• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.645-653
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• 2004

The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.

• East Asian mathematical journal
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• v.27 no.2
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• pp.141-161
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• 2011

This research is a laboratory study for the improvement of differential equation class, and the aim of this study is to propose the possibilities of applicable writing activities for differential equation courses in university. We analyzed how the writing activities can affect the improvement of abilities of the students' affective domain and cognitive domain. Although the results from the two areas did not show a big numerical improvements it proved that the writing activities have positive effects, especially for the group of lower level students. The students felt interested and became more confident with differential equation studies. Their understanding of the study has been increased further by acquiring new learning methods, including writing activities. Therefore, we conclude that teaching and learning method designed systematically to adopt writing activities improve the students' learning attitudes and achievements.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.107-123
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• 2010

The purpose of this study was to evaluate the short term effectiveness of a cognitive ability improvement service for children, which is one of the 'Investment activities for Local Community Services' conducted by the Ministry for Health and Welfare. Results indicate that the longer the period of using cognitive improvement services for children, the more positively significant influence there is on their language abilities in terms of comprehension, expression, and reading-writing. Furthermore, these influences are stronger in children of low-income families than in children from higher income families. Certainly, this type of service improves infants' language abilities regardless of the income level of their families.

• The Korean Journal of Rehabilitation Nursing
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• v.10 no.1
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• pp.5-11
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• 2007

Purpose: This study was conducted to compare the level of cognitive and physical function by the level of social disengagement in institutions and community dwelling elderly. Method: The study subjects were 209 people whose age ranged from 65 to 94. The data were surveyed with social disengagement index, MMSE-K, and ADL, and analysed by SPSS 11.0 using frequency, t-test, ANCOVA and ANOVA. Results: 1) The level of social disengagement was 1.67 in institution and 3.25 in community elderly, and showed statistically significant difference (F=41.07, p<.001). 2) There were statistically significant difference in MMSE-K (F=15.51, p<.000), and activity of daily living (F=9.65, p=.002) between two residence after control the age, gender, religion, allowance and number of children. 3) There were statistically significant difference in MMSE-K (F=6.55, p=.002) by social disengagement in community dwelling elderly. Conclusions: Programs for successful aging to reduce social disengagement should be developed that stimulate social activities and then improve cognitive function for the elderly. For these, establishing social policies in nation and local government is needed. Especially, these policies should be conducted among the elderly with low-income living in institutions.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.1
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• pp.61-72
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• 2016

Purpose: Purpose of this retrospective study was to investigate cognitive function, physical function, and problematic behaviors of elders who attended dementia daycare centers, and to identify reasons why they stopped using the center. Methods: Participants were 176 elders, 60 years or over, attending one of four dementia daycare centers in Incheon. Data were collected from center documents. Results: Mean age was 80.5 years. When admitted to the centers mean scores for the mini-mental status examination, activity of daily living, and instrumental activity of daily living (IADL) were 12.31, 9.53, and 25.09 respectively. Participants received day care service for an average of 17.98 months. The reasons for leaving the center were worsening dementia and health (40.2%), and problematic behaviors (20.1%). Conclusion: Results show that elders began to use day care services when their cognitive function and IADL had declined considerably. As the ultimate goal of dementia daycare service is to delay the worsening of cognitive capability and decreases in activities daily living, the effect of the service can be maximized when the service is provided as early as possible in the course of progressively severe dementia. Active promotion should be exerted in the community to encourage early use of this service.

• Physical Therapy Korea
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• v.21 no.2
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• pp.18-27
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• 2014

The purpose of this study was to examine the effects of dual-task training (cognitive and exercise tasks) on the balance and gait performance of chronic stroke patients. Eighteen subjects with chronic stroke were divided equally into two groups, an experimental group and a control group. Subjects in both groups participated in an exercise program, performing the same tasks, for 45 minutes per day, three times per week for four weeks. The experimental group also performed additional cognitive task. The experimental group showed a more significant improvement than the control group on the Berg Balance Scale, the Timed Up and Go Test, the Korean Activities-Specific Balance Confidence Scale, and the Functional Gait Assessment (p<.05). The cognitive task error rates in the final week were significantly less than in the first week in the experimental group (p<.01). These results suggest that dual-task training for chronic stroke patients is effective in improving balance, gait, and cognitive abilities.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.13-22
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• 2008

This study is to suggest a method of constructing Informatics textbook considering the cognitive development level of middle school learners. We developed 3 types of learning content models according to the educational objectives and activities of learners and then suggested the methods of constructing textbook. For this, we reviewed the related research results on the development characteristics and cognitive development theories of middle school students. Second, we drew instructional schemes from the pedagogic theories. Then, we suggested 3 models: 'Learning Centered on Concept'. 'Learning Centered on Investigation', and ' learning Centered on Actual Training'. We suggested construction schemes to each model and verified the adequacy using questionnaire to 30 teachers and received the positive responses from most teachers.

• Journal of the Korean Society of Clothing and Textiles
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• v.40 no.4
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• pp.631-640
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• 2016

The youth-pursing syndrome is especially amplified through a variety of media due to medical technology development, increases in social activities, and influence. This study discusses the relationship of youth-pursuing, media appearance information interest, and media contact responses focused middle-aged women. Data were collected from 245 females aged 40-65 in Seoul, Daejeon and Chungbuk area residents. The SPSS WIN 21.0 program analyzed the data by descriptive statistics, factor analysis, and regression analysis. Youth-pursuing derived social, psychological, and outward factors. Only an outward factor of these three dimensions influenced a significant media appearance information interest, and media contact response. The regression analysis results for chronological age and cognitive age, cognitive age influenced all variables significantly (three factors of youth-pursuing, media appearance information interest, and media contact response). But chronological age influenced significantly only the media appearance information interest. This study verified the relationship of youth-pursuing and media variables (media appearance information interest and media contact response).

• Food Science and Biotechnology
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• v.18 no.6
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• pp.1311-1315
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• 2009

The objective of this study was to investigate the effects of sesaminol glucosides (SG) on age-related cognitive deficits in senescence-accelerated mice P8 (SAMP8). Male SAMP8 (9 month-old) were randomly divided into 3 groups and received diets containing 0, 0.25, or 0.5% SG for 12 weeks. Step-through latency of the SAMP8 control group was higher than that of the senescence-accelerated resistant mice (SAMR) group, whereas it was lowered in the SG-supplemented group on the passive-avoidance test. In the Morris water maze, the escape latency of the SAMP8 control group was increased and recovered in the 0.5% SG-supplemented group. The SG supplementation significantly decreased thiobarbituric acid reactive substance (TBARS) levels in brains of the SAMP8. On the other hand, catalase, superoxide dismutase, and glutathione peroxidase activities in brains of the SG supplemented group decreased compared with the SAMP8 control group. These results suggest that SG could attenuate cognitive deficits caused by aging through its antioxidant capacity.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.128-129
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• 2018

Korea has recently entered a rapidly aging society. The problem of the elderly due to the aging society appears in various fields. Problems caused by cognitive deterioration as well as problems caused by physical weakness also cause many problems. Cognitive deterioration causes difficulties in the daily life of the elderly, which negatively affects the quality of life of the elderly. The purpose of this study is to conduct a user analysis for the development of financial education systems which can facilitate daily life activities of cognitively deprived elderly. Through this study, we develop representative elderly cases in which cognitive decline can occur and lay the foundations for the development of financial education contents based on them.