a strange place compared with those in control group, but with no statistical significance(p>0.05). 2. In the open-field behavior task, the number of locomotion crossing the grid lines was measured $84.54{\pm}3.55$ in control group, $116.93{\pm}6.41$ in sample group. There was an increased locomotion in sample group compared with control group with statistical significance(p<0.01). This can be interpreted as rats in sample group showed lowerd anxiety under a strange environment. 3. In the open-field behavior task, the rearing number was measured $7.46{\pm}0.57$ in control group, $10.13{\pm}0.95$ in sample group. There was an increased rearing in sample group compared with control group with statistical significance(p<0.05). This can also be interpreted as rats in sample group showed lowerd anxiety under a strange environment. 4. In the open-field behavior task, the number of crossing behavior was measured $5.54{\pm}1.50$ in control group, $9.20{\pm}1.67$ in sample group. There was a increasing tendency of crossing behavior in sample group compared with control group, but with no statistical significance(p<0.05). 5. In the open-field behavior task, the total activity was measured $97.54{\pm}4.70$ in control group, $136.27{\pm}792$ in sample group. There was an increased total activity in sample group compared with control group with statistical significance(p<0.01). This can also be interpreted as rats in sample group showed lowerd anxiety under a strange environment. 6. In the analysis of effects on the learning and memory in AD model rats with two-way avoidance task, the response latency was measured $6717{\pm}134msec$ in the 1st session, $5416{\pm}160msec$ in the 2nd session, $5252{\pm}148msec$ in the 3rd session in control group. It was measured $6724{\pm}155msec$ in the 1st session, $4642{\pm}139msec$ in the 2nd session, $4914{\pm}148msec$ in the 3rd session in sample group and $4357{\pm}144msec$ in the 1st session, $3125{\pm}115msec$ in the 2nd session, $3091{\pm}98msec$ in the 3rd session in sham group. There were differences between sham group and nbM lesioned groups with statistical significance in post hoc analysis(p<0.000). And in the 2nd session, there was a reduction of latency in sample group compared with control group with statistical significance (p<0.000). This showed that sample group had better learning capacity than control group. 7. In the analysis of effects on the learning and memory in AD model rats with two-way avoidance task, the number of avoidance response was measured $5.85{\pm}1.41$ in the 1st session, $14.23{\pm}2.89$ in the 2nd session, $15.69{\pm}2.56$ in the 3rd session in control group. It was measured $7.92{\pm}1.94$ in the 1st session, $16.83{\pm}2.29$ in the 2nd session, $15.42{\pm}2.81$ in the 3rd session in sample group and $14.38{\pm}1.62$ in the 1st session, $22.88{\pm}0.89$ in the 2nd session, $23.88{\pm}1.64$ in the 3rd session in sham group. There were differences between sham group and nbM lesioned groups with statistical significance in post hoc analysis(p<0.001). But between control and sample group, there was no significant difference. With the experimental results above, Sahyangsohapwon can be supposed to have the enhancing effects on the affect reactivity and learning with memory of AD model rats induced by electrolyte injury of nbM.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.231-263
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• 2019

The purpose of this study was to verify the effects of growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships in the group coaching program for the promotion of growth orientation for university students based on the model of the social-cognitive approach to motivation. The program consisted of eight topics: growth orientation, growth mindset and brain plasticity, self-directed goal setting, talent which is a product of ongoing effort, failure attitude and perspective change, positive emotion, thinking and behavior, value of growth orientation and self-coaching, respectively. The program comprised a total of eight sessions, 120 minutes each, and the final program was completed through a preliminary experiment with three university students. In order to verify the effectiveness of the program, 48 university students were divided into 16 in the experimental group, 16 in the comparative group, and 16 in the control group. The experimental group participated in the group coaching program to enhance the growth orientation based on the model of the social-cognitive approach to motivation developed in this study, the comparative group participated in a learning goal orientation improvement program based on an incremental implicit theory, and the control group did not carry out any program. Three groups were tested in pre, post, follow-up1(after 1 month) and follow-up2(after 3 months) in order to growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships. We performed analysis to confirm the homogeneity to the data of the three groups and to verify the interaction effects between times and groups. As a result, it was confirmed that the group coaching program to promote growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships had statistically significant effect and was more effective than the comparative program due to the larger effective size. Also, we confirmed that the coaching effect was sustained after the program was finished and more effectively maintained than the comparative program. Based on the results of this study, this study has academic implications because it verify the effectiveness of the group coaching for the promotion of the growth orientation by scient ic method.