• Dementia and Neurocognitive Disorders
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• v.23 no.3
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• pp.117-126
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• 2024

Background and Purpose: The Korean-Mini Mental State Examination, 2nd edition (K-MMSE~2) was recently released. This study aimed to determine whether the K-MMSE~2: Standard Version (K-MMSE~2:SV) had the same test characteristics as the K-MMSE. Methods: A total of 1,514 healthy community-based participants aged 19 to 90 years were administered the K-MMSE~2:SV Blue Form along with the language items from the K-MMSE. The item and test characteristics and test information for the K-MMSE~2:SV and K-MMSE were compared using Item Response Theory analysis. Results: Item discriminations for the K-MMSE~2:SV and K-MMSE were above the moderate range for all items except Recall. Most of the items on the K-MMSE~2:SV and K-MMSE had item category difficulty in the very easy or easy range. The test information curve (TIC) showed that the K-MMSE~2:SV and K-MMSE provide almost the same amount of information (27.86 vs. 28.44), with both tests providing the most information at an ability level of -1.57. The generalizability (G) coefficient for the K-MMSE~2:SV and K-MMSE was 0.99. Conclusions: These results indicate that the K-MMSE~2:SV and K-MMSE are equally optimal tests for screening for mild cognitive impairment and early dementia. Given that the amount of test information provided by the two tests was almost identical, the shapes of the TICs were very similar, and the G coefficient was close to 1, we can conclude that the K-MMSE and K-MMSE~2:SV are equivalent tests.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.11
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• pp.5005-5011
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• 2011

The purpose of this work is to know the validity of a new stimulation method in cognitive functional imaging using custom-designed images correspond to words or syllables improving the shortcomings of existing method using text. From March 2011 to May five Subjects in need of language related functional MRI scanning were selected and both of text stimulating method and image stimulating method sacanning were carried out three times each. Using 3.0T Philps MRI machine and Invivo Co's Eloquence system, data acquisition was performed with EPI-BOLD technique. Post processing was performed with SPM 99 while the activated signals were determined within 95 percent confidence level.The number of activation clusters and the activation ratio inside ROI were compared. As as result, all of the subject showed activation inside Broca area but it did not have statistical significance. In conclusion, the image sitimulation method has potential because image itself is a common means of recognition and it can be recognised easily even if there language barrier. This stimulation method can be applied to replacing the exising scanning method especially in the elderly, infants, foerigners who may not fully understand about the examination.

• Journal of Korean Society of Neurocognitive Rehabilitation
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• v.10 no.2
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• pp.35-44
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• 2018

This study was conducted to explore the effects of semi-structured $DIRFloortime^{(R)}$ treatment on the enhancement of language comprehension and information processing of children with high-performance autistic spectrum disabilities. We measured the general characteristics of the test subjects, which are level of autism, total intelligence, language comprehension and information processing indicators. The intervention method used was a semi-structured $DIRFloortime^{(R)}$ therapy using board game intervention program after revising and supplementing the expert content validity. A pre/post-test for a group was designed as a similar experiment and the pre/post test was initiated with the t certification at .05 of significance level. After initiating the program, the post test has shown that the language comprehension indicators showed statistically significant levels of difference (p<.001) and the information processing indicator also had a statistically significant effect (p<.001). There was a statistically significant difference (p<.001) in the level of verbal comprehension index after the program implementation, and statistically significant differences in the information processing index (p<.001). The semi-structured $DIRFloortime^{(R)}$ treatment using boardgames for enhancing the language comprehension and information processing indicators of children with high performance autistic spectrum disorder had a significant effect.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.197-207
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• 2022

In this paper, we develop a machine learning based block code generation and recommendation model for the purpose of reducing cognitive load of learners during coding education that learns the learner's block that has been made in the block programming environment using natural processing model and fine-tuning and then generates and recommends the selectable blocks for the next step. To develop the model, the training dataset was produced by pre-processing 50 block codes that were on the popular block programming language web site 'Entry'. Also, after dividing the pre-processed blocks into training dataset, verification dataset and test dataset, we developed a model that generates block codes based on LSTM, Seq2Seq, and GPT-2 model. In the results of the performance evaluation of the developed model, GPT-2 showed a higher performance than the LSTM and Seq2Seq model in the BLEU and ROUGE scores which measure sentence similarity. The data results generated through the GPT-2 model, show that the performance was relatively similar in the BLEU and ROUGE scores except for the case where the number of blocks was 1 or 17.

• International Journal of Computer Science & Network Security
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• v.24 no.7
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• pp.157-169
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• 2024

The article presents an analysis of innovative teaching technologies as a way to increase students' competitiveness. The author found that innovative technologies in education are information and communication technologies relying on computer-based learning. The structure, content of educational software, organization of Web-space are important when using innovative teaching technologies in English classes. We conducted the study in several stages: comparative analysis, synthesis, classification and systematization of the results of psychological and pedagogical, educational and methodological research; study of legislative acts, periodicals in order to identify the state of the research issue, and determining the directions of its solution, as well as subject, goal and objectives of the study. We used modelling to create situations of foreign language professional communication of future IT specialists. Empirical methods involved questionnaires used for identifying the motives of professional development and determining the features of the educational activities of future IT specialists in the process of training. The methods of mathematical statistics allowed to scientifically describe and systematize the obtained data, to identify the quantitative relationship between the studied phenomena, to analyse and summarize the results. We conducted a socio-psychological study during 2016 - 2019. It involved 255 first- and fourth-year students of National Technical University of Ukraine "Igor Sikorsky Kyiv Poly-technic Institute." Innovative information and communication technologies that improve the educational and cognitive activity of students, as well as increase the level of their knowledge have become important in teaching a foreign language in higher educational institutions. These technologies include MOODLE - Modular Object-Oriented Dynamic Learning Environment, business game, integrated pedagogical technology, case study technology. Thus, the information-rich learning process in combination with the use of innovative technologies, well-organized e-learning, interactive training courses, multimedia tools improves the program of teaching and learning foreign languages in general, and English in particular, improves the level of knowledge of future IT specialists and motivation to study and learn foreign languages, allows students to use a variety of authentic materials. We state that all these factors influence the process of individualization of learning and contribute to the successful mastery of a foreign language.

• Korean Journal of Cognitive Science
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• v.35 no.2
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• pp.129-159
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• 2024

In the process of reading, readers can process information not only within the fixated region, known as the fovea, but also in the parafoveal region to the right of the fovea. While the parafoveal semantic preview effect has been confirmed in eye-tracking experiments using boundary techniques, research on how the parafoveal preview effects differ depending on the degree of semantic relatedness is still limited. This study investigates the parafoveal preview effects as a function of semantic relatedness with the target word. The experiment utilized Korean-Chinese bilinguals and presented mixed-language sentences as experimental stimuli. Four parafoveal preview conditions were applied to the target words in each sentence: (1) Korean identical condition, where the parafoveal word was the same as the target word (e.g., "나라," meaning "country" in English), (2) Chinese synonymous condition, where the parafoveal word had the same meaning as the target word (e.g., "国家," also meaning "country" in English), (3) Chinese semantically related condition, where the parafoveal word was semantically related to the target word (e.g., "政权," meaning "political power" in English), and (4) Chinese unrelated condition, where the parafoveal word was semantically unrelated to the target word (e.g., "围裙," meaning "apron" in English). The study explored the parafoveal preview effect in terms of the degree of semantic association with the target word. We found the most pronounced preview effect in conditions where the preview and the target word shared the same meaning, and we also observed preview effects in conditions where the semantic relatedness with the target word was relatively weak. This study suggests that the degree of semantic relatedness between the parafoveal preview word and the target word can influence readers' reading processes. It contributes to a better understanding of readers' eye movements and comprehension processes, with potential implications for the development of effective reading strategies and educational methods.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.413-423
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• 2011

Programming education has the favorable influence on creative logical thinking and problem-solving ability of students. However programming has not been actively taught at the elementary schools. One of the causes is the lack of systematic curriculum. In this paper, we design the curriculum for 'Understanding of Information Processing' in revised ICT educational guidelines using the educational programming language Scratch. We propose curriculum that consists of 4 lessons for 1st and 2nd graders, 5 lessons for 3rd and 4th graders, and 6 lessons for 5th and 6th graders to lesson the cognitive load, and present the instruction plans. Selected group of experts verified our proposed curriculum and instruction plans. According to verification results, we can conclude that almost the area including the targets, educational factors, learning content, amount of learning, instruction plans are appropriate. The curriculum proposed in this paper can help the elementary students learn programming efficiently, and develop their logical thinking, problem-solving ability, creativity, and information processing ability.

• Journal of the Korea Convergence Society
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• v.12 no.9
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• pp.93-98
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• 2021

The change of programming language learning experience on learning motivation was analyzed. Learning a programming language is generally evaluated as a difficult process even for majors. Measuring psychological changes related to programming learning at this point in expanding to non-majors is necessary for learner analysis. The overall learner attitude change was investigated by measuring achievement goals, academic interest, academic self-efficacy, cognitive involvement, and academic self-regulation, which are motivation-related factors. All factors related to learning attitude showed a decrease in the post-test results. This result is interpreted that the difficulty of the learning process decreased the motivation to learn programming. It was found that the greater the difficulty perceived by the learner, the greater the decrease in the motivation to learn. Based on the results of this study, it has implications that a learning environment and learning process that can give feedback and a situation that can reduce the level of learning difficulty felt by learners should be systematically given.

• Journal of Korean language education
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• v.25 no.1
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• pp.169-201
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• 2014

The purpose of this research is to analyze the problems of the way of the 32th TOPIK(advanced)'s management for the disabled examinee and to prescribe the management of the TOPIK for them. Since the TOPIK started in 1997, the number of examinee who take it as a qualifying exam for the university entrance have gradually increased. The first disabled examinee who wants to use the result of the TOPIK for entrance into the post graduated university took the 32th TOPIK(advanced level). However, there was no examination regulations and detailed management method for the disabled. The biggest problem was the examinee could not have braille test and answer. The exam supervisor read all that is printed on the test sheet. It caused two big problems. 1) The essay question in writing test became an oral test. 2) The strategies of answering to multiple choice questions could not be used in vocabulary/grammar, writing, listening, and specially reading section. The first problem is occurred because writing and speaking have different cognitive process. The second one can be strongly related to the result in reading section. Above all, these disrupt accurate assessment of the examinee's writing and reading achievement. Therefore, this research insists the TOPIK needs to have the regulation and prescribe the management for the disabled. This research suggests 5 regulations for the blind examinee which covers the test time, supervisor, place and request of the examinee. These refer to the regulation for the disable in the other tests, such as the college scholarship ability test, TOEFL, TEPS, and a civil service exam.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.267-274
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• 2019

The purpose of this study was to investigate the relationship between parenting attitude and child development. For this purpose, a survey was conducted to parents and children who visited child development centers and child-related welfare institutions located in Seoul and the Seoul metropolitan area. Total 230 pieces of survey papers were prepared, and 183 of them - except for 47 copies which were judged to be unreliable were used for the test analysis. Data analysis was performed using SPSS version 18.0 and descriptive statistical analysis was performed to analyze general characteristics of the subjects. In order to analyze the parenting attitude and developmental relationship of the children, the regression analysis was performed. Parents' parenting attitude - especially pressure and excessive expectation were found to have an effect on self-ridicule behaviors of children, and supervision and excessive expectation were found in small muscle exercise. Achievement pressure and excessive expectation were also the main variables in expression language and language understanding. Achievement pressure, director and excessive expectation were found to have effects on children's cognitive development.