• 대한물리치료과학회지
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• 제13권3호
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• pp.77-84
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• 2006

The purpose of this study is to introduce the effect of attentional focus on performance of task. Previous studies has shown that motor learning can be enhanced by directing performers's attention to the effects of their movements(external focus), rather than to the body movement producing the effects(internal focus). Wulf and colleagues have invoked the 'constrained action hypothesis' to explain the comparative benefits of adopting an external rather than an internal focus of attention. This hypothesis proposed that when performers utilize an internal focus of attention, they may actually constrain or interfere with automatic control processes that would normally regulate the movement, whereas an external focus of attention allows the motor system to more naturally self-organize. Electromyography(EMG) was used to determine neuromuscular correlates of external versus internal focus differences. EMG activity was lower with an external relative to an internal focus. This suggest that an external focus of attention enhances movement economy, and presumably reduces 'noise' in the motor system that hampers fine movement control. Focusing on a more remote effect seems to facilitate the discriminability of the effect from the body movements that produced it and to be more beneficial than focusing on a very close effects. There might be an optimal distance of the effect, at which ti wis easily distinguishable from the body movement but at which it is also still possible for the performer to relate this effect to the movement techniques. Future Studies of motor learning of patient need to accommodate these new finding and account for the role of the learner's attentional focus and its influencing on learning.

• 한국과학교육학회지
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• 제33권3호
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• pp.679-693
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• 2013

The purpose of this study is to develop an inventory to classify task commitment types of science learning and to classify highschool students' task commitment types. Firstly, inventory questions were designed following the literature analysis on the task commitment components which involve self confidence, high goal setting, and focused attention. Prototype inventory underwent the content validity test, pilot test, and reliability test. Through these steps, final inventory was input to 462 high school students and underwent the factor analysis and cluster analysis. Factor analysis confirmed three components of task commitment as the three factors of inventory questions. In order to find how many clusters exist, factors of developed inventory became new variables. Each factor's factor mean was calculated and served as the new variable of the cluster analysis. Cluster analysis extracted five clusters as task commitment types. The 5 clusters were suggested by the agglomarative schedule and dendrogram gained from a hierarchical cluster analysis with the setting of the Ward algorithm and Squared Euclidean distance. Based on the factor mean score, traits of each cluster could be drawn out. Inventory developed by this study is expected to be used to identify student commitment types and assess the effectiveness of task commitment enhancement programs.

• 대한간호학회지
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• 제45권6호
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• pp.928-938
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• 2015

Purpose: This study explored the effects of neurofeedback training on Electroencephalogram (EEG), Continuous Performance Task (CPT) and ADHD symptoms in ADHD prone college students. Methods: Two hundred forty seven college students completed Korean Version of Conners' Adult ADHD Rating Scales (CAARS-K) and Korean Version of Beck Depression Inventory (K-BDI). The 16 participants who ranked in the top 25% of CAARS-K score and had 16 less of K-BDI score participated in this study. Among them, 8 participants who are fit for the research schedule were assigned to neurofeedback training group and 8 not fit for the research schedule to the control group. All participants completed Adult Attention Deficiency Questionnaire, CPT and EEG measurement at pretest. The neurofeedback group received 15 neurofeedback training sessions (5 weeks, 3 sessions per week). The control group did not receive any treatment. Four weeks after completion of the program, all participants completed CAARS-K, Adult Attention Deficiency Questionnaire, CPT and EEG measurement for post-test. Results: The neurofeedback group showed more significant improvement in EEG, CPT performance and ADHD symptoms than the control group. The improvements were maintained at follow up. Conclusion: Neurofeedback training adjusted abnormal EEG and was effective in improving objective and subjective ADHD symptoms in ADHD prone college students.

• Safety and Health at Work
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• 제2권2호
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• pp.194-200
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• 2011

Objectives: Stressors in nursing put high demands on cognitive control and, therefore, may increase the risk of cognitive failures that put patients at risk. Task-related stressors were expected to be positively associated with cognitive failure at work and job control was expected to be negatively associated with cognitive failure at work. Methods: Ninety-six registered nurses from 11 Swiss hospitals were investigated (89 women, 7 men, mean age = 36 years, standard deviation = 12 years, 80% supervisors, response rate 48%). A new German version of the Workplace Cognitive Failure Scale (WCFS) was employed to assess failure in memory function, failure in attention regulation, and failure in action exertion. In linear regression analyses, WCFS was related to work characteristics, neuroticism, and conscientiousness. Results: The German WCFS was valid and reliable. The factorial structure of the original WCF could be replicated. Multilevel regression task-related stressors and conscientiousness were significantly related to attention control and action exertion. Conclusion: The study sheds light on the association between job characteristics and work-related cognitive failure. These associations were unique, i.e. associations were shown even when individual differences in conscientiousness and neuroticism were controlled for. A job redesign in nursing should address task stressors.

• 한국인터넷방송통신학회논문지
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• 제24권1호
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• pp.175-180
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• 2024

본 논문에서는 딥러닝 기반의 주의환기 보상전략 시스템이 발달장애인의 데이터 라벨링 작업 생산성에 미치는 효과를 분석하였다. 연구 결과, 중재가 적용된 후 연구대상자 모두 자율작업 대비 작업 생산성에서 유의미한 향상이 관찰되었다. 특히 인공지능 기반의 중재가 적용되었을 때, 직무지도원 중재에 비해 상당한 향상을 보였다. 이러한 결과는 인공지능 기술이 발달장애인의 데이터 라벨링 작업 생산성 향상에 긍정적인 영향을 미칠 수 있음을 의미한다. 본 연구는 발달장애인의 데이터 라벨링 작업에 인공지능 기술을 접목한 최초의 연구이며, 발달장애인의 직업훈련과 작업 생산성 증진을 위한 딥러닝 기술의 적용 가능성을 탐색하는 데 중요한 시사점을 제공하리라 본다.

• 대한물리의학회지
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• 제10권4호
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• pp.25-31
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• 2015

PURPOSE: Previous studies have shown that healthy young adults reduced gait velocity during texting or talking while walking. It was reported that increasing number of pedestrian accidents were related to distract the environmental attention. The purpose of this study was to compare the effects of texting and texting while listening to music on gait parameters. METHODS: Texting and listening to music while walking were assessed in two dual-task condition using 35 healthy young adults. The outcome measurements were assessed in terms of spatiotemporal gait parameters in three walking conditions, namely, comfortable walking speed, walking while texting, and walking while texting and listening to music. To avoid learning effect, subjects were individually blinded to assessment schedule and space. The changes between the three walking conditions were analyzed using repeated measures ANOVA. RESULTS: When comparing the two dual-task conditions with the single-task condition, it was found that dual-task interference was increased in almost gait velocity, cadence, stride length, step time, double limb support, and single limb support. In addition, walking while texting and listening to music condition negatively was affected gait speed, stride length, and step time more than the texting only condition. CONCLUSION: Walking while texting and listening to music as well as waling while texting may decrease pedestrian safety when crossing streets by diverting the person's attention away from the street environment.

• 말소리와 음성과학
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• 제15권4호
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• pp.11-16
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• 2023

The present study examines how a cognitive attention affects Korean learners of English (L2) in perceiving the English stop voicing distinction (/d/-/t/). This study tested the effect of attentional distractor on primary and non-primary acoustic cues, focusing on the role of Voice Onset Time (VOT) and fundamental frequency (F0). Using the dual-task paradigm, 28 Korean adult learners of English participated in the stop identification task carried with (distractor) and without (no-distractor) arithmetic calculation. Results showed that when distracted, Korean learners' sensitivity to VOT decreased as priorly reported with native English speakers. Furthermore, as F0 is a primary cue for a L1 Korean stop laryngeal contrast, its role in L2 English voicing distinction was also affected by a distractor, without compensating for the reduced VOT sensitivity. These findings suggest that flexible use of multiple cues in L1 is not necessarily beneficial for L2 phonological processing when coping with a adverse listening condition.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제30권2호
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• pp.66-73
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• 2019

Objectives: This study aimed to investigate the trajectory of change of diverse attention and working memory in Koreans from 4 to 40 years of age. Methods: The data of 912 subjects from 4 to 15 years of age obtained from a previous standardization study of the computerized comprehensive attention test were merged with the newly obtained data of 150 subjects aged 16 to 40 years from this study. We evaluated the various kinds of attention, in which each subtest had five indicators. Working memory, with parameters such as number of correct responses and span, was also measured. Results: Our findings indicated that attention developed as age increased, and it decreased or was maintained after a certain age. Selective and sustained attention developed rapidly in children and adolescents, until mid-teens or 20 s when it ceased development. Divided attention, however, developed up to approximately age 20. In addition, working memory developed until mid-teens or 20 s. Conclusion: We presented the standardized data on diverse kinds of attention and working memory in children, adolescents, and adults in Korea. We could recognize any patterns of change in attention and working memory with increasing age.

• The Journal of Korean Physical Therapy
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• 제20권3호
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• pp.1-7
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• 2008

Purpose: Implicit motor learning is the capacity to acquire skill through physical practice without conscious awareness of what elements of performance improved. This study investigated whether subacute stroke patients can implicitly learn a perceptual-motor task. Methods: We recruited 12 patients with subacute stroke and 12 age-matched controls. All participants performed a perceptual-motor task that involved pressing a button corresponding with colored circles (blue, green, yellow, red) on a computer screen. The task consists of 7 blocks composed of 10 repetitions for a repeating 12-element sequence (total 120 responses). Results: Both groups demonstrated significant improvement in acquisition performance. Reaction times deceased in both groups at similar rate within the sequential block trials (2-5 blocks), and reaction times increased at a similar rate when the task paradigm was transferred from the sequential block trial to the random block trial (5-6-7 blocks). Conclusion: The results of this study suggest that patients with sub-actue stroke can implicitly learn a perceptual motor skill. Although explicit instructions should be used to focus the learner's attention rather than provide information about the task, the application of implicit motor learning strategies in the rehabilitation setting may be beneficial.

• 로봇학회논문지
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• 제7권3호
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• pp.194-204
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• 2012

Measuring task complexity of movement skill is an important factor to evaluate a difficulty of learning and/or imitating a task for autonomous robots. Although many complexity-measures are proposed in research areas such as neuroscience, physics, computer science, and biology, there have been little attention on the robotic tasks. To cope with measuring complexity of robotic task, we propose an information-theoretic measure for task complexity of movement skills. By modeling proprioceptive as well as exteroceptive sensor data as multivariate Gaussian distribution, movements of a task can be modeled as probabilistic model. Additionally, complexity of temporal variations is modeled by sampling in time and modeling as individual random variables. To evaluate our proposed complexity measure, several experiments are performed on the real robotic movement tasks.