• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.787-793
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• 2005

The purposes of this study were to investigate the development of probabilistic thinking in relation to the cognitive level of elementary school students and to analyze the effects of probability activities in Thinking Science(TS) program on the development of probabilistic thinking. 152 6th grade elementary school students compiled the sample group which was divided into an experimental group and a control group. Probability activities in TS program were used with the experimental group, while the normal curriculum was conducted with the control group. Both the experimental and control group were assessed with Science Reasoning Task II and a probabilistic thinking test before execution of this investigation and were post-tested with probabilistic thinking test after the project period was complete. Results of this study showed that the students in the concrete operational stage and transitional stage used subjective strategy together with quantitative strategy in probability problem-solving, and students in the early formal operational stage used quantitative strategy in probability problem-solving. It was also found that the higher the cognitive level of students, the higher the probabilistic thinking level. The probability activities of the TS program influenced the development of probabilistic thinking of elementary school students. Assessing the development of probabilistic thinking on the basis of the cognitive level found that the level of effectiveness was significantly higher for students in the early concrete operational stage and transitional stage than students in any other stage.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.359-373
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• 2015

Cognitive reserve(CR) is the ability to optimize or maximize performance through complementary brain networks. CR is relevant to normal aging in cognitive-linguistic abilities. There are few domestic systematic reviews or meta-analyses that analyze the relationships between multiple CR and cognitive-linguistic domains in healthy older people. This meta-analysis included 32 studies published since 2000. In result, education level topped the list, followed by the occupation, cognitively stimulating activities, and the multilingualism. Most studies were related to memory, global cognition, and language. CR had a modest positive association with cognitive-linguistic performance. Multiple domains including memory and language also showed the significant correlations across most measures of CR. This study provides evidence-based information to support cognitive-linguistic ability in normal aging.

• Journal of the Korean Chemical Society
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• v.51 no.6
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• pp.549-559
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• 2007

The purpose of this study was to investigate cognitive acceleration effect of the experimental group over three years compared with the control group through the ‘Thinking Science' program in the middle school students. The ‘Thinking Science' program was implemented to 168 students in 7th grade over a period of two years. After implementation of the ‘Thinking Science' program, the improvement of formal thinking ability of the students was almost twice examined with SRT VII as the post-test and the delayed test. It was shown that by the end of the implementation period the experimental group had achieved a significantly greater gain score in levels of cognitive development than had the control group. In the subsequent year during which there was no further implementation, the experimental group continued to develop at the same rate as the control group. However, it is clear that much more experimental students in mature concrete operational stage shifted to formal operational stage in delayed test. The results were also analyzed by gender, and cognitive levels of the students. In the post-test, the ratio of girls that shifted to formal operation stage in the experimental group increased as compared with the ratio of boys, while, in the delayed test cognitive level of boys was more effective than that of girls.

• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.171-180
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• 2012

The purpose of this study is to analyze the relationship between the self-leadership and the cognitive flexibility of the university students who are majoring in dance to provide useful information in the field of dance instruction. Participants were the students majoring in dance who are enrolled in the dance department of the four-year universities nationwide and 282 data have been used for the final analysis. The analytical method for verification of hypothesis was multiple regression analysis to be performed at a significance level of ${\alpha}$=.05. As the result, the following conclusions have been gained. First, the constructive thinking pattern among the sub-factors of self-leadership had a positive influence on the flexibility of preferred varieties which is a sub-factor of cognitive flexibility. However, the behavior-oriented and natural reward self-leadership did not have influence on the diversity preferred flexibility. Second, the natural reward and constructive thinking pattern among the sub-factors of self-leadership have positive influence on the flexibility of preferred complexity which is a sub-factor of cognitive flexibility while the constructive thinking pattern flexibility was shown as exercising a very powerful influence. But the behavior-oriented self-leadership did not have influence on the flexibility of preferred complexity.

• Archives of design research
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• v.15 no.3
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• pp.249-258
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• 2002

This study is about the effect on the user's cognitive stress by font size when they read on PDA(Personal Digital Assistant). The evaluation was done through both subjective evaluation and physiological one, which is brain wave test, while the research and analysis were focused on the relationship between the user's cognitive stress and font size. The two final results were found out as follows. 1) Font sizes, which were tested, were 8, 10, 12, 14, and 16 points. Among theses, font size 14 was the least stressful for the users, while the most stressful size was found out 8 points. 2) The cerebral cortex reaction according to the font size activated occipital lobe, parietal lobe of occipital visual area. Here we could come to a very Important conclusion that the smaller font size on mobile information appliances made users the more stressed.

• Journal of Digital Convergence
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• v.15 no.3
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• pp.393-403
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• 2017

The purpose of this study was to investigate the degree of cognitive impairment for the elders taking part in activities at senior community center and to identify the multiple factors affecting the cognitive dysfunction of them. Data were collected for the 375 elders taking part in activities at senior community center at 4 different areas of dong, up, and myun of C-city from June 2016 to July 2016, and their general characteristics as well as health-related characteristics, depression, and cognitive dysfunction were investigated and analyzed. The results of this study showed that cognitive dysfunction was affected by the age, education, economic support, history of stroke, and exercise. The risk of cognitive dysfunction was 3.50 times higher in patients over 80 years old than patients below 74 years old(p=.002), and the lower the level of education showed the higher the risk of cognitive dysfunction(p=.036)(p<.001). In addition, the risk of cognitive dysfunction was low in the absence of a history of stroke(p=.033), and the risk of cognitive dysfunction increased by 1.84 times if they do not exercise(p=.044). Based on the present study, It is required to consider the risk factors for cognitive dysfunction efforts to prevent and manage cognitive impairment before the onset of cognitive dysfunction.

• Sleep Medicine and Psychophysiology
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• v.11 no.1
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• pp.44-49
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• 2004

Objectives: The purpose of this study was to investigate whether longitudinal changes in positive and negative symptoms affect cognitive functioning in chronic schizophrenia. Methods: Sixty-eight patients diagnosed with DSM-IV schizophrenia were examined on two occasions over 6 months for symptoms and cognitive changes. Symptoms were measured by PANSS. Cognitive functions were examined for sustained attention, executive function, concentration and attention, and verbal memory and learning using Degraded Stimulus Continuous Performance Test, Wisconsin Card Sorting Test, Digit Span, and Rey Auditory Verbal Learning Test, respectively. Twenty control subjects were assessed to compare the cognitive scores of remitted schizophrenic patients. Results: Patients showed significant improvement in symptoms and all cognitive tests after 6 months treatments. Significant improvements in positive and negative symptoms did not predict improvements in any aspect of cognitive functioning measured. Normal controls performed significantly better than remitted schizophrenic patients on all cognitive tests. The results show no relationship between change in symptoms and change in cognition in chronic schizophrenia. Conclusion: We suggest that symptomatic and cognitive impairment may be a distinct construct. These findings highlight the importance of treating cognitive impairment in addition to the clinical symptoms of schizophrenia.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.513-522
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• 2023

There is a lack of empirical research on the level of students' state anxiety according to their perceived task difficulty when confronting science questions. This study seeks to investigate whether perceived task difficulty moderates the process of arousing students' state anxiety in science learning. In pursuit of this objective, we engaged 410 fifth- and sixth-grade elementary school students (186 fifth graders; 194 females) in solving two science questions. We then verified the moderating effect of perceived task difficulty on the relationship between science anxiety and state anxiety arousal when confronting science questions using the PROCESS Macro Model 1. Results confirmed that science anxiety and perceived task difficulty significantly and positively predicted state anxiety. Notably, perceived task difficulty had a significant moderating effect on the process of arousing state anxiety, where lower perceived task difficulty led to a greater increase in state anxiety after confronting the science questions. We discuss the implications of the findings for science education and propose potential directions for future research.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.607-616
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• 2016

In the 2009 revised science curriculum, comprehensive verbs such as 'know (38%)' and 'understand (46%)' are used in more than 80% of the achievement standard. Many readers, such as teachers, textbook makers, etc. have difficulties in interpreting the meaning of achievement standard sentences with these comprehensive verbs. On the other hand, 'Trends in International Mathematics and Science Study (TIMSS)' uses more various and specific verbs to express the cognitive domain. In this study, we analyzed the 2009 revised science curriculum achievement standard focusing on the TIMSS cognitive domain assessment framework. We divided achievement standard to 228 sentences and three teachers analyzed the meaning of verbs in achievement standard. There were two main results of this study. First, the verb 'Know' was analyzed into different kinds of meanings, such as 'Describe (27%)', 'Recall/Recognize (25%)' and 'Relate (17%)', etc; and the verb 'Understand' was analyzed into 'Explain (37%)', 'Relate (27%)' and 'Describe (21%)', etc. Second, there appeared to have a disagreement among the three analysts during the process of interpreting the achievement standards when the level and scope of the contents of each grade is not clear. This study concludes that there's a need for continuous discussion on the use of verbs in achievement standard to promote clearer expressions for better understanding.

• Korean Journal of Psychosomatic Medicine
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• v.27 no.2
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• pp.119-129
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• 2019

Objectives : The purpose of this study was to examine cognitive and psychological characteristics of patients who visited psychiatric outpatient clinic with military service suitability issues. Methods : Since January, 2017 to September, 2018, patients were recruited from the department of psychiatry of university hospital. Participants were diagnosed using DSM-5 criteria by board certified psychiatrists. And each of participants tested with K-WAIS-IV, K-SCL-95 by clinical psychologist. The data were analyzed using SPSS 18.0. Results : The results indicated 24.6% of the patients have significantly low level of intellectual functioning. and 10.8% of the patients have borderline level of intellectual functioning, and 26.3% of them were below average. The results of psychological characteristics showed patients have cautious and potentially dangerous level of depression, anxiety, agoraphobia, and suicidal idea. And PTSD subscale's mean score was above problematic level. Next, we divided patients into two groups based on question of whether the patient is eligible to serve in the military service or not arises from recruitment process or army training center. But two group didn't differ significantly. And for further analyses, we also divided patients into two groups based on if they got single psychiatric diagnosis or more than one psychiatric diagnosis. Conclusions : The results indicated that group which has coexisting psychiatric disorders were more depressed, had higher level of anger and aggression, and had more serious levels of suicidal ideas than single psychiatric diagnosis group. The implications and limitations were discussed along with some suggestions for the future studies.