• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.574-591
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• 2003

According to conceptual change theory, cognitive conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. The purpose of this study was to examine the role of cognitive conflict in the conceptual change process in detail. Specific research questions are as follows, 1) Is presenting of an anomalous situation necessary or sufficient condition for cognitive conflict? 2) Is cognitive conflict necessary or sufficient condition for conceptual change? To answer these questions, we analyzed the theories and research results in the related literature. At the end, we discussed the complex role of cognitive conflict in the conceptual change and future research.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.559-566
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• 2014

This is to understand the neurological dynamic cognitive processes of math learning based on the abstract mappings( level A2), abstract systems(level A3), and single principles(level A4), which are principles of Fischer's cognitive development theory. Math learning requires flexibility to adapt existing brain function in selecting new neurophysiological activities to learn desired knowledge. This study suggests a general statistical framework for the identification of neurological patterns in different abstract learning change with optimal support. We expected that functional brain networks derived from a simple math learning would change dynamically during the supportive learning associated with different abstract levels. Task based patterns of the brain structure and function on representations of underlying connectivity suggests the possible prediction for the success of the supportive learning.

• Korean Journal of Cognitive Science
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• v.7 no.3
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• pp.37-60
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• 1996

From the biopsychological point of view,learning could be defined as the processes to transfer the information that we obtain from environment to the neural circuits in the brain.In the studies to determine the biological substrates of learning and memory,there was a remarkable effort to identify neural circuits related with a specific type of learning and to describe the mechanixm of neural plasticity of learning and memory,under the assumption that the memory orinformation may be stored as a modificationof neural synapes in the central nerviys system.On the other hand,there was a different kind of tendency to analyze the mechanism of interactions between neural substrates involved in learning and memory,under the assumption that a specific information may be represented in the patterns of comples neural network of the central nervous system.The present review,in the former position.focused on the research methods and the chracteristics and finding of the investigations employing animal model systems to indentify the essential site of engram for learning and memory.Specifically,the review presents major advances in ourunderstanding of the memory trace circuit for a specific type of learning,with the use of animal model system,the detemination of the critical lodi of neuaral plastic chabges In learing abd memory,and the neurophysiological an biocemical mechanixms of the neural modifia by learint.

• The Journal of Korean Association of Computer Education
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• v.7 no.2
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• pp.47-56
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• 2004

The purpose of this study was to investigate the effect of learner's characteristics on the student's achievement in Information Communication Technology (ICT) teaching-learning environment. The subjects of this study were a total of 140 8th students in middle school in Taejeon province. The methods of teaching were the ICT teaching-learning, Academic achievement test. the learning style inventory. self-concept test and cognitive style test were used as the instruments to determine the effect. Such statistical analyses as the pearson co-relation, multi regression and t-test through SPSS WIN version 11.0 were used to determine the relationship between learner's characteristics and student's achievement. The results of this study were as follows: first, learner's emotional and social factor of learning style influenced positively the student's academic achievement in ICT teaching-learning environment. Second. learner's academic factor of self-concept had an positive influence on the student's academic achievement in ICT teaching-learning environment. Third, there were differences of student's academic achievements according to the student's cognitive style in ICT teaching-learning environment.

• Journal of Family Resource Management and Policy Review
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• v.24 no.1
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• pp.41-53
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• 2020

The purpose of this study was to identify the factors that affect middle-old aged housewives' participation in lifelong learning as a part of human resource development. Through purposive sampling, the study recruited 163 full-time housewives over age 40 years who live in C City. As a result, first, 87.1 percent of all respondents, or 142, said they were willing to participate in lifelong learning in the future. There was no statistically significant difference in the results of cross-checking by age, educational background and monthly household income variables. Additionally, we used cluster analysis to measure differences in participation intentions according to the perception of human resource development of middle-old aged full-time housewives. The perception variable of lifelong learning is: First, Cognitive degree, second, importance, third, activation awareness. Cluster 1(n=16) was divided into generally low-perception types, such as cognitive degree, importance, and life-long learning activation of the C city, while Cluster 2(n=61) was classified as a type of person who thinks that lifelong learning is important to life and Cluster 3(n=86) was generally classified as a type with a higher lifelong learning perception. and we found that there was no difference in the intention to participate in lifelong learning by all cluster Lastly, we found that participants who valued human resource development scored significantly higher on measures of cognition than those who did not value it. Based on these results, we advocates social change that encourages the cultivation of talent through lifelong learning programs that can positively affect one's unique identity, not just wife and mother, and provide opportunities for self-development.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.215-236
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• 2011

I studied on the relations of constructivism and school library assisted instruction in this paper. Constructivism is the most important goal of the modern schooling. In constructivism they insist that knowledge is constructed by the learner individually and subjectively. So in constructivism they focus their attention on setting authentic environment of learning for each individual learner. Constructivism was developed into the learner-centered instruction in schooling nowadays. In constructivism the following instructions are very important for achievement its' goal ; problem based learning, project based learning, discussion based learning etc. These instructions are supported commonly by resource based learning. Educational resources are managed in school library totally. School library assisted instruction is the most effective one for resource based learning. And information literacy instruction by teacher librarian relates closely meta cognitive learning of reflections in constructivism. School library assisted instruction is the essential element for the practice of constructivism in schooling.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.1-8
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• 2006

This study investigated the causal relationships between high school student multiple-choice algorithmic chemistry problem solving and 1) the motivational variables of achievement goal (task goal/performance goal/performance-avoidance) and perceived ability, and 2) the cognitive variables of learning strategy (deep learning/surface learning) and self-regulation. Path analysis supported a causal model in which perceived ability and task goal were found to positively influence algorithmic chemistry problem-solving ability via self-regulation. In particular it was found that perceived ability directly influenced algorithmic chemistry problem-solving ability. Moreover, deep learning was found to have been influenced by perceived ability and task goal, while surface learning was influenced by performance-avoidance goal. Lastly, there did not appear to be any causal relationship between learning strategy and algorithmic chemistry problem-solving ability.

• The Korea Journal of Herbology
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• v.22 no.4
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• pp.51-58
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• 2007

Objectives : Investigation of the memory and cognitive enhancing effect of HT008-1 in scopolamine induced amnesia mice. Methods : At 60 min before acquisition trials, HT008-1 (30, 100, 300 mg/kg p.o.) was administered, and 30 min later, mice were injected with scopolamin (1.0 mg/kg, i.p.). In the passive avoidance test, acquisition trials were carried out 30 min after a single scopolamine treatment. Retention trials were carried out 24h after acquisition trials. Y-maze test was carried out 30 min after a single scopolamine treatment. Spontaneous alternation behavior during an 8-min session was recorded. Inhibitory effects of HT008-1 (0.01, 0.1, 1.0 mg/ml) on AChE activity was measured. Result : HT008-1 ameliorated scopolamine-induced learning impairments and spatial cognitive function in passive avoidance and Y-maze test, respectively. Moreover HT008-1 showed a significant inhibitory effect on AChE activity. Discussion: This study presented that eMultiherb mixture HT008-1 enhanced learning memory and spatial cognitive function in scopolamine-induced amnesia mice. These results suggest that the effect of HT008-1 may be dependent on the inhibition of AChE activity.

• The Journal of Pediatrics of Korean Medicine
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• v.21 no.2
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• pp.1-12
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• 2007

Objectives : Allergic children have known to have multiple behavior problems. Among them, attentional ability disorder is one of the most common problems. This study is to examine relationship between learning ability and allergic rhinitis by analyzing EEG status of children. Methods : We analyzed cognitive functions of two different children groups; 21 children with allergic rhinitis and 19 normal children with CANS 3000(Central & Autonomic Nervous System, LAXTHA Inc., Korea), cognitive functions assessment program by EEG. Results : 1. According to mean active EEG rhythm of Theta, Alpha, SMR, M-beta, there were no significant difference between allergic rhinitis and the normal group. 2. According to mean active EEG rhythm of right H-beta, Gamma wave allergic rhinitis group's value was significantly higher than that of the normal group. 3. According to mean cognitive strength, response, concentration, left / right brain activity and learning ability score, there were no significant difference between allergic rhinitis and the normal group. 4. According to mean workload score, allergic rhinitis group's value was significantly higher than that of the normal group. Conclusions : It is likely that allergic rhinitis group, which showed relatively high frequency EEG rhythm, is more fragile to stress and less active on mental processing. Along side with physical examination, psychological assessment should also be conjugated on treating children with allergic rhinitis.

• The Korean Journal of Physiology and Pharmacology
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• v.21 no.1
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• pp.55-64
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• 2017

Progressive memory impairment such as that associated with depression, stroke, and Alzheimer's disease (AD) can interfere with daily life. In particular, AD, which is a progressive neurodegenerative disorder, prominently features a memory and learning impairment that is related to changes in acetylcholine and abnormal ${\beta}$-amyloid ($A{\beta}$) deposition in the brain. In the present study, we investigated the effects of dehydroevodiamine HCl (DHED) on cognitive improvement and the related mechanism in memory-impaired rat models, namely, a scopolamine-induced amnesia model and a $A{\beta}_{1-42}$-infused model. The cognitive effects of DHED were measured using a water maze test and a passive avoidance test in the memory-impaired rat models. The results demonstrate that DHED (10 mg/kg, p.o.) and Donepezil (1 mg/kg, p.o.) ameliorated the spatial memory impairment in the scopolamine-induced amnestic rats. Moreover, DHED significantly improved learning and memory in the $A{\beta}_{1-42}$-infused rat model. Furthermore, the mechanism of these behavioral effects of DHED was investigated using a cell viability assay, reactive oxygen species (ROS) measurement, and intracellular calcium measurement in primary cortical neurons. DHED reduced neurotoxicity and the production of $A{\beta}$-induced ROS in primary cortical neurons. In addition, similar to the effect of MK801, DHED decreased intracellular calcium levels in primary cortical neurons. Our results suggest that DHED has strong protective effects against cognitive impairments through its antioxidant activity and inhibition of neurotoxicity and intracellular calcium. Thus, DHED may be an important therapeutic agent for memory-impaired symptoms.