• The Journal of the Korea Contents Association
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• v.12 no.7
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• pp.261-272
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• 2012

This study was conducted so as to examine which change tDCS (Transcranial Direct Current Stimulation) for improving working memory can make on the EEC of stroke patients. Among the patients who suffered for more than 6 months by hemiparalysis caused by stroke, 20 patients selected by MMSE and DST were randomly divided into I group (10 patients) fulfilled by only CCT and II group (10 patients) fulfilled by both tDCS and CCT for total 4 weeks, 30 minutes per a day, three times per a week. For examining EEC variation, the absolute spectrum power was calculated by three bands (${\theta}$; 4~8 Hz, lower ${\alpha}$; 8~10.5 Hz, upper ${\alpha}$;10.5~13 Hz) during the task of words, photos and mental calculation with EEC test, before the arbitration, after 2 weeks and after 4 weeks, so the rate of increase and decrease (%) for the reference EEC was obtained. As the results, the first, particular aspects different one another in three bands were detected according to the measuring period and task. The second, in the forth week, there was only a significant difference in lower ${\alpha}$-power of all tasks. Therefore, through the procedure measuring EEC of this study, the degree of working memory's damage can be expressed by numerical value and tDCS should be additionally helpful for brain damaged patients' perception rehabilitation.

• The Mathematical Education
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• v.57 no.2
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• pp.137-155
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• 2018

From the assumption that an individual's working memory capacity is limited, the cognitive load theory is concerned with providing adequate instructional design so as to avoid overloading the learner's working memory. Based on the cognitive load theory, this study aimed to provide implications for effective problem-based collaborative teaching and learning design by analyzing the level of middle school students' cognitive load which is perceived according to the problem types(short answer type, narrative type, project) in the process of collaborative problem solving in middle school function part. To do this, this study analyzed whether there is a relevant difference in the level of cognitive load for the problem type according to the math achievement level and gender in the process of cooperative problem solving. As a result, there was a relevant difference in the task burden and task difficulty perceived according to the types of problems in both first and second graders in middle schools students. and there was no significant difference in the cognitive effort. In addition, the efficacy of task performance differed between first and second graders. The significance of this study is as follows: in the process of collaborative problem solving learning, which is most frequently used in school classrooms, it examined students' cognitive load according to problem types in various aspects of grade, achievement level, and gender.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.67-76
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• 2021

Three research hypotheses expected when working with a mobile app were verified. As follows: (1) Usability varies depending on the external structure of the tree-view menu. (2) If the menu arrangement is different from the script expected by users, the usability is poor. And (3) the effects of each of these two hypotheses vary depending on the complexity of the task. To this end, a script for booking accommodations expected by undergraduate students was written, and an experiment was designed with the task completion time and error rate as dependent variables. The experiment was conducted by implementing a prototype for reservation system on a smartphone As a result, while the overall performance was unfavorable when the task was complicated, the superiority of sectional menu was prominent when the task was complicated, and positive responses were observed when the menu arrangement in a complicated task matched user expectations. By discussing these results, it was found that when designing a procedural menu on a mobile screen, we come up with measures to minimize the burden of working memory, consider what tree-views are for the task, and that in complex tasks, menus should be arranged according to the scripts expected by users.

• Journal of Oriental Neuropsychiatry
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• v.9 no.2
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• pp.37-44
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• 1998

Purpose: This study was conducted to find out the effects od Sahyangsohapwon on learning and memory of rats.Method: In the experiment, rats were divided two groups. One was control group which was adminstered Sahyangsohapwon and the other was sample group administered placebo. Numbers of each group were 13 rats. 8-arm radial maze task was used in it, and working memory test and retention(reference memory) test were done.Before the beginning of the test, the rats were deprived of water for 24hrs.In the frist test, each of eight arm was baited with water and a rat was permitted to remain on the maze until all eight arms were entered. A working memory error was defined as revisit of any previously entered arm. When a rat made an error not exceeding one time in consecutive 3 days-performance, it was regarded as learning criteria and the test was ended. The reference memory was evaluated with total days which it took rats to pass the learning crtirtia.The second test was performed after 24 hours when the first test was over. When a rat entered 4 arms, the entrance of arm was cut off during 30 seconds.Here the number if errors which was produced during a rat find remaining 4 tracks was regarded as the index of memory.This experiment compared the number of error at the control group with that of the sample group.Result: 1. In the first test, it was shown that the sample group took 7.69${\pm}$1.11 days and the control group 9.31${\pm}$1.97 days to pass the learning criteria.There was statistically significant reference mernory development at the sample group.2. In the second test, the frequency of errors made by the two groups were 0.92${\pm}$1.32 times for the control group and 1.23${\pm}$1.59 times for the Sahyangsohapwon group. There was no difference between the groups in frequency of errors.Conclusion: It is suggested that Sahyangsohapwon has effects on the improvement of learning and memory.

• Science of Emotion and Sensibility
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• v.18 no.2
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• pp.19-30
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• 2015

The healing effect of the aroma treated fabrics with lavender and lemon aromas was investigated by assessing the autonomic nervous responses of human body. For this cause Lemon and lavender microcapsules were coated on a cotton fabric using a water-based acrylic binder, respectively. And the study created a total of four aroma treated fabrics at a concentration of 2% and 5% respectively. Electrocardiogram(ECG), skin conductance, and Blood flow, of ten participants were measured for 30 sec at a stable condition, at a stress status (working memory task), and at a stimulation status (after rubbing aroma treated fabrics). Subjective sensibilities of the aromas were also evaluated. With regard to the responses of the autonomic nervous system, in order to understand how the values gained after the normalization process would cause different physiological signals between the stable state and the aroma-stimulated state as well as between the stress state and the aroma-stimulated state, the study conducted a non-parametric test, friedman test as well and analyzed tendencies. LF/HF turned out to be significantly different to the stress state, and according to the results of the post-hoc comparison, lemon 5% presented statistically significant differences among the lavender 2%, lavender5%, lemon2%. Lemon 5% stimuli increased stress but stimuli consisting of the lavender 2%, the lavender 5% and the lemon 2% decreased stress because of a psychological rest. And the stimuli of the lavender 2%, the lavender 5%, the lemon 2% presented a healing effect in this research.

• Proceedings of the Korean Society of Medical Physics Conference
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• 2006.08a
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• pp.149-149
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• 2006

• Journal of the Korea Convergence Society
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• v.11 no.12
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• pp.383-390
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• 2020

The present study was conducted to examine the differences and correlations between verbal fluency and story comprehension according to the working memory(WM) capacity, and to find out what WM factors influence the linguistic competence in Alzheimer's disease(AD) and vascular dementia(VaD) groups each consisting of 15 patients. The results of their performance produced firstly significant differences in phonemic fluency, story comprehension, delayed recall and recognition task between the two groups. Further analysis shows that VaD group had significant correlations between the scores of story comprehension and the recognition test scores additionally. These findings suggest that it is possible to differentiate the two groups even by story comprehension tasks and WM. In conclusion, the clinical application of the results is likely to contribute to appropriate treatment plans and effective interventions for elderly with AD and VaD as well as to improve the classification criteria for both types of dementia.

• Korean Journal of Cognitive Science
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• v.15 no.3
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• pp.1-14
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• 2004

This research examined the effects of individual differences on visual discrimination skill teaming and its transfer to novel stimuli. Individual participants were categorized as having an analytic or holistic cognitive style, high or low working memory capacity, and high or low levels of rationality, experientiality, and adaptive decision-making styles. Participants received easy or difficult training for the serially presented discrimination task, and then transferred to novel discriminations. Training content interacted with cognitive style and working memory capacity to affect transfer accuracy performance, but individual differences in decision-making styles did not affect transfer performance. Results suggest individual differences should be taken into account when designing an interface for visual discrimination.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.317-332
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• 2012

We investigated brain activity during the performance of the intelligence task by a science high school student group (n=8) and a foreign language high school student group (n=5). Both groups scored in the top 1% on intelligence tests (science high school group: RAPM mean score=34.0, WAIS mean IQ=139.6; foreign language high school group: RAPM mean score=33.8, WAIS mean IQ=147.2). Analysis of brain activity during the performance of the intelligence task showed that both groups had brain activity in certain areas, including the left and right prefrontal cortex, parietal cortex, and anterior cingulate. The science high school group showed the highest activity in the right parietal cortex, which is related to visuo-spatial working memory, whereas the foreign language high school group showed the highest activity in the left prefrontal cortex, which is related to verbal working memory. The foreign language high school group showed higher brain activity than the science high school group in the left precentral gyrus which is related to the motion of the tongue and lips. These results show that the science high school group utilized the visuo-spatial area, whereas the foreign language high school group utilized the verbal area during the performance of the intelligence task. This suggests that the major thinking process differs depending on the gifted students' primary field of study, although they are doing the same task.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.6
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• pp.493-503
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• 2018

The present study is a conceptual replication of O'Grady, Lee, and Choo's (2003) earlier study designed to investigate two hypotheses (linear distance hypothesis vs. structural distance hypothesis) in relation to L2 Korean learners' processing of Korean subject and object relative clauses (RCs) in a scholarly attempt to explicate Keenan and Comrie's (1977) Noun Phrase Accessibility Hierarchy (NPAH). In addition, the current study is intended to explore any potential role of working memory capacity (WMC) in the processing of Korean subject and/or object RCs. Chinese-speaking learners of Korean taking a language course offered at a local university in Korea participated in this experimental study. Among those recruited, only 23 learners completed the experimental tasks appropriately according to the specific instructions provided on each task, and thus, subsequent statistical analyses were conducted on their data. Fifteen Korean NSs were also recruited for the control group. Two experimental tasks were administerd to the participants: one picture selection task containing the same test items used in O'Grady et al.'s study to measure their processing of subject-object RCs and an operation span (OSPAN) task to measure their WMC. Somewhat differently from O'Grady et al.'s findings, the participating Chinese learners of Korean performed significantly better on object RCs than on subject RCs, seemingly lending support to the linear distance hypothesis. Further analyses, however, suggested that the results in favor of, or relative ease of processing, object relative clauses were due, most likely, to the learners' excessive use of the canonical sentence strategy, which also led to nonsignificant correlations between WMC and learner performance on the picture selection task.