• The Journal of the Korea Contents Association
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• v.11 no.4
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• pp.253-262
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• 2011

Cognitive-communicative disorders after traumatic brain injury(TBI) and right hemisphere damage(RHD) are different from other neurological disorders in nature. Therefore, it is not desirable to use aphasia tests in evaluating individuals with TBI or RHD. The aim of this study is to review assessment protocols on TBI and RHD, and literature related with them. As a result, it is recommended that individuals with TBI be examined in scope of the cognition including attention, memory, organization, reasoning, as well as the functional communication. Similarly, it is useful to consider high-order language related to various cognitive domains in assessing cognitive-communicative ability after RHD. In conclusion, we need to focus on the overall cognitive-communicative domains in an evaluative process of TBI and RHD. Furthermore, it is necessary to develop multiple items for individuals with cognitivecommunicative disorders for the purpose of differentiating these heterogeneous groups from other neurological disorders such as aphasia, and of making good use of them as a therapeutic manual.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.223-237
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• 2019

There is a close interaction between the linguistic-syntactic representation system and the affective representation system that appear in the mathematical process. On the other hand, since the mathematical conceptual system is fundamentally metaphoric, the analysis of the mathematical concept structure through linguistic representation can help to identify the source of cognitive and affective obstacles that interfere with mathematics learning. In this study, we analyzed the problem-solving protocols of mathematical gifted children from the perspective of cognitive language and meta-affect to identify the relationship between the functional characteristics of the text and metaphor they use and the functional characteristics of meta-affect. As a result, the behavior of the cognitive and affective characteristics of mathematically gifted children differed according to the success of problem solving. In the case of unsuccessful problem-solving, the use of metaphor as an internal representation system was relatively more frequent than in the successful case. In addition, while the cognitive linguistic aspects of metaphors play an important role in problem-solving, meta-affective attributes are closely related to the external representation of metaphors.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.441-448
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• 2019

The purpose of this is to investigate the factors of hospital selection in patients with mild cognitive impairment and to provide information to clinicians and medical institutions in preparation for the ongoing admission of patients with mild cognitive impairment. This study was carried out on 36 participants who agreed to participate in the study from May 1st, 2018 to September 30th, 2018. Data collection was performed using K-MMSE and hospital selection factor tool was modified and supplemented according to the study. The results of this study suggest that the distance from the residence or work place shall be closer to that of the hospital, with the easy of transportation, easy administrative procedure, hospital reputation, new services, service or physical therapy and occupation therapy(p <.05). The conclusion of this study is to inform the clinician about the selection factors of patients with mild cognitive impairment and change the marketing strategy of medical institutions prepare to mild cognitive impairment

• Journal of Convergence for Information Technology
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• v.10 no.12
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• pp.245-255
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• 2020

The purpose of this study was to investigate effects of 'activity program for effective storytelling' on the empathic ability and language teaching efficacy of a story grandmother. The subjects were 51 beautiful story grandmothers in Gangwon, Gyeongsangdo and Seoul. The research tools used the emotional empathy scale of Jeon(2003), and language teaching efficacy scale of Kim and Lee(2011). As for the research procedure, from March 06 to July 27, 2017, an 'activity program for effective storytelling' was conducted. For data analysis, a t-test of the corresponding sample was conducted to find the difference between the pre- and post-scores of the two variables. As a result of the study, first, the cognitive empathy ability between the story grandmother and the young children after applying the 'activity program for effective storytelling' was higher than that of the dictionary. Second, the language teaching efficacy between the story grandmother and the young children after applying the 'activity program for effective storytelling' was higher than that of the dictionary. Therefore, the 'activity program for effective storytelling' suggests that there is a positive effect on improving the cognitive empathic ability and language teaching efficacy of the story grandmothers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.5
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• pp.211-218
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• 2017

This study examined the effects of a computer-assisted cognitive rehabilitation program on the depression, cognitive functions, and daily functions of stroke patients. Forty-four stroke patients were divided into the treatment group and control group, consisting of 22 patients each. The patients in the treatment group were treated with a computer-assisted cognitive rehabilitation program for 6 weeks, 5 times a week, for a total of 30 times. Depression, cognitive functions, and daily functions was gauged by the BDI, NSCE, and k-MBI, respectively. The treatment group showed decreases in depression, and increases in both cognitive functions and daily functions by the end of the rehabilitation program. Compared to the treatment group, the control group did not show significant improvements in depression, cognitive functions, and daily functions. Therefore, these findings indicate that a computer-assisted cognitive rehabilitation program has a positive effect on depression, cognitive functions, and daily functions in stroke patients.

• Safety and Health at Work
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• v.11 no.2
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• pp.178-186
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• 2020

Background: Cognitive impairment is a public health burden. Our objective was to investigate associations between work hours and cognitive function. Methods: Multi-Ethnic Study of Atherosclerosis (MESA) participants (n = 2,497; 50.7% men; age range 44-84 years) reported hours per week worked in all jobs in Exams 1 (2000-2002), 2 (2002-2004), 3 (2004-2005), and 5 (2010-2011). Cognitive function was assessed (Exam 5) using the Cognitive Abilities Screening Instrument (version 2), a measure of global cognitive functioning; the Digit Symbol Coding, a measure of processing speed; and the Digit Span test, a measure of attention and working memory. We used a prospective approach and linear regression to assess associations for every 10 hours of work. Results: Among all participants, associations of hours worked with cognitive function of any type were not statistically significant. In occupation-stratified analyses (interaction p = 0.051), longer work hours were associated with poorer global cognitive function among Sales/Office and blue-collar workers, after adjustment for age, sex, physical activity, body mass index, race/ethnicity, educational level, annual income, history of heart attack, diabetes, apolipoprotein E-epsilon 4 allele (ApoE4) status, birth-place, number of years in the United States, language spoken at MESA Exam 1, and work hours at Exam 5 (β = -0.55, 95% CI = -0.99, -0.09) and (β = -0.80, -1.51, -0.09), respectively. In occupation-stratified analyses (interaction p = 0.040), we also observed an inverse association with processing speed among blue-collar workers (adjusted β = -0.80, -1.52, -0.07). Sex, race/ethnicity, and ApoE4 did not significantly modify associations between work hours and cognitive function. Conclusion: Weak inverse associations were observed between work hours and cognitive function among Sales/Office and blue-collar workers.

• Annual Conference on Human and Language Technology
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• 2009.10a
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• pp.67-72
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• 2009

ERP의 일종인 MMN(Mismatch Negativity)은 언어의 청각 인지정보 처리과정(central auditory processing)을 규명하는 데 유용한 수단으로 이용되어 왔다. 그런데, 최근의 연구들은 이러한 MMN이 청각 자극뿐만 아니라 시각 자극에 의해서도 검출될 수 있음을 밝혀냈다. 본 연구는 이러한 시각적 MMN을 이용하여 뇌에서 이루어지는 한국어 화자의 무의식적인 한국어 문자 정보처리과정을 규명하려고 시도하였다. 본 연구에서는 한국어의 글말 최소쌍 '므'/'모'와 '므'/'무', 이에 대응되는 비언어자극 '+ㅡ'/'+ㅗ'와 '+ㅡ'/'+ㅜ'(+표시의 아래에 모음을 붙여서 만든 인공문자, 그림1 참고)를 수동적(passive) Oddball paradigm으로 제시하고 언어 자극에 대한 EEG를 비언어자극과 비교 하에 측정, 분석하였다. 본 연구의 결과, 언어자극과 비언어자극 모두에서 시각적 MMN이 검출되었다. 하지만, 언어자극의 시각적 MMN이 비언어자극의 시각적 MMN보다 높게 나타남을 확인하였다. 이는 한국어 모국어화자들이 무의식적인 인지과정에서 언어자극이 갖는 물리적인 시각 정보뿐만 아니라 한국어 문자의 언어적 정보도 함께 처리하고 있음을 보여주는 것이다. 본 연구의 결과들은 한국어 글말의 무의식적인 인지처리과정을 밝혀주는 한편, 한국어 문자가 인지과학에서 갖는 중요한 지위를 보여줄 수 있을 것으로 기대된다.

• Proceedings of the KSPS conference
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• 2005.11a
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• pp.131-135
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• 2005

Previous studies on the bilinguals' lexical selection have suggested some evidence in favor of language-specific hypothesis. The purpose of this study was to see whether Korean-English bilinguals' semantic systems of Korean and English are shared or separated between the two languages. In a series of picture-word interference tasks, participants were to name the pictures in Korean or in English with distractor words printed either in Korean or English. The distractor words were either semantically identical, related, unrelated to the picture, or nonexistant. The response time of naming was facilitated when distractor words were semantically identical for both same-(Naming pictures in English/korean with English/Korean distractor words) and different-language pairs(Naming pictures in English with Korean distractor words and vice versa). But this facilitation effect was stronger when naming was produced in their native language, which in this case was Korean. Also, inhibitory effect was shown when the picture and its distractor word were semantically related in both same- and different-language paired conditions. These results show that bilinguals'two lexicons compete to some extent when selecting the target word. In this viewpoint, it can be concluded that the lexicons of either languages may not be entirely but partly overlapping in bilinguals.

• Journal of Christian Education in Korea
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• v.65
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• pp.9-27
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• 2021

Religious language learning is crucial for children's spiritual development and how each child is encouraged to speak about the Sacred will drive the capacities for healthily connecting with one another, God, and the nonhuman world. Religious educators have an ethical imperative to teach religion with a commitment to celebrating lived experiences, while resisting dogmatic instruction that stunts linguistic, cognitive, and spiritual development. Cultural influences must encourage approaches that nurture children's wonder and inquiry, by teaching religious language as a tool for meaning-making and expression.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.55-60
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• 2022

Acceleration of the pace of life, increasing the amount of information, the emergence of "clip way of thinking" as a phenomenon has led to the problem of choosing forms of presentation of educational materials to students. One of the ways to solve this problem is to use the means of visualization of information flow, forasmuch as the thinking of modern youth is more effective in perceiving visual images than verbal means. The purpose of the research is to prove the effectiveness of the use of visualization in the process of teaching Ukrainian as a foreign language to students with clip way of thinking. The following methods have been used, namely: analysis, synthesis, comparison, systematization and generalization of scientific literature; testing and surveys; pedagogical experiment; quantitative and qualitative analysis of data, interpretation and generalization of the research results. The essence of visualization means has been revealed; the expediency of their use in the methodology of teaching foreign students the Ukrainian language has been substantiated. It has been proven that the role of Ukrainian teachers lies in taking into account all new trends in teaching, integrating computer perception of information by foreign students into teaching technology and using cognitive visualization in order to intensify the learning process.