• Archives of design research
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• v.21
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• pp.1-12
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• 1997

This research is that it could use a theory from a .cognitive science, making a hypothesis to explain the thingking steps of designing, adapting the problem solving of the design from knowledge of a cognitive science, to meet the possiblity which it can be developed the new way of the thinking. Design is a field where it needs a complexity with hi-brain activities. And cognitive science is a science which it study human brain activities. However, it is also quite possible to bo adaped over all design by linking with design and cognitive science. I explaned the ideation of the thinking steps on this study by the knowledge of cognitive science, to observe to be possible. I found out the new ways of possibilities from design thinking process. It is a result that I've been interpretated the design process and the thinking process out of the theory of knowledge structure.

• Therapeutic Science for Rehabilitation
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• v.6 no.2
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• pp.71-83
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• 2017

Objective: This study was to develop and verify the effects of the exercise-cognitive combined dual-task training program on cognitive function and depression of the elderly with mild cognitive impairment(MCI). Methods: The subjects were randomly assigned to the exercise-cognitive combined dual-task training group(n=32) or single-task training group(n=31). To identify the effects on cognitive function, general cognitive function, frontal lobe function, and attention/working memory were measured. Depression was evaluated using Korean version of Geriatric Depression Scale. The outcome measurements were performed before and after the 8 weeks of intervention(2 days per week). Results: After 8 weeks, general cognitive function, frontal cognitive function, attention/working memory function, depression of the dual-task training group were significantly increased than those of the single-task training group(p<0.05). Conclusion: The results indicated that an exercise-cognitive combined dual-task training for MCI was effective in improving general cognitive function, frontal /executive function, attention/working memory function and reducing depression.

• Journal of Korean Theatre Studies Association
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• no.49
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• pp.133-169
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• 2013

Reexamining Brecht's theoretical hypotheses in terms of cognitive science, this essay arrived at several temporary interpretations. Cognitive science implies that empathy can precede the rational understanding in Verfremdungseffekt. The spectator tends to simulate the unfamiliar incident and character and feels the consequential embodied emotion that leads to the cognitive understanding. The similar situation can be found in social gestus. According to cognitive science, gesture(social gestus) is simulated in the mirror-neuron of spectator, arousing consequently the embodied emotion that triggers the succeeding understanding. The spectator apts to experience and feel physically the moving gesture before decoding it as a social signification. Brecht's intention that attempts to reveal the duality of actor and character by eliminating the fourth wall is negated by cognitive science. According to the theory of conceptual blending, the spectator under the eliminated fourth wall mixes actor and character, and simulates this blending image so that he experiences it imaginatively. As such, another kind of illusion can be formed when a fourth wall is collapsed. Meanwhile, the critical thinking of spectator Brecht wanted can be hard to occur during the performance. It is necessary for the spectator to recollect the bygone dialogue and action in terms of social context as if he presses the pause, stopping the playback while watching a play in video. In this respect the social meaning Brecht intended can be achieved more effectively by the stop motion like tableau. It would not only give the time for the spectator to consider the implied social signification, but also make him possible to decode a semiotic meaning as if interpreting a still picture. Or it can be delivered by the dialogue that expresses the playwright's critical judgement. In this case, the subject of critical thinking is not the spectator but the author. The alternative explanation that the cognitive science suggests illuminates theoretically the reasons why Brecht's theory fails to be realized in practice. In a sense, Brecht's theory is nothing but a theoretical hypothesis. It takes the premise that the emotion hinders the rational thinking, understanding emotion and reason oppositively like Plato. This assumption is negated easily by the recent cognitive science that sees the reason as a by-product of physical experience including emotion. The rational understanding, in this sense, begins from the embodied emotion. As such the cognitive science denies the dichotomy of emotion and reason that Brecht adopted. The theoretical hypothesis of cognitive science makes us recognize again the importance of bodily experience in theatre. In theatre the spectator tends to experience physically before decoding the intellectual meaning. The spectator Brecht wanted, therefore, is far from the reality. The spectator usually experiences and reacts physically before decoding the meaning critically. Thus Brecht's intention can be realized by the embodied emotion resulted from simulation. This tentative interpretation suggests that we need to pay more attention to the empirical study of spectatorship, not remaining in a speculative study.

• Korean Journal of Food Science and Technology
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• v.54 no.4
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• pp.403-413
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• 2022

Evidence regarding the efficacy of Ginkgo biloba extract on cognitive function has been contentious. This study evaluated the effective period of G. biloba intake to improve cognition in the elderly. PubMed, EMBASE, Cochrane, Web of Science, and PsycArticles databases were searched for short-listing relevant studies. Twenty-five studies fulfilled the inclusion criteria. Cognitive efficacy was assessed based on the duration of intervention. G. biloba intake for 3-6 months statistically significantly affected cognitive function (SMD= -0.21; 95% CI -0.39, -0.03; p=0.02). However, the improvement in activities of daily living (ADLs) was not statistically significant. Thus, G. biloba intake for more than three months improves cognition in the elderly people with cognitive impairment and AD dementia without any safety risk. Intake for up to six months does not improve ADLs significantly in mild to moderate dementia patients.

• Nutrition Research and Practice
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• v.17 no.2
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• pp.192-205
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• 2023

BACKGROUND/OBJECTIVES: It is known that the renin-angiotensin system (RAS) in the brain could regulate cognitive functions as well as blood pressure. Inhibition of RAS for the improvement of cognitive function may be a new strategy, but studies so far have mostly reported on the effects of RAS inhibition by drugs, and there is no research on cognitive improvement through RAS inhibition of food ingredients. Therefore, this study investigated the effect of curcumin on blood pressure and cognitive function and its related mechanism in spontaneously hypertensive rat/Izm (SHR/Izm). MATERIALS/METHODS: Six-week-old SHR/Izm rats were divided into 5 groups: control group (CON), scopolamine group (SCO, drug for inducing cognitive deficits), positive control (SCO and tacrine [TAC]), curcumin 100 group (CUR100, SCO + Cur 100 mg/kg), and curcumin 200 group (CUR200, SCO + Cur 200 mg/kg). Changes in blood pressure, RAS, cholinergic system, and cognitive function were compared before and after cognitive impairment. RESULTS: The SCO group showed increased blood pressure and significantly reduced cognitive function based on the y-maze and passive avoidance test. Curcumin treatments significantly improved blood pressure and cognitive function compared with the SCO group. In both the CUR100 and CUR200 groups, the mRNA expressions of angiotensin-converting enzyme (ACE) and angiotensin II receptor type1 (AT1), as well as the concentrations of angiotensin II (Ang II) in brain tissue were significantly decreased. The mRNA expression of the muscarinic acetylcholine receptors (mAChRs) and acetylcholine (ACh) content was significantly increased, compared with the SCO group. CONCLUSIONS: The administration of curcumin improved blood pressure and cognitive function in SCO-induced hypertensive mice, indicating that the cholinergic system was improved by suppressing RAS and AT1 receptor expression and increasing the mAChR expression.

• Safety and Health at Work
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• v.12 no.3
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• pp.359-364
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• 2021

Aim: We aimed to examine the cross-sectional and longitudinal associations between sleep and work-related impaired cognitive and emotional functioning in police employees. Methods: This study included 410 participants (52% men) employed in a police district in Norway at baseline, of which 50% also participated in the study at 6 months later follow-up. The questionnaires included items measuring work schedule, sleep length, insomnia, as well as impaired cognitive and emotional functioning at work. Results: The results showed that insomnia was related to impaired work-related emotional functioning measured at baseline, and to impaired cognitive functioning measured at both baseline and follow-up. Sleep length and rotating shift work were not associated with future decline in cognitive or emotional functioning. Conclusion: Our study indicates that the relationship between insomnia and emotional functioning at work may be transient, whereas insomnia can be related to both immediate and future impaired cognitive functioning. Replication of the findings in larger samples is advised. The findings call for an emphasis on the prevention and treatment of sleep problems among police employees as a mean of maintaining and improving cognitive and emotional functioning at work, and thereby reducing the risk for impaired performance and negative health and safety outcomes.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.43-50
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• 2005

This study examined the effects of the result of ascertaining predictions on cognitive conflict and conceptual change when students teamed the concept of weightlessness. Participants were 200 pre-service elementary teachers. They answered the pretest composed of two items. Through the demonstration on either of two items of the pretest, they identified whether their predictions were correct or not. In addition, students' cognitive conflicts were measured. After brief instructional treatment, the posttest was conducted. The results of this study are as follows: The more students who identified their own predictions on the experiment were incorrect there were, the more effective it was on cognitive conflict and conceptual change. And cognitive conflicts and conceptual changes of students who identified that their predictions were incorrect were generated meaningfully more than those of students who identified that their predictions were correct. From these results, it is concluded that students who identified that their predictions were correct experience cognitive conflicts, but their cognitive conflicts and conceptual changes were smaller than those of students who identified that their predictions were incorrect.

• Journal of International Academy of Physical Therapy Research
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• v.5 no.2
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• pp.730-737
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• 2014

The aim of this study is to examine the effects of virtual reality cognitive rehabilitation program on cognitive function, physical function and depression of long-term care insurance nongrading elderly dementia using Daytime protection service. For achieve this purpose, 30 dementia elderly were randomly assigned in to the experimental group(n=15)and control group(n=15). All subjects performed a general therapeutic exercise and 20- 30minutes takes virtual reality cognitive rehabilitation program were conducted with experimental group 2 times a week for 8 weeks. The intervention effects were measured by using cognitive function is mini-mental states examination-Korean version(MMSE-K), visual perception is MVPT(Motor-Free Visual Perception Test), Berg's balance scales(BBS), depression test GDS-K and lower limb strength. The results of study represented that the training group showed significant improvement in MMSEK( p<.05), visual perception(p<.05), balance(p<.05), lower limb strength(p<.05) and depression (p<.05). In conclusion, the virtual reality cognitive rehabilitation training using improves visual perception included cognitive function, physical function included balance, and lower limb strength and depression. These results suggest that virtual reality training using virtual reality cognitive rehabilitation program is feasible and suitable for mild dementia.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.687-708
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• 2004

The purpose of this study is to investigate the relationships between cognitive conflict and students' causal attributions and to find out what kinds of attributions affect successful resolution of cognitive conflict in learning physics. Twenty-nine college students who attended a base general physics course took an attribution test and a conceptual pretest related to action and reaction concept. Of these, twenty students who revealed alternative conceptions were selected. They were confronted with a discrepant demonstration and took part in the cognitive conflict level test, a posttest, and delayed posttest. Those students who experienced high levels of cognitive conflict were selected and interviewed to find out what kinds of attributions affect resolving the conflict. When confronted with the discrepant event, the students who attributed success outcomes to "effort" experienced higher levels of cognitive conflict than those to "task difficulty." However, those students who revealed high levels of cognitive conflict and attributed success outcomes to effort did not always produce conceptual change. They had different perspectives on effort and conducted different effort activities to resolve the cognitive conflict. In addition, these effort activities appeared to include their motivational beliefs, metacognitive and volitional strategies. The results of this study indicate that in order for the conflicts to lead to change, students need to have the perspective on effort implying the use of the self-regulated learning strategy and to conduct effort activities based on them. Beyond cold conceptual change, this article suggests that there is a management strategy of cognitive conflict in the classroom context.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.89-111
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• 2005