• Proceedings of the Zoological Society Korea Conference
• /
• 1999.10b
• /
• pp.308.1-308
• /
• 1999

No Abstract, See Full Text

• The Journal of Korean Physical Therapy
• /
• v.18 no.4
• /
• pp.1-9
• /
• 2006

Recently, several investigations revealed that after unilateral brain damage, movement abnormalities were exposed on the ipsilateral side as well as the upper extremity contralateral to the damaged hemisphere. Even the motor abilities had significantly recovered from ipsilateral motor deficits on not only simple sensoriomotor function, also clinical assessments since subacute stage, although could not completely returned. Such motor deficits were detected in a diversity of motor tasks depending on the interhemispheric specialization, further in clinical evaluation and a daily of activities. In the clinical features, muscular weakness, sensory loss and impaired manual dexterity were observed. In a laboratory experiment, there were increasing evidences that the kinematic processing deficits was founded in various-specific motor tasks, which ranged from simple basic element to complex tasks, such as tapping task, step-tracking, goal directional aiming task, and iso(and non-)directional interlimb coordination. In the point of view, the manifest understanding in related to ipsilateral deficits provide the clinicians with an important information for scientific management about brain injured patient's prognosis and therapeutic guidelines.

• Journal of Gifted/Talented Education
• /
• v.5 no.2
• /
• pp.91-119
• /
• 1995

The purpose of this study was to research the brain development program of childrens. Information gained from this study may be useful to school teachers who seek educational psychologist who are willing to guide students with potential minds. This study aimed to answer the research question as follows; What educational brain development program and strategegies did the children thinking as having influenced their potential minds. What educational brain development program and strategegies did the teachers thinking as having influenced their potential minds. To investigate the elementary students in kang seo gu bang hwa dong were selected. And the writing mind maps were examined for reports of mind maps. Some of the more salient findings are presented: Most of the elementary school 30 students came from very well mind maps where mind potential mind toward thinking. this study of the elementary school teacher came form well mind maps where mind potential mind toward thinking. The mind maps seemed to have been influenced positively in children brain development. Educational condition and events such as recommendation from mind maps had more effect on thinking than learning experiences had.