• 한국콘텐츠학회논문지
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• 제16권7호
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• pp.484-491
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• 2016

본 연구는 육아지원기관 이용기간과 아동의 언어 인지 발달 정도에 어떠한 상관관계가 있는지 연구하고, 이를 통해 아동 발달을 긍정적인 측면으로 이끄는데 그 목적이 있다. 이를 위하여 육아정책연구소 한국아동패널의 5차년도(2012) 자료를 사용하였으며, 조사에 응답한 1703가구 중 대상을 제외한 총 913가구를 대상으로 하였다. IBM SPSS Statistics SPSS 23 프로그램을 이용하여 빈도분석, t검정, 분산분석, 다중 선형회귀분석(multiple linear regression analysis) 등을 통하여 결과를 도출하였다. 분석 결과, 육아지원기관 이용 기간과 아동의 언어 인지발달 사이에 유의한 상관관계가 있었으며, 육아지원기관 이용기간이 길수록 아동의 언어 인지 발달이 높다는 것을 알 수 있었다. 이를 보건 정책에 적용하여 무상보육정책을 확대한다면, 아동의 언어와 인지 발달 정도에 긍정적인 영향을 미칠 것이라 예상된다.

• 한국실내디자인학회논문집
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• 제19권1호
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• pp.37-45
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• 2010

Children likes to play and learn by playing at anywhere as a psychological trait. Children's museum is designed for limited age of 'children,' they learn more actively by playing at the museum with interactive display. In this paper, we analyze Movement of Based on the Psychological Characteristics of Children and Analysis of Preferred Experience of Children's Museum according to Piaget's cognitive development process. It is significant study to investigate user's needs space proposal by grasping user's mentality. After itinerary tracking, we found children's preferred and non-preferred experience displays and as a result, we divided children's Museums into three types, M museum is represented by preoperational period, called 'Go around play' type ; Y museum is represented by 'concrete operational period', called 'Smart road play' type ; and H museum is represented by 'formal operational period' called 'Open search play' type. The conclusions are children's cognitive development stages depending on the age discrimination that the development of play, and preferred plays are different by children cognitive development process. In order to take advantage of children playing in the children's museum by taking into account the developmental aspects will have to be designed. Efficient for viewing by age should be different on the basis. This study has shown that, when planning a children's museum, Planners should discriminate the movements of children and analysis of preferred experience of children's museum according to three museum types friendly to children's cognitive development process.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권4호
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• pp.291-307
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• 2013

Piaget's revolutionary study on the cognitive development of children has focused on the development of logic. Logical operations and a variety of classifications based on the set of accepted rules involve convergent thinking. Children and adults have logical and creative thinking which deal with a reality of thinking. This study aims to examine a cognitive structure of students, which is closely related to the Piaget's cognitive development theories of students when creative thinking. Students were given an open mathematical problem and were expected to be able to take advantage of sensitivity, fluency, flexibility, originality, and elaboration which can be seen as clearly of their structure cognitive.

• 아동학회지
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• 제30권3호
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• pp.1-21
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• 2009

Using samples of working mothers with 0-to-47 month old children extracted from the National Longitudinal Survey of Youth (NLSY), this study investigated effects of mothers' job characteristics on parenting behaviors and young children's motor, social, and cognitive development. Date were analyzed by descriptive statistics and multiple regression analysis. Results indicated that (1) job dissatisfaction was negatively related to children's development. (2) Working fewer hours was positively associated with mothers' cognitively stimulating parenting behaviors. (3) Total earnings were a positive predictor of mothers' emotional support. (4) The availability of a flexible hour benefit was positively related to mothers' cognitive stimulation level but the availability of a paid sick and vacation days combined benefit was negatively related to mothers' cognitively stimulating parenting behavior.

• 아동학회지
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• 제18권2호
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• pp.177-190
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• 1997

The two major theoretical frameworks that have informed research on symbolic play and cognitive development were reviewed. Piaget and Vygotsky had different views of the role of symbolic play in children's development. For Piaget, play is primarily an assimilative activity; that is, in play, children modify reality to fit their existent cognitive schema and desires. In his view, play does not facilitate development, but it is used to consolidate existent concepts. For Vygotsky, play is a precursor to symbolization and is a leading factor in development. Particularly the lack of a sociocultural dimension in Piaget's theory brought about the influence of Vygotsky, for whom this dimension is central. However, the research yielded so far has not fully investigated the wider sociocultural elements that define and inform the play context. This article concludes by suggesting an approach to children's play that is directed by a proper estimation of the interaction between its cognitive, emotional, and sociocultural dimensions.

• Clinical and Experimental Pediatrics
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• 제57권8호
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• pp.363-369
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• 2014

Purpose: This study examines changes in developmental profiles of children with language delay over time and the clinical significance of assessment conducted at age 2-3 years. Methods: We retrospectively reviewed the medical records of 70 children (62 male, 8 female), who had visited the hospital because of delayed language development at 2-3 years, and were reassessed at ages 5-6. Language and cognitive abilities were assessed using multiple scales at the initial and follow-up visits. Results: At the initial test, 62 of the 70 children had mental development index (MDI) below 70 of Bayley Scales of Infant Development Test II. Of the 62 children in the follow-up assessment, 30 children (48.4%) remained within the same cognitive range (full-scale intelligence quotient, FSIQ<70 of Wechsler preschool and primary scale of intelligence), 12 had borderline intellectual functioning (FSIQ, 70-85), 6 improved to average intellectual functioning (FSIQ>85), and 5 had specific language impairment, 9 had autism spectrum disorders. At the initial test, 38 of the 70 children had cognitive developmental quotients (C-DQ) below 70. Of the 38 children in the follow-up assessment, 23 children (60.5%) remained within the same cognitive range (FSIQ<70). The correlation coefficient for MDI and FSIQ was 0.530 (P<0.0001) and that for C-DQ and FSIQ was 0.727 (P<0.0001). There was a strong correlation between C-DQ and FSIQ, and a moderate correlation between MDI and FSIQ. Conclusion: Low MDI scores reflect a specific delay in cognitive abilities, communication skills, or both. The C-DQ, receptive language development quotient, and social maturity quotient also help to distinguish between children with isolated language delay and children with cooccurring cognitive impairment. Moreover, changes in the developmental profile during preschool years are not unusual in children with language delay. Follow-up reassessments prior to the start of school are required for a more accurate diagnosis and intervention.

• 한국산학기술학회논문지
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• 제21권5호
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• pp.150-166
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• 2020

본 연구는 인지예비능 이론에 입각하여 인지기능감퇴를 호소하는 갱년기 여성들을 위해 인지기능훈련 프로그램을 개발하고자 하였다. Jung의 웹기반 교수-학습 체제 설계의 절차적 모형에 근거하여 분석, 설계 및 개발 단계를 거쳐 개발하였다. 인지기능훈련 프로그램은 8주간의 프로그램으로 모바일 애플리케이션을 활용한 인지훈련과 동영상 교육이며 총 24회기로 매 회기는 20~30분이 소요되며 3회/주 하도록 구성되었다. 인지기능훈련은 갱년기 여성들에 있어서 가장 취약한 인지영역으로 확인된 기억력, 주의집중력, 언어기능과 통합적 집행기능을 위한 시나리오기반 문제해결 등으로 내용을 구성하였다. 각 주차별 교육내용은 갱년기의 정의, 원인 및 증상, 갱년기와 뇌기능 등 총 8가지 주제로 개발되었다. 프로그램 시범운영을 위해 인지기능감퇴를 호소하는 10명의 갱년기 여성을 대상으로 인지기능훈련 프로그램을 적용하여 훈련 전과 훈련 8주후 인지기능의 효과를 측정한 결과 전반적 인지기능이 증가되었고 통계적으로 유의하였다(t=-3.04, p=.014). 모바일 앱 기반 인지기능훈련 프로그램은 기억력 향상뿐만 아니라 잠재적 치매 유병율을 감소시키는 효과도 기대할 수 있을 것이라 기대된다.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.357-363
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• 2004

이 연구의 목적은 생각하는 과학 프로그램이 초등학교 학생들의 인지발달 가속과 인지과정 기능의 발달에 미치는 효과를 알아보는 것이었다. 이 연구에는 초등학교 5학년 305명이 참여하였으며, 연구 대상을 실험 집단과 통제집단으로 나눈 후 실험집단에게는 2년동안 생각하는 과학 프로그램을 처치하였다. 연구 결과, 생각하는 과학 프로그램에 의한 초등학생의 인지발달 가속 효과는 있었다. 그리고 성별에 따른 인지발달 가속 효과를 살펴본 결과 여학생에게만 효과가 있었다. 또한 생각하는 과학 프로그램은 초등학생의 인지과정 기능의 발달에도 효과가 있었고, 인지과정 기능 영역별로 살펴본 결과 주의와 동시적 정보처리 영역에서 효과가 있었다. 이러한 결과는 생각하는 과학 프로그램이 인지과정 기능에 대해 원전이 효과가 있음을 보여주는 것이다.

• 한국초전도학회:학술대회논문집
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• 한국초전도학회 2009년도 Korea Superconductivity Society Meeting 2009
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• pp.10-10
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• 2009

• 로봇학회논문지
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• 제11권2호
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• pp.41-50
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• 2016

This paper describes the effect of a robot cognitive rehabilitation program on cognitive functions for the elderly with mild cognitive impairment, and compares it with traditional cognitive therapy programs. Three experiment groups including cognition therapy group, robot cognitive rehabilitation group, and hybrid group have been sampled and one comparative group has been organized for this research. 32 old people whose ages are between 61 and 88 with mild cognitive impairment participated in the programs with an admission of W care hospital. According to the program results, the cognitive therapy program alone had shown a positive effect on the attention function, and the robot cognitive rehabilitation program alone had a positive effect on the total intelligence and memory function. However, a simultaneous operation with both programs had shown a positive effect on the three intelligence areas such as total, basic, and management quotients as well as attention and memory functions as subsidiary factors. This paper has verified that the proposed robot cognitive rehabilitation program makes a positive effect on a cognitive function and plays a complementary role with traditional cognitive therapy programs.