• Speech Sciences
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• v.12 no.3
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• pp.91-102
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• 2005

This study investigated to the effects of a mental image drawing in RHD patients with left neglect. Three subjects participated in this study. All subjects were right handed and native speaker of korean. In task 1, the patients were presented with visual stimulus card directly above the response sheet and were asked to draw the picture. In task 2, they were presented with items auditorily and asked to draw the picture(mental image drawing). In all experimental conditions, there was no response time limit. The results showed that the subjects showed left neglect leaving some space on the left side in task 1. And the picture was drawn the left side from the right in direction. However, the neglect disappeared in task 2. And the picture was drawn the right side from the left in direction. The results of the present study suggested that a mental image drawing technique can be effective in treating individuals who exhibit left neglect. Also, the picture direction showed that the korean normality was same.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.90-100
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• 2005

This study was intended to investigate effects of building school forests on elementary school students, including changes in mental image of school, attitude toward nature and forest, and awareness of their relationship with school forest. The total number of 770 drawings and 1,124 writings were collected to be analyzed from three elementary schools. The results showed that there were significant differences between two student groups, respectively forest school group versus non-forest school group, in their mental image of school. For instance, more often observed in the drawings of forest school group students than their counterparts were natural and human elements, activities associated with nature, and natural or human elements located at central area. Also, more frequently found in the writings of forest school group students than their counterparts were letter-style sentences, stories about school forests, inherent values on nature and forest, and curiosity regarding the nature. These results seem to indicate that in order to materialize educational value of school forests, practical workshops for teachers need to be held as soon as possible and new activity models for students should be developed. In addition to that, long-term research on effectiveness of school forest have to be conducted to a number of schools.

• Journal of the Korean Society of Costume
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• v.54 no.8
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• pp.75-86
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• 2004

This study aims at considering and analyzing the stature of denim clothing as an ornament as well ai how aesthetic meaning and human being's mental side indwell in the development of denims. which will be proceeded in the future, from the view of contemporary culture of dressing. It is found that the stylishness expressed through denim clothing is formed on the basis of the cultures of party, drawing and disorganization, and the result of the study was as follows. Firstly, the culture of party became the source of for decoration of denim clothing, and denim clothing more glamorize women as a party-look which makes the most use of its advantage to be comfortable and able to display in various ways with splendid artificial jewelry, patchwork, dyed pattern which is elaborately embroidered. Secondly, Such culture of drawing is applied to denim clothing so that denims are expressed to make people feel more human being's warmth as being free from the existing stereotype and formality. Thirdly, the most outstanding feature of denim clothing showed in the culture of disorganization is to make the most use of vintage style as it is. This reflects an image of the culture of disorganization under postmodernism, which is free from the traditional conception of the existing dressing by destroying the original form, in the way of slashing, making a hole and tearing. That is, people can sufficiently express not only free sense of release based on postmodernism by wearing denim clothing, but also human being's intrinsic desire for restoration of humanism or human warmth with splendid decoration or various techniques such as handicraft. It can be recognized these features as the reasons, that make denim clothing place themselves as an original fashion item, by giving denim clothing technical decoration in recent years.

• Journal of the Korean earth science society
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• v.35 no.5
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• pp.375-384
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• 2014

The number of students choosing science, technology, engineering, and mathematics (STEM) related careers are declining. Thus it became a worldwide challenge in the $21^{st}$ century. As public images of the engineers are unfavorable and inaccurate, misconceptions and stereotypes about engineers are prevailing. The purpose of this study was to investigate elementary school students' perceived mental and pictorial images of engineers and the nature of engineering work. This study involved 512 fifth and sixth grade students (Boys: 287 and Girls: 225) from four elementary schools at one of metropolitans in South Korea. The Draw An Engineer-Korean version (DAE-K) was developed based on Draw an Engineer (DAE) and Draw a Scientist (DAS), and Song and Kim (1999)'s instruments. A pilot-tested was conducted with 33 elementary students prior to the main study. The students were asked to answer how they think the engineers would be, to draw an engineer at work, and to write the engineer's personal information and the job description. Engineers were perceived as a person fixing, building, manufacturing, working outdoors in labors' clothes such as a robe. Engineers were shown with building tools, robots, airplanes, machines, conveyor belt, etc. Moreover, compared to the scientists, engineers were perceived as less intelligent, less imaginative, and less accurate. The results of this study revealed that elementary school students had a lack of accurate images of engineers. Students' current perceived images of engineers could help educators find the baselines for the future engineering education in elementary schools. In addition, the findings of this study could also contribute to the development of engineering education in terms of gender issues, STEM career choice, and even cultural diversity.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.523-537
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• 2017

The purpose of this study is to investigate the features of elementary students' intuitive thinking emerged during problem solving activities as it related to thermal phenomena, focusing on when intuitive thinking appears and how it is related to logical thinking. For this, we presented a problem related to thermal phenomena to nine 5th-grade students, and examined how students' thinking emerged in the activities. We conducted clinical interviews to investigate the thinking process of students. The results of this study are as follows. First, students made their own solutions and justified it later during the emergence process of intuitive thinking. It was also found that students connected concrete materials and abstract concepts intuitively. They solved the problem by making predictions even when information is insufficient. Second, it was shown that intuitive thinking can emerge through the intended strategies such as drawing a mental image, thinking from a different perspective, and integrating methods. These results, which are related to the students' intuitive thinking has received little attention and will be the basis for helping students in the context of discovery of their problem solving activities.

• (The)Korea Educational Review
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• v.23 no.2
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• pp.31-53
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• 2017

Drawing upon Vygotsky's theory, this paper explores the possibilities of imaginative education and those implications in relation to emotions. Imagination is an important element of future competencies as well as creativity. But there is a big dilemma in an educational intervention about imagination. If imagination is naturally occurring and therefore considered a mysterious ability that is specific to a child, education should not intervent as much as possible so that it can be expressed and preserved. It is linked to Piaget's influence, which regards imagination as a mental immaturity of childhood. Vygotsky who is a developmental psychologist argues that mind is generated from the socio-cultural origins in opposition to Piaget's spontaneous generation and emphasizes that it is a core characteristic of human to create something through interaction with the world. Vygotsky consider that 'imagination' which synthesizes empirical material and creates a new image is a key factor in human creativity. He reminded us of the possibilities and importance of imaginative education by revealing that imagination is not limited to childhood but constantly develops through cultural experience. Especially Vygotsky's understanding has important implications for future education in relation to emotion. Imagination plays a role of expressing and dealing with human emotions. Unlike the reason-centered society in the past, future society demands a big role of imagination in education for dealing with emotional knowledge and morality.

• Journal of Music and Human Behavior
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• v.5 no.1
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• pp.67-90
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• 2008

This case used MI techniques that give an imagery experience to depressed client's mental resource, and that makes in to verbalism. Also those images are supportive level therapy examples that apply to positive variation. MI is simple word of 'Music and Imagery' with one of psychology cure called GIM(Guided Imagery and Music). It makes client can through to the inner world and search, confront, discern and solve with suitable music. Supportive Level MI is only used from safety level music. Introduction of private session can associate specification feeling, subject, word or image. And those images are guide to positive experience. The First session step of MI program is a prelude that makes concrete goal like first interview. The Second step is a transition that can concretely express about client's story. The third step is induction and music listening. And it helps to associate imagery more easily by used tension relaxation. Also it can search and associate about various imagery from the music. The last step is process that process drawing imagery, talking about personal imagery experience in common with therapist that bring the power by expansion the positive experience. Client A case targets rapport forming(empathy, understanding and support), searching positive recourse(child hood, family), client's emotion and positive support. Music must be used simple tone, repetition melody, steady rhythm and organized by harmony music of what therapist and client's preference. The client used defense mechanism and couldn't control emotion by depression in 1 & 2 sessions. But the result was client A could experience about support and understanding after 3 sessions. After session 4 the client had stable, changed to positive emotion from the negative emotion and found her spontaneous. Therefore, at the session 6, the client recognized that she will have step of positive time at the future. About client B, she established rapport forming(empathy, understanding and support) and searching issues and positive recognition(child hood, family), expression and insight(present, future). The music was comfortable, organizational at the session 1 & 2, but after session 3, its development was getting bigger and the main melody changed variation with high and low of tune. Also it used the classic and romantic music. The client avoids bad personal relations to religious relationship. But at the session 1 & 2, client had supportive experience and empathy because of her favorite, supportive music. After session 3, client B recognized and face to face the present issue. But she had avoidance and face to face of ambivalence. The client B had a experience about emotion change according depression and face to face client's issues After session 4. At the session 5 & 6, client tried to have will power of healthy life and fairly attitude, train mental power and solution attitude in the future. On this wise, MI program had actuality and clients' issues solution more than GIM program. MI can solute the issue by client's based issue without approach to unconsciousness like GIM. Especially it can use variety music and listening time is shorter than GIM and structuralize. Also can express client's emotion very well. So it can use corrective and complement MI program to children, adolescent and adult.

• Cartoon and Animation Studies
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• s.33
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• pp.31-53
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• 2013

In the early twentieth century, history of animation began by modern artists, they produced various experimental images with the newly invented film and cameras. Artists in the field of movie, photography, paintings and others manipulated images in motion. But as some animated movies won industrial success and popularity, they became the trend but experimental style of early animation preserved by so-called non-mainstreamers or experimental animators, counteracting commercialism. Disney animation also followed the trend by applying realistic Hollywood film style, the worse critics placed a low value on the animation and it tarnished the image, although it was profitable investment from a business standpoint. To make images realistic, they opened a drawing class that animators developed skills to imitate motions and forms from subjects in real life. Also some techniques and gizmos were used to mimic and simulate three dimensional objects and spaces, multiplane camera and compositing 3D CG images with 2D drawings. Moreover, they brought animation stories from fairly tales or folk tales, and Walt's personal interest in live-action movies, they applied Hollywood-film-like narratives and realistic visual, and harsh criticism ensued. On the surface early disney animations' potential seems to be weakened, but in reality it still exists by simplifying and exaggerating forms and color as modern arts. Disney animation employs concepts of the modernism paintings such as simplified shapes and colors to a character design, when their characters are placed together in a scene, that visual elements cause mental reaction. This modification gives a new internal experience to audiences. As conceptual colors in abstract paintings make images appeared to be flat, coloring characters with no shading make them look flat and comparing to them, background images are also appeared to be flat. On top of that, multi-perspective at background images recalls modernist paintings. This essay goes in details with the animation pioneers' works and how Disney animation developed its techniques to emulate real life and analyses color schemes, forms, and spaces in Disney animation compared with modern artists' works, in that the visual language of Disney animation reminds of impression from abstract paintings in the beginning of the twentieth centuries.