• Phonetics and Speech Sciences
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• v.6 no.2
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• pp.163-174
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• 2014

Korean L2 speakers have many problems learning the pronunciation of English words. One of these problems is vowel epenthesis. Vowel epenthesis is the insertion of vowels into or between words, and Korean learners of English typically do this between successive consonants, either within clusters, or across syllables, word boundaries or following final coda consonants. The aim of this study was to investigate whether individual differences in vowel epenthesis are more closely related to the perception and production of segments (vowels and consonants) and prosody or if they are relatively independent from these processes. Subjects completed a battery of production and perception tasks. They read sentences, identified vowels and consonants, read target words likely to have epenthetic vowels (e.g., abduction) and demonstrated stress recognition and epenthetic vowel perception. The results revealed that Korean second-language learners (L2) have problems with vowel epenthesis in production and perception, but production and perception abilities were not correlated with one another. Vowel epenthesis was strongly related to vowel production and perception, suggesting that problems with segments may be combined with L1 phonotactics to produce epenthesis.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.171-189
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• 2004

Children develop emotional intelligence during the early years of life, and according to experts, emotional intelligence(EI) is a more reliable predictor of academic achievement than IQ. However, nowadays children appear to be low on emotional well-being. This has potentially negative consequences, not only for academic achievement but also for personal relationships. The purpose of this study was to develop emotional education program for young children(EEPYC). In this study, EI is defined to carry out reasoning in regard to emotions and to use emotion for enhancement of thought. Designed to facilitate development of young children's EI. EEPYC is based on the four branch model, which is mental EI model and based on the guiding principle of Collaborative to Advance Social and Emotional Learning. The subgroups(curricular) that compose EEPYC are Emotional Perception, appraisal, and expression, Self-recognition program, Self-esteem program, Emotional Stress Regulation, Emotional problem solving & conflict resolution. EEPYC has the potential of fostering emotional intelligence. Moreover, EEPYC can promote a motivation, prosocial activity, and regulation of stress. This helps young children to develope cognition and emotion in harmonious fashion.

• Journal of Medicine and Life Science
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• v.17 no.3
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• pp.86-93
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• 2020

The study aimed to understand medical students' experiences of emotional changes, including their method of adapting to experiences, and the effect of the experiences in shaping their identities. We interviewed 12 medical students who were finishing their 1-year clinical internship in 2016. Data on their opinions and reasons for emotional changes during their school life were obtained. The descriptive phenomenological approach was applied to analyze the interviews. Their stress came from disappointment in themselves, competitive environment, observing a change in their personalities, meeting their parents' expectations, and interpersonal relations. The interviewees adjusted to the medical study by exercising self-control in their studies and daily lives, by practicing self-acceptance and observing their state of mind, and by breaking free from the competition-driven environment and obsession with grades. In addition, they cultivated endurance and found external support. Finally, they achieved self-efficacy and were comfortable in their identity as medical students. They still had to address the stress from working relationships and the difficulty in balancing studies and life. The medical students' self-evaluation and compulsive tendencies increased during the medical course due to the burden of studies. They evolved by learning self-control and introspection and seeking ways to adapt. Understanding this growth process of medical students will improve student support in medical schools.

• Korean Medical Education Review
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• v.24 no.3
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• pp.215-230
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• 2022

The purpose of this study was to explore the psychosocial characteristics of academically maladjusted students and the College's current status regarding academic maladjustment based on 4-year medical student cohort data collected from 2018 to 2021 and through interviews with 10 medical education experts using the integrated research method. This study included 223 students who consented to inclusion in the student cohort and participated in the emotional behavior test and college adaptability test of whom 65 students experienced academic maladjustment. Academically maladjusted students had significantly higher scores for social stress, anxiety, sense of inadequacy, attention, hyperactivity, and school maladjustment, and significantly lower scores for relationships with parents, interpersonal relationships, self-esteem, self-confidence, and self-strength. Academic and social integrity, emotional stability, university satisfaction, and university service satisfaction were all significantly lower in the academically maladjusted students than in the non-maladjusted group. The expert interviews indicated that academic maladjustment was mainly recognized as a personal problem, with causes such as lack of motivation and learning methods, vulnerability to stress, lack of social relationships and alienation, lack of support from the family, and insufficient resilience. Systematic support other than counseling for academically maladjusted students is required, and an early diagnosis and preventive intervention are important.

• Korean Medical Education Review
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• v.26 no.2
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• pp.140-154
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• 2024

A physician's empathy plays a crucial role in patient-centered care, and in modern medicine, patients, their caregivers, and society demand a high level of empathy from healthcare providers. The conceptualization of clinical empathy, which has emphasized cognitive empathy since the mid-20th century, has been widely accepted in medical schools and the healthcare industry without much critical ref lection. This study provides an overview of the ongoing debates on empathy versus sympathy and cognitive empathy versus affective empathy to clarify the concept of empathy. Based on recent research findings, clinical empathy is proposed to encompass three components: cognitive empathy, affective empathy, and empathic motivation. It is suggested that fully demonstrating these components requires empathic communication skills. Additionally, the cognitive characteristics of medical students and the features of the academic environment demonstrate the need for education to strengthen their empathy skills. Considering this, proposed intervention methods that medical schools can consider include utilizing tutoring programs and debriefing processes for team activities, which can facilitate problem-solving as a coping strategy for stress. Learning communities can create an environment where students can receive social support and recover from stress. Medical schools can contribute to the development of students' professional identities as practicing clinicians who embody empathy and respect by cultivating professors as positive role models. Additionally, utilizing scales to assess the empathic nature of doctor-patient communication or incorporating patients and caregivers as evaluators can actively improve empathic communication skills.

• Biomolecules & Therapeutics
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• v.32 no.3
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• pp.309-318
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• 2024

Compared to other organs, the brain has limited antioxidant defenses. In particular, the hippocampus is the central region for learning and memory and is highly susceptible to oxidative stress. Glial cells are the most abundant cells in the brain, and sustained glial cell activation is critical to the neuroinflammation that aggravates neuropathology and neurotoxicity. Therefore, regulating glial cell activation is a promising neurotherapeutic treatment. Quinic acid (QA) and its derivatives possess anti-oxidant and anti-inflammatory properties. Although previous studies have evidenced QA's benefit on the brain, in vivo and in vitro analyses of its anti-oxidant and anti-inflammatory properties in glial cells have yet to be established. This study investigated QA's rescue effect in lipopolysaccharide (LPS)-induced behavior impairment. Orally administering QA restored social impairment and LPS-induced spatial and fear memory. In addition, QA inhibited proinflammatory mediator, oxidative stress marker, and mitogen-activated protein kinase (MAPK) activation in the LPS-injected hippocampus. QA inhibited nitrite release and extracellular signal-regulated kinase (ERK) phosphorylation in LPS-stimulated astrocytes. Collectively, QA restored impaired neuroinflammation-induced behavior by regulating proinflammatory mediator and ERK activation in astrocytes, demonstrating its potential as a therapeutic agent for neuroinflammation-induced brain disease treatments.

• Molecules and Cells
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• v.43 no.4
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• pp.360-372
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• 2020

The basal ganglia network has been implicated in the control of adaptive behavior, possibly by integrating motor learning and motivational processes. Both positive and negative reinforcement appear to shape our behavioral adaptation by modulating the function of the basal ganglia. Here, we examined a transgenic mouse line (G2CT) in which synaptic transmissions onto the medium spiny neurons (MSNs) of the basal ganglia are depressed. We found that the level of collaterals from direct pathway MSNs in the external segment of the globus pallidus (GPe) ('bridging collaterals') was decreased in these mice, and this was accompanied by behavioral inhibition under stress. Furthermore, additional manipulations that could further decrease or restore the level of the bridging collaterals resulted in an increase in behavioral inhibition or active behavior in the G2CT mice, respectively. Collectively, our data indicate that the striatum of the basal ganglia network integrates negative emotions and controls appropriate coping responses in which the bridging collateral connections in the GPe play a critical regulatory role.

• Journal of the Ergonomics Society of Korea
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• v.36 no.4
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• pp.267-280
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• 2017

Objective: The aim of this study is to investigate key user experience factors of interactions for Head Mounted Display (HMD) devices in the Virtual Reality Environment (VRE). Background: Virtual reality interaction research has been conducted steadily, while interaction methods and virtual reality devices have improved. Recently, all of the virtual reality devices are head mounted display based ones. Also, HMD-based interaction types include Remote Controller, Head Tracking, and Hand Gesture. However, there is few study on usability evaluation of virtual reality. Especially, the usability of HMD-based virtual reality was not investigated. Therefore, it is necessary to study the usability of HMD-based virtual reality. Method: HMD-based VR devices released recently have only three interaction types, 'Remote Controller', 'Head Tracking', and 'Hand Gesture'. We search 113 types of research to check the user experience factors or evaluation scales by interaction type. Finally, the key user experience factors or relevant evaluation scales are summarized considering the frequency used in the studies. Results: There are various key user experience factors by each interaction type. First, Remote controller's key user experience factors are 'Ease of learning', 'Ease of use', 'Satisfaction', 'Effectiveness', and 'Efficiency'. Also, Head tracking's key user experience factors are 'Sickness', 'Immersion', 'Intuitiveness', 'Stress', 'Fatigue', and 'Ease of learning'. Finally, Hand gesture's key user experience factors are 'Ease of learning', 'Ease of use', 'Feedback', 'Consistent', 'Simple', 'Natural', 'Efficiency', 'Responsiveness', 'Usefulness', 'Intuitiveness', and 'Adaptability'. Conclusion: We identified key user experience factors for each interaction type through literature review. However, we did not consider objective measures because each study adopted different performance factors. Application: The results of this study can be used when evaluating HMD-based interactions in virtual reality in terms of usability.

• Journal of the Korea Society of Computer and Information
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• v.23 no.3
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• pp.101-106
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• 2018

The purpose of this study is to analyze the patterns of unconsciousness smartphone use by using an app and a self-administered survey on smartphone addiction comparatively and examine differences between recognition and behavior about actual smartphone use and examine how smartphone addiction influences learning. With an app installed in smartphones, this author collected and analyzed data about users' unconsciousness using patterns for a month. According to the results, there were significant differences found in users' recognition and actual time for use and also frequency of turning on the display. Also, 22% of the subjects used their smartphone over 8 hours a day, and 76% more than 5 hours. Over 95% turned on the display more than 100 times a day, and in extreme cases, they did more than 300 times. In the meantime, users not only in the smartphone addiction high risk group and the potential risk group but also in the general user group are found to use their smartphone too long and too much and frequently turn on the display. The apps that the general user group is mainly using are entertaining apps, and their school records are rather good, so excessive use does not always lead to addiction or learning disorder. Therefore, if we develop more diverse contents for learning and provide digital literacy education, smartphone use will bring more positive effects instead. In follow-up research, the app should be corrected to collect more accurate information, and as variables in personal areas, this researcher will also measure depression, anxiety, stress, self-esteem, and emotional control, and so on to see how they are associated with smartphone use.

• Smart Structures and Systems
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• v.24 no.6
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• pp.723-732
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• 2019

Globally road transport networks are subjected to continuous levels of stress from increasing loading and environmental effects. As the most popular mean of transport in the UK the condition of this civil infrastructure is a key indicator of economic growth and productivity. Structural Health Monitoring (SHM) systems can provide a valuable insight to the true condition of our aging infrastructure. In particular, monitoring of the displacement of a bridge structure under live loading can provide an accurate descriptor of bridge condition. In the past B-WIM systems have been used to collect traffic data and hence provide an indicator of bridge condition, however the use of such systems can be restricted by bridge type, assess issues and cost limitations. This research provides a non-contact low cost AI based solution for vehicle classification and associated bridge displacement using computer vision methods. Convolutional neural networks (CNNs) have been adapted to develop the QUBYOLO vehicle classification method from recorded traffic images. This vehicle classification was then accurately related to the corresponding bridge response obtained under live loading using non-contact methods. The successful identification of multiple vehicle types during field testing has shown that QUBYOLO is suitable for the fine-grained vehicle classification required to identify applied load to a bridge structure. The process of displacement analysis and vehicle classification for the purposes of load identification which was used in this research adds to the body of knowledge on the monitoring of existing bridge structures, particularly long span bridges, and establishes the significant potential of computer vision and Deep Learning to provide dependable results on the real response of our infrastructure to existing and potential increased loading.