• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.563-581
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• 2016

Studies on meta-affect in problem solving tried to build similar structures among affective elements as the structure of cognition and meta-cognition. But it's still need to be more systematic as meta-cognition. This study defines meta-affect as the connection of cognitive elements and affective elements which always include at least one affective element. We logically categorized types of meta-affect in problem solving, and then observed and analyzed the real cases for each type of meta-affect based on the logical categories. We found the operating mechanism of meta-affect in mathematical problem solving. In particular, we found the characteristics of meta function which operates in the process of problem solving. Finally, this study contributes in efficient analysis of meta-affect in problem solving and educational implications of meta-affect in teaching and learning in problem solving.

• The Mathematical Education
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• v.58 no.4
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• pp.519-530
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• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.85-99
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• 2017

In order to improve mathematical problem-solving ability, there has been a need for research on practical application of meta-affect which is found to play an important role in problem-solving procedure. In this study, we analyzed the characteristics of the sociodynamical aspects of the meta-affective factor of the successful problem-solving procedure of small groups in the context of collaboration, which is known that it overcomes difficulties in research methods for meta-affect and activates positive meta-affect, and works effectively in actual problem-solving activities. For this purpose, meta-functional type of meta-affect and transact elements of collaboration were identified as the criterion for analysis. This study grasps the characteristics about sociodynamical function of meta-affect that results in successful problem solving by observing and analyzing the case of the transact structure associated with the meta-functional type of meta-affect appearing in actual episode unit of the collaborative mathematical problem-solving activity of elementary school students. The results of this study suggest that it provides practical implications for the implementation of teaching and learning methods of successful mathematical problem solving in the aspect of affective-sociodynamics.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.143-159
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• 2018

Since the mathematics learning achievement level is closely related to problem-solving ability, it is necessary to understand the relationship between problem-solving ability and meta-affect ability from the point of view of general mathematics learning ability. In this study, we compared the frequency analysis and the case analysis of the functional aspects of the meta-affect in elementary school students' problem-solving processes according to mathematics learning achievement level in parallel with frequency analysis and case analysis. In other words, the frequency of occurrence of meta-affect, the frequency of meta-affective type, and the frequency of meta-functional types of meta-affect were compared and analyzed according to the mathematics learning achievement level in the collaborative problem-solving activities of small group members with similar mathematics learning achievement level. In addition, we analyzed the representative cases of meta-affect by meta-functional types according to the mathematics learning achievement level in detail. As a result, meta-affect in problem-solving processes of the upper level group acted as relatively various types of meta-functions compared to the lower level group. And, the lower level group, the more affective factors acted in the problem-solving processes.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.59-74
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• 2019

According to previous studies, it shows that the metacognitive ability that makes the positive element of the problem solver positively affects the problem-solving process of mathematics. In order to accurately grasp causality, this study investigates the specific characteristics of the meta-affect factor in the process of problem-solving. To do this, we analyzed the types and frequency of data collected from collaborative problem-solving situations composed of 4th~6th grade mathematically gifted children in small group of two. As a result, it can be seen that the type of meta-affect in the problem-solving process of mathematically gifted children is related to the correctness rate of the problem. First, regardless of the success or failure of the problem-solving, the meta-affect appeared relatively frequently in the meta-affect types in which the cognitive factors related to the context of problem-solving appeared first, and acted as the meta-functional type of the evaluation and attitude. Especially, in the case of successful problem-solving of mathematically gifted children, meta-affect showed a very active function as meta-functional type of evaluation.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.1
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• pp.203-217
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• 2021

Purpose: The purpose of this meta-analysis was to examine the high-level evidence of the effects of manual therapy on musculoskeletal diseases. Methods: Domestic databases were searched for studies that conducted clinical trials associated with manual therapy on chronic musculoskeletal diseases. A total of 591 studies published between 2005 and 2018 were identified, with 18 studies satisfying the inclusion data. The studies were classified according to patient, intervention, comparison, and outcome (PICO). The search outcomes were items associated with pain and physical function. The 18 studies included in the study were evaluated by using the R meta-analysis (version 4.0). The quality of 18 randomized control trials was evaluated by using the Cochrane risk of bias (ROB). The effect sizes were computed as the corrected standardized mean difference (SMD). Subgroup and meta-regression analyses were also used. Egger's regression test was carried out in order to analyze the publication bias. Cumulative meta-analysis and sensitivity analysis were also conducted in order to analyze the data error. Results: The following factors showed the large effect size of manual therapy on chronic musculoskeletal diseases: pain (Hedges's g = 2.66; 95% CI = 1.47 ~ 3.85), and physical function (Hedges's g = 2.15; 95% CI: 1.22 ~ 3.08). The subgroup analysis only showed a statistical difference in the type of manual therapy (pain) and outcome (physical function). No statistically significant difference was found in the meta-regression analysis. Publication bias was found in the data, but the results of the trim-and-fill method showed that such bias did not largely affect the obtained data. Furthermore, there were no data errors in the cumulative meta-analysis and sensitivity analysis. Conclusion: This study provides evidence for the effectiveness of manual therapy on chronic musculoskeletal diseases in pain and physical function. Subgroup analysis suggests that only the type of manual therapy for pain and the type of outcome for physical function differed in effect size.

• Journal of The Korean Society of Integrative Medicine
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• v.7 no.4
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• pp.119-130
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• 2019

Purpose : The purpose of this study was to investigate the meta-analysis on the effects of action observation training on stroke patients' walking. Methods : Domestic databases (DBpia, KISS, NDSL, and RISS) were searched for studies that conducted randomized controlled trials (RCTs) associated with action observation training in adults after stroke. The search outcomes were items associated with the walking function. The 18 studies that were included in the study were analyzed using R meta-analysis. A random-effect model was used for the analysis of the effect size because of the significant heterogeneity among the studies. Sub-group and meta-regression analysis were also used. Egger's regression test was conducted to analyze the publishing bias. Cumulative meta-analysis and sensitivity analysis were also done to analyze a data error. Results : The mean effect size was 2.77. The sub-group analysis showed a statistical difference in the number of training sessions per week. No statistically significant difference was found in the meta-regression analysis. Publishing bias was found in the data, but the results of the trim-and-fill method showed that such bias did not affect the obtained data. Also, the cumulative meta-analysis and sensitivity analysis showed no data errors. Conclusion : The meta-analysis of the studies that conducted randomized clinical trials revealed that action observation training effectively improved walking of the chronic stroke patients.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.434-454
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• 2023

This study explored the composition and attributes of modeling instructions and factors of teacher competence in elementary science classes. The study also examined educational research papers regarding modeling instruction cases in elementary schools and elementary teachers' perceptions of modeling instructions using qualitative meta-analysis, which can integrate findings from qualitative research. This investigation led to creating a small group to compose modeling instructions. Furthermore, the modeling approach was demonstrated to go through the process of generating, evaluating, and modifying the model. The attributes of modeling instructions can be divided into factors that affect modeling instructions and competence factors necessary for students participating in modeling instructions. The factors affecting modeling instructions included "small group interactions" and "time limitation in classes." The competence factors necessary for students participating in modeling instructions included "scientific knowledge," "meta-modeling knowledge," and the "ability to control emotions." The teacher competence factors in modeling instructions regarding knowledge, function, and attitude were explored. The teacher competence factors in elementary modeling instructions included "meta-modeling knowledge," "knowledge of modeling assessment," "emotional support for students," and the "awareness of modeling value." Accordingly, this study offered some recommendations for effective modeling instructions.

• Korean Institute of Interior Design Journal
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• v.20 no.6
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• pp.79-87
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• 2011

Spatial perception and spatial structure that focus on psychological effects produce a real force through the medium of space that can control human actions, even their psychology. The job of understanding the characteristics and effects of architectural spaces that recognize the relationship between architecture and human beings, including the psychological dimension, is an alternative search for quality spaces that can increase the mutual relationship between space and human beings. This paper introduces two propositions called "space" and "psychology" in order to discover a meta-pattern connecting space and the human mind with the aim of systematizing that internal network and establishing a new architectural system concerning space and human beings. This paper also proposes a method of accessing physical spaces that can affect psychological states through a conceptual substitution called "extension," with the aim of discovering the implications inherent in such extensive relationships and proposing a methodology of organizing psychological spaces based on the characteristics of that extensive connection. The means of extensively connecting psychological spaces were classified into the three categories of memory system, sensory system, and motor system, and their corresponding extensive connection characteristics called "simultaneous relativity," "non-mediated immediacy," and "purification process" were also derived. These characteristics accelerate the changes in psychological intensity and function as principles that organize psychological space.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.2
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• pp.1073-1083
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• 2015

As an empirical study focused on how transactive memory concept influence the four processes of knowledge growth, this study aimed at explaining the function of transactive memory in the dynamic process of knowledge growth. To verify the research model, this study carried out a path analysis of 130 team memebers and as a result, part of the team transactive memory measurements does affect the knowledge growth. Consequentially, transactive memory especially based on team level, is relevant with knowledge growth. According to team level, this study targeted at the team members, and by adopting the team transactive memory concept in Cognitive Psycology, theoretically explained and analysed how to approach personal knowledge in internal organizations. To accelerate the knowledge process, the work should be modified collaboratively by trusting the team members' duty relations more than specialized knowledge. Furthermore, managers had better assign team members the work where they can make the most of their personal knowledge, and this study presented that the whole team performance could be improved by doing that.