• The Journal of Korea Institute of Information, Electronics, and Communication Technology
• /
• v.16 no.5
• /
• pp.301-306
• /
• 2023

Attention is a fundamental aspect in the cognitive process of human. Cognitive system of human body requires to focus on selected information among a vast amount of information from sensory organs. It has widely studied that various environmental factors affected the level of attention; however, few researches have aimed to the effect of direct cryotherapy. In this research, level of attention was studied comparing sub-indexes of FAIR test between groups with different duration of direct cryotheapy to the back of neck. FAIR test is a evaluation tool for visual attention consisting of three sub-indexes. Selective attention, accuracy of attention, and persistence of attention can be independently analyzed by FAIR test. In the analysis of selective attention, cryotherapy for 5 to 20 minutes showed higher result than cryotherapy for 40 minutes. In the analysis of persistence of attention, cryotherapy for 5 to 15 minutes showed higher result than cryotherapy for 40 minutes. Overall, selective attention and persistence of attention turns out to be maximized between 5 to 20 minutes of cryotherapy and tends to decrease afterwards. However, accuracy of attention does not seem to be affected by the duration of cryotherapy. Correlation between selective attention and the skin temperature by cryotherapy tends to be negative supporting the findings by ANOVA and post-hoc test. Correlation between persistence of attention and the skin temperature showed similar results.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.26 no.2
• /
• pp.104-111
• /
• 2015

Objectives : The aim of this study was to develop computerized attention tasks using smart devices for preschool aged children for assessment of auditory attention, visual attention, and attention shifting abilities. We then evaluated their construct and concurrent validity of them. Methods : Sixty-seven 5- to 7-year-old children attending kindergarten were recruited. Newly developed computerized attention tasks and existing standardized attention tests such as Advanced Test of Attention (ATA) and Children's Color Trails Test-2 (CCTT-2) were successively administered. To examine the concurrent validity of these tasks, correlation coefficients between the participants' scores on the newly developed tasks and the scores on well-known measures were calculated for assessment of each component construct. We also examined the construct validity of the tasks using the developmental trend of the auditory attention, visual attention, and attention shifting abilities with age. Results : Significant correlations were observed between the scores of computerized attention tasks using smart devices and corresponding scores of ATA-auditory task, visual task, and CCTT-2. And there were significant linear increasing trends of correct scores with age from 5 to 7 years. Conclusion : This study provides promising evidence for the utility of computerized attention tasks using smart devices for preschool-aged children.

• Journal of Information Technology Services
• /
• v.16 no.1
• /
• pp.55-72
• /
• 2017

Many of the studies of visual attention that are currently underway are seeking ways to make application systems that can be used in practice, and obtained good results using not only simulated images but also real-world images. However, despite that previous studies of selective visual attention are models intended to implement the human vision, few experiments verified the models with actual humans and there is no standardized data nor standardized experimental method for actual images. Therefore, in this paper, we propose a new performance evaluation techniques necessary for evaluation of visual attention systems. We developed an evaluation method for evaluating the performance of the visual attention system through comparison with the results of the human experiments on visual attention. Human experiments on visual attention is an experiments where human beings are instinctively aware of the unconscious when images are given to humans. So it can be useful for evaluating performance of the bottom-up attention system. Also we propose a new selective attention system that guides the user to effectively detect ROI regions by using spatial and temporal features adaptively selected according to the input image. We evaluated the performance of proposed visual attention system through the developed performance evaluation method, and we could confirm that the results of the visual attention system are similar to those of the human visual attention.

• Sleep Medicine and Psychophysiology
• /
• v.6 no.1
• /
• pp.26-31
• /
• 1999

"Attention" is not defined sufficiently. This term incorporates several dimensions or complex information processes such as alertness, spatial distribution, focused attention, sustained attention, divided attention and supervisory attentional control. In practice, however, various aspects of attention cannot be assessed separately with a single test. Moreover, a particular test is never assessing attention only, because the several intervening variables may influence the attentional component. Therefore, one can only assess a certain aspect of human behavior with special interest for its attentional component. This paper attempted to clarify various concepts of attention, reviewed signal detection theories with receiver operating characteristic(ROC) curves, and listed practical methods for assessment of attention.

• Annual Conference on Human and Language Technology
• /
• 2020.10a
• /
• pp.37-41
• /
• 2020

본 논문에서는 Joint CTC/Attention 모델에 CTC ratio scheduling을 이용한 end-to-end 한국어 음성인식을 연구하였다. Joint CTC/Attention은 CTC와 attention의 장점을 결합한 모델로서 attention, CTC 단일 모델보다 좋은 성능을 보여주지만, 학습이 진행될수록 CTC가 attention의 학습을 저해하는 요인이 된다. 본 논문에서는 이러한 문제를 해결하기 위해, 학습 진행에 따라 CTC의 비율(ratio)를 줄여나가는 CTC ratio scheduling 방법을 제안한다. CTC ratio scheduling를 이용하여 학습한 결과물은 기존 Joint CTC/Attention, 단일 attention 모델 대비 좋은 성능을 보여주는 것을 확인하였다.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.5 no.9
• /
• pp.1613-1631
• /
• 2011

Several metrics have been reported in the literature to assess stereo image quality, mostly based on visual attention or human visual sensitivity based distortion prediction with the help of disparity information, which do not consider the combined aspects of human visual processing. In this paper, visual attention and depth assisted stereo image quality assessment model (VAD-SIQAM) is devised that consists of three main components, i.e., stereo attention predictor (SAP), depth variation (DV), and stereo distortion predictor (SDP). Visual attention is modeled based on entropy and inverse contrast to detect regions or objects of interest/attention. Depth variation is fused into the attention probability to account for the amount of changed depth in distorted stereo images. Finally, the stereo distortion predictor is designed by integrating distortion probability, which is based on low-level human visual system (HVS), responses into actual attention probabilities. The results show that regions of attention are detected among the visually significant distortions in the stereo image pair. Drawbacks of human visual sensitivity based picture quality metrics are alleviated by integrating visual attention and depth information. We also show that positive correlation with ground-truth attention and depth maps are increased by up to 0.949 and 0.936 in terms of the Pearson and the Spearman correlation coefficients, respectively.

• Korean Journal of Child Studies
• /
• v.30 no.5
• /
• pp.155-165
• /
• 2009

This study was conducted to identify relationships between toddler-teacher joint attention and toddlers' vocabularies. Toddlers' vocabularies were assessed by the MacArthur Communicative Development Inventory-Korean (MCDI-K) modified by Kim (2006); joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). Data were analyzed by means, t-test and Pearson's correlations. Results were that : (1) receptive vocabulary of toddlers was about 1.1 times as high as their expressive vocabulary. (2) Coordinated joint attention was observed most frequently, followed by supported joint attention; coordinated joint attention was closely related to support joint attention. (3) The relationship between toddler-teacher joint attention and toddlers' vocabularies were significant in a positive direction.

• Journal of Broadcast Engineering
• /
• v.25 no.6
• /
• pp.898-910
• /
• 2020

Single image-based super-resolution has been studied for a long time in computer vision because of various applications. Various deep learning-based super-resolution algorithms are introduced recently to improve the performance by reducing side effects like blurring and staircase effects. Most deep learning-based approaches have focused on how to implement the network architecture, loss function, and training strategy to improve performance. Meanwhile, Several approaches using Attention Module, which emphasizes the extracted features, are introduced to enhance the performance of the network without any additional layer. Attention module emphasizes or scales the feature map for the purpose of the network from various perspectives. In this paper, we propose the various channel attention and spatial attention in single image-based super-resolution and analyze the results and performance according to the architecture of the attention module. Also, we explore that designing multi-attention module to emphasize features efficiently from various perspectives.

• Korean Journal of School Psychology
• /
• v.16 no.2
• /
• pp.207-230
• /
• 2019

This study examined the effect of Attention Feedback Awareness and Control Training(A-FACT) on attention bias and generalized anxiety symptoms in college students. A total of 31 college students with at least 10 points on the Generalized Anxiety Disorder 7-item (GAD-7) scale or at least 56 points on the Korean version of the Penn State Worry Questionnaire (K-PSWQ) with attention bias were randomly assigned to one of three groups: A-FACT( n = 11), Attention Bias Modification (ABM)(n = 10) and Active Placebo Control (APC)(n = 10). Participants in A-FACT group received real-time feedback on attention bias based on their Baseline Neutral Response time(BNR) during A-FACT using a dot probe task. Participants in the ABM group received standard ABM, and those in the APC performed a dot probe task that they were informed was a program to reduce attention bias, but feedback was not provided. A total of eight sessions was conducted twice a week over a 4-week period. After every two sessions, GAD-7, K-PSWQ and K-STAI were rated. The effect of attention bias modification training was rated by changes in the Attention Bias Score(ABS), and in GAD-7, K-PSWQ and K-STAI scores. The results of repeated measure ANOVA indicated that the A-FACT group showed a significant decrease in ABS as well as in GAD-7, K-PSWQ and K-STAI scores compared to the other groups. Current results suggest that self-regulatory control of attention, that is, recognition of bias through feedback in A-FACT, may be effective in alleviating attention bias and generalized anxiety symptoms by recognizing bias through feedback on bias in attention bias modification training.

• Journal of Digital Convergence
• /
• v.11 no.10
• /
• pp.731-736
• /
• 2013

Recently attention deficit of children has caused various social problems. Those children who has symptoms like ADHD (Attention Deficit/Hyperactivity Disorder) has to be provided with methods which can enhance their attention level in a child-friendly way such as 3D games. This paper shows a research on how to measure the level of attention for attention deficit children using their favorite 3D games. Firstly, we speculated on the methods about attention measurement used in the medical area. And then we searched measurement variables which can effectively evaluate the level of attention during a game play time. Secondly, we have conducted experiment whether there exists difference about the value of the measurement variables between the two groups, normal children group and attention deficit children group. Those variables are omission error, commission error, average response time, and standard deviation of response time. Though our experiment has only been limited to visual attention level, four measurement variables revealed mutual differences.