• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.563-581
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• 2016

Studies on meta-affect in problem solving tried to build similar structures among affective elements as the structure of cognition and meta-cognition. But it's still need to be more systematic as meta-cognition. This study defines meta-affect as the connection of cognitive elements and affective elements which always include at least one affective element. We logically categorized types of meta-affect in problem solving, and then observed and analyzed the real cases for each type of meta-affect based on the logical categories. We found the operating mechanism of meta-affect in mathematical problem solving. In particular, we found the characteristics of meta function which operates in the process of problem solving. Finally, this study contributes in efficient analysis of meta-affect in problem solving and educational implications of meta-affect in teaching and learning in problem solving.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.143-149
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• 2010

Although importance of music education for the mentally retarded children is realized, it is hard to improve study effects for those children with the existing music education methods due to cognitive disorders of the children. In the paper, we propose a system to improve music cognition ability of the mentally retarded children. The system is designed based on the existing MMCP theory. Our system has the following characteristics. First, the system can improve cognitive, physical, social and emotional development as well as development of music cognition ability. Second, the individualized music education is possible for the children. Third, more active and interactive education is possible.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.384-393
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• 2017

The purpose of this study was to find out the subjective cognition-patterns of school aged children with borderline intelligence function to the School using Q Methodology. Q-sample was included 21 statements obtained from literatures and in-depth interviews with 4 specialist & 4 children with borderline intelligence function. P-sample was consisted through the consent of 18 children with borderline intelligence function and their parents. The 21 selected Q-statements were classified into a normal distribution using a 5 point scale. The collected data analyzed using a Quanl PC program. This study found out two subjective cognition-patterns of school aged children with borderline intelligence function to the school. Two types were 'participatory & dependent type', and 'onlooking & atrophic type'. This research finding can be used to make clear understanding on diverse voices of school aged children with borderline intelligence function to the School. And this result will attribute to mediations of educational welfare practice for maintaining a safe & healthy learning environment.

• Nutrition Research and Practice
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• v.10 no.3
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• pp.274-281
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• 2016

BACKGROUND/OBJECTIVES: The accumulation of amyloid-${\beta}$ ($A{\beta}$) in the brain is a hallmark of Alzheimer's disease (AD) and plays a key role in cognitive dysfunction. Perilla frutescens var. japonica extract (PFE) and its major compound, rosmarinic acid (RA), have shown antioxidant and anti-inflammatory activities. We investigated whether administration of PFE and RA contributes to cognitive improvement in an $A{\beta}_{25-35}$-injected mouse model. MATERIALS/METHODS: Male ICR mice were intracerebroventricularly injected with aggregated $A{\beta}_{25-35}$ to induce AD. $A{\beta}_{25-35}$-injected mice were fed PFE (50 mg/kg/day) or RA (0.25 mg/kg/day) for 14 days and examined for learning and memory ability through the T-maze, object recognition, and Morris water maze test. RESULTS: Our present study demonstrated that PFE and RA administration significantly enhanced cognition function and object discrimination, which were impaired by $A{\beta}_{25-35}$, in the T-maze and object recognition tests, respectively. In addition, oral administration of PFE and RA decreased the time to reach the platform and increased the number of crossings over the removed platform when compared with the $A{\beta}_{25-35}$-induced control group in the Morris water maze test. Furthermore, PFE and RA significantly decreased the levels of nitric oxide (NO) and malondialdehyde (MDA) in the brain, kidney, and liver. In particular, PFE markedly attenuated oxidative stress by inhibiting production of NO and MDA in the $A{\beta}_{25-35}$-injected mouse brain. CONCLUSIONS: These results suggest that PFE and its active compound RA have beneficial effects on cognitive improvement and may help prevent AD induced by $A{\beta}$.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.1
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• pp.54-64
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• 2015

Purpose: The purpose of this study was to investigate the effects of simulation in nursing education based on caring for elderly cognition disorder patients. The education consisted of a caring program for patients that included a process of assessment of a patient's mental status, diagnosis of the patient's health condition, and intervention to address the problems by using therapeutic communication. Methods: A nonequivalent control group pretest-posttest design was used. A total of 69 subjects (undergraduate students) participated in the education and they were assigned to two groups: the experimental group (n=32) and the control group (n=37). Data-gathering structured questionnaires that included communication competence, academic self-efficacy, and attitudes about the elderly. The data were collected from October 2013 to December 2013, and statistical analyses were conducted with-test and t-test using the SPSS 21.0 program. Results: With respect to education, there was significant improvement in communication competence in the experiment group (t=2.41, p=.022) compared with in the control group (t=.69, p=.494). However, there was no statistically significant difference in academic self-efficacy and attitude about the elderly. Conclusion: Simulation-based education should continue to be developed further for better elderly-patient care. Integrated education in particular using a high-fidelity simulator will contribute to improvements in nursing competence in this area.

• Journal of Ginseng Research
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• v.40 no.1
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• pp.55-61
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• 2016

Background: A number of neurological and neurodegenerative diseases share impaired cognition as a common symptom. Therefore, the development of clinically applicable therapies to enhance cognition has yielded significant interest. Previously, we have shown that activation of lysophosphatidic acid receptors (LPARs) via gintonin application potentiates synaptic transmission by the blockade of $K^+$ channels in the mature hippocampus. However, whether gintonin may exert any beneficial impact directly on cognition at the neural circuitry level and the behavioral level has not been investigated. Methods: In the current study, we took advantage of gintonin, a novel LPAR agonist, to investigate the effect of gintonin-mediated LPAR activation on cognitive performances. Hippocampus-dependent fear memory test, synaptic plasticity in the hippocampal brain slices, and quantitative analysis on synaptic plasticity-related proteins were used. Results: Daily oral administration of gintonin for 1 wk significantly improved fear memory retention in the contextual fear-conditioning test in mice.We also found that oral administration of gintonin for 1 wk increased the expression of learning and memory-related proteins such as phosphorylated cyclic adenosine monophosphate-response element binding (CREB) protein and brain-derived neurotrophic factor (BDNF). In addition, prolonged gintonin administration enhanced long-term potentiation in the hippocampus. Conclusion: Our observations suggest that the systemic gintonin administration could successfully improve contextual memory formation at the molecular and synaptic levels as well as the behavioral level. Therefore, oral administration of gintonin may serve as an effective noninvasive, nonsurgical method of enhancing cognitive functions.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.51-69
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• 2012

The cognition of an intrinsic attribute play an important role in the process of theoretical generalization. It is the aim of this paper to study how the theoretical generalization is made. First of all, we suggest the What-if-only-strategy(WIOS) which is the strategy helping the cognition of an intrinsic attribute. And we propose the process of the theoretical generalization that go on the cognitive stage, WIOS stage, conjecture stage, justification stage and insight into an intrinsic attribute in order. We propose the process of generalization adding the concrete process cognizing an intrinsic attribute to the existing process of generalization. And we applied the proposed process of generalization to two mathematical theorem which is being managed in middle school. We got a conclusion that the what-if-only strategy is an useful method of generalization for the proposition. We hope that the what-if-only strategy is helpful for both teaching and learning the mathematical generalization.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.93-101
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• 2006

The purpose of this study was to investigate the cognition of high school students and science teachers on the endocrine disruptors. Subjects of this study were 204 high school students and 26 science teachers. The results were as follows. Students obtained informations about endocrine disruptors mainly through mass media like TV, radio or lesson in school. Most of them were interested in endocrine disruptors and they thought that endocrine disruptors were very dangerous for people. And they preferred learning materials such as movies, images, and animations, but they didn't want to participate in activity of education on endocrine disruptors actively. Science teachers has agreed to needs of education on endocrine disruptors and has required education programs such as movies, images or animations for effective endocrine disruptors education.

• Journal of Korea Multimedia Society
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• v.25 no.4
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• pp.649-659
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• 2022

The most important factor in pre-school children's psychological perception is ease of learning, and the closest measure is "natural" interaction. This study aims to explore the potential of tangible user interfaces (TUI) for AR collaboration for children's cognitive development. The conceptual model is constructed by analyzing physical interaction, spatial perception and social collaboration on the usability of TUI, to explore the role of TUI in pre-school children's cognition. In the empirical study, children aged 3-6 were taken as research objects. The experimental tool is "Plugo" education application. Parents answered questionnaires after observing their children's use. Research shows that physical interaction are the most critical factor in TUI. TUI is beneficial to the cultivation of spatial ability. The results are as follows: 1. Cronbach's Alpha and KMO were 0.921 and 0.965, which were significant and passed the reliability and validity test. 2. Through confirmatory factor analysis (model fit index, combinatorial validity), we found that physical interaction were closely related to usability. 3. The path analysis of the relationship proves that usability has a significant impact on the cultivation of pre-school children's spatial ability.

• Journal of the Korean Chemical Society
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• v.50 no.5
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• pp.385-393
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• 2006

In this study, we analyzed the effects of science inquiry learning that applies open-ended hypothesis-testing learning model in a high school chemistry class of grade 11 in respect of science process skills, science-related attitude, and appreciation towards science class by cognitive level. Open-ended science inquiry learning activities on Metals and their applications unit in Chemistry I were developed and applied to the treatment groups while the conventional science activities were applied to the control groups. Four classes of 92 students in a high school located in Seoul were assigned into the treatment and control groups, respectively. According to the results in the test of science process skills, the students treated with the alternative experiments emphasizing open-ended hypothesis-testing obtained higher scores in experimental design, data conversion and description, and hypothesis test than those with conventional experiments but not in problem cognition and definition and hypothesis fixing'. There was negative effect on science-related attitude due to increased roles and tasks in the open-ended science inquiry learning activities.