• 한국양식학회지
• /
• 제12권1호
• /
• pp.63-69
• /
• 1999

A series of experiments were conducted to examine on what stimulus giant danio (Danio malabaricus) were mainly responsible for detecting alarm substance. When 0.15 ml alarm substance (10 ppm) was introduced into the tank, fish showed no notable change in swimming pattern. However, the introduction of 1.5 ml alarm substance (100 ppm) could induce fright reaction about in 6 minutes. Further, when 15 ml alarm substance (1,000 ppm) was introduced into the tank, fish showed the following fright reaction in a few seconds; suppressing to feed diet, no swimming, strong chasing, and visual alertness. In detecting alarm substance, fish were mainly depending on the chemical stimulus (nares) rather than the vision stimulus (eyes) because fish detected alarm substance by the chemical cue showed the significantly stronger fright reaction than by the visual cue. The time for fish to show the initial fright reaction after detecting alarm substance by the chemical cue was shorter than by the visual cue. Also after alarm substance was introduced into the tank, olfaction-deprived fish showed significantly weaker fright reaction and less frequency of chasing than the normal fish which detected alarm substance by both olfaction and gustation stimulus. These results indicated that chemical stimulus, especially olfaction might be the primary sensory modality used in the detection of the alarm substance for giant danio.

• 인터넷정보학회논문지
• /
• 제11권1호
• /
• pp.77-84
• /
• 2010

모국어나 외국어를 습득할 때 언어 처리의 '속도' 및 '정확도'가 적절하지 않으면 언어발달이 지연되거나 외국어 학습에 어려움을 보이게 되며, 실제 이를 통한 의사소통 상황에서 어려움을 겪게 된다. 따라서, 언어 학습 능력을 평가할 때 단순히 언어 처리의 정확도만이 아닌 '속도'와 '정확도'를 동시에 측정하는 것이 중요하며, 학습에 있어서도 이러한 처리의 효율성을 향상 시키는 것이 필요하다. 우리는 음성 및 시각 자극에 대한 '반응속도 측정기 플랫폼'을 개발함으로써 효율적인 언어 수행 능력을 평가하고 학습 향상에 적용하고자 하였다. 이 글에서는 먼저 이 플랫폼의 구성 및 내용 그리고 온라인 컨텐츠 구성 등의 개발 과정에 대하여 제시하였다. 또한, 이 플랫폼의 실제 적용 가능성을 검토하기 위하여 10명의 성인에게 '청각', '시각' 그리고 '시청각'의 3 가지 자극 조건을 제시하고, 각 조건에서 5회 이상 자극에 반응을 보이도록 하였다. 그리고 1회와 5회 반응의 반응 속도 및 정확도를 측정하여 비교하여 보았다. 이러한 결과 이 플랫폼이 정도의 차이는 있으나 자극의 종류에 상관없이 보다 빠르고 정확하게 언어를 처리할 수 있도록 능력을 향상시키는데 도움을 주고 있음을 알 수 있었다.

• 한국과학교육학회지
• /
• 제30권3호
• /
• pp.337-352
• /
• 2010

The purpose of this study was to compare the differences between science teachers' preference and their students' awareness for teaching and learning methods according to classroom circumstance, with a focus on the 'Stimulus and Reaction' subject unit in middle school. A survey was given to teachers and students that concentrated mainly on the 8 grade 'stimulus and reaction' unit, it was followed by interviews with 5 students to and in the interpretation of the findings. The questionnaire participants consisted of 192 science teachers and 331 $8^{th}$ grade students. Lecturing was the teaching method which was most favored by teachers and mainly recognized by students followed by questioning, educational software and film/video. We could see difference of recognition between teachers and students from this result in application, review and attitude area. The teaching methods applied by teachers and recognized by students depended on the instructional situation. In addition, it was revealed that teachers were applying various teaching methods to classroom situations.

• 대한인간공학회지
• /
• 제13권1호
• /
• pp.27-35
• /
• 1994

Automation and mechanization of work make people put the machine into operation and control the state of operation. In the process of those works they are apt to have accidents caused by their carelessness. To reduce such accidents, we can practice "TOUCH '||'&'||' CALL", which is to indicate and ascertain the dangerous parts at every process before performing tasks. The objectives of this study are to examine the effects of S-R compatibility and to show quantitatively the efficiency of TOUCH '||'&'||' CALL. The results show that: 1. Reaction time in case of indicating with fingers and shouting is slightly longer (0.138sec. .approx. 0.279sec. ) than that of responding only visually. However, the error rate decreases by 1/3.3 .approx. 1/4.2 times. Frome this, it is considered to verify quantitative estimation on multiple feedback of TOUCH '||'&'||' CALL. 2. In the stimulus-response relation aspect, numeric numeric stimulus-numeric response shows lower error rate (0.033% .approx. 0.133%) than any other stimulus-response relation, ahd shorter reaction time is proven ( 0.556sec. .approx. 0.835sec. ). These data suggest that having the order of stimulus-response arranged in accordance with the experimental knowledges and conceptional compatibility can bring down the error rate considerably.

• Industrial Engineering and Management Systems
• /
• 제6권1호
• /
• pp.40-48
• /
• 2007

This study investigated the optimum positions and warning foreperiod for auditory signals with an experiment on spatial stimulus-response (S-R) compatibility effects. The auditory signals were presented at the front-right, front-left, rear-right, and rear-left positions from the subjects, whose reaction times and accuracies at different spatial mapping conditions were examined. The results showed a significant spatial stimulus-response compatibility effect in which faster and more accurate responses were obtained in the transversely and longitudinally compatible condition while the worst performance was found when spatial stimulus-response compatibility did not exist in either orientation. It was also shown that the transverse compatibility effect was found significantly stronger than the longitudinal compatibility effect. The effect of signal position was found significant and post hoc test suggested that the emergent warning alarm should be placed on the front-right position for right-handed users. The warning foreperiod prior to the signal presentation was shown to influence reaction time and a warning foreperiod of 3 s is found optimal for the 2-choice auditory reaction task.

• 인터넷정보학회논문지
• /
• 제11권5호
• /
• pp.71-80
• /
• 2010

이 시스템의 개발 목적은 상업화의 화두인 교육과 엔터테인먼트분야에서 새롭게 제작한 교육용 콘텐츠를 이용하여 현재 보급이 활성화중인 IPTV 상용화에 일조하는 것이다. 교육적 활용을 위하여 반응시험기(Stimulus $Tester^{TM}$)를 이용하였다. 반응시험기는 리모컨 또는 제 3의 도구로 학습 한 후 이에 대한 피드백으로서 반응 속도를 부여하는 시스템을 말한다. 이 시스템에서는 주어진 문제 해결 시간 동안에 학습자가 반응을 하면 정오반응 여부 및 그에 문제 해결에 소요된 시간에 대한 피드백이 제시된다. 이 과정에서 정오반응 여부와 더불어 반응시간 피드백을 통하여 학습자가 스스로의 학습능률 정도를 확인하게 되고 이후 학습 증진에 도움이 되도록 하였다. 이 피드백 과정은 개인 PC에서 연결된 서버를 통하여 대상자에게 다시 PC로 포인트를 배분하는 과정을 통하도록 하였다. 이 시스템의 보급을 통하여 IPTV의 활성화와 더불어 교육 콘텐츠 개발로 인한 점진적인 산업의 활성화를 기대할 수 있을 것으로 보인다. 이 시스템을 통한 학습능률을 증진여부를 검증하기위하여 일반 남녀대학생을 대상으로 인터넷기반과 페이퍼기반의 학습증진여부를 측정하였으며, 그 결과 우수한 경우 최대 지속적인 7일 반응으로 2.47분에서 1.27분으로 학습효과가 51% 증가하였다.

• The Korean Journal of Physiology
• /
• 제19권2호
• /
• pp.227-232
• /
• 1985

Previously, we had reported that the electrical stimulation of peripheral nerve with stimlatory parameters of 20 V strength and 2 Hz frequency for 60 min resulted in reducing the pain reaction. The present study was performed to evaluate if the pain reaction was affected by the peripheral nerve stimulation with different stimulatory parameters in the decerebrated cat. The flexion reflex was used as an index of the pain reaction. The reflex was elicited by stimulating the sural nerve (stimulus strength of 20 $V\;\times\;0.5$msec) and recorded as a compound action potential from the motor nerve innervated to the posterior biceps femoris muscle. The common perneal nerve was selected as a peripheral nerve on which the electrical stimulation of various intensities and frequencies was applied. The results are summarized as follows : 1) The peripheral nerve stimulation with 100 mV strength, regardless of frequencies, did not affect the pain reaction induced by the sural nerve stimulation. 2) When the stimulus of 1V intensity and slow frequency (2 Hz) was applied to the peripheral nerve for 30 min or 60 min, the pain reaction was significantly reduced comparing to the control. However, this reduced pain reaction by the peripheral nerve stimulation was not reversed by the injection of naloxone (0.02 mg/kg) 3) High frequency stimulus (60 Hz) of 1V intensity for 30 or 60 min did not show any effects of affecting the pain reaction. These results suggest that the stimulus of relatively high intensity (at least 1V) and low frequency (2 Hz) is needed to elicite the analgesic effect by the peripheral nerve stimulation. By the 1V stimulus, $A\delta$ nerve fiber is activated. Therefore, an $A\delta$ or smaller nerve fibers must be activated for showing analgesia by the peripheral nerve stimulation. However, the mechanism of analgesia by the $A\delta$ nerve activation alone was not related to the endogeneous morphine system since the reduced pain reaction by the $A\delta$ fiber activation alone was not reversed by the treatment of naloxone.

• 한국전기전자재료학회:학술대회논문집
• /
• 한국전기전자재료학회 1999년도 춘계학술대회 논문집
• /
• pp.41-44
• /
• 1999

Displacement current was generated in the pressure stimulus and light stimulus. Solution of azobenzene molecules (8A5H) have to character trans-to-cis. Pressure stimulus generate in the pressure and current. light stimulus generate in the displasement current. The Maxwell displacement current measuring technique has been applied for the investigation of azobenzene organic thin films under alternating photoirradiation with ultraviolet(360nm) and visible (450nm) light. The displacement current was generated due to the trans-to-cis photoisomerization by irradiation with ultraviolet light(λ$_1$=360 nm) Whereas the displacement current was generated in the opposite direction due to the cis-to-trans photoisomerization by irradiation with visible light(λ$_2$=450nm). As result, To show twice reaction certainly phase transition in pressure. A first range generated from 24$\AA$$^2$ to 29$\AA$$^2$and second range generated from 20$\AA$$^2$to 24$\AA$$^2$. Also, cetainfy stimulus apper low pressure and high pressure in photoirradiation. To see different every moment phase transition.

• 대한간호학회지
• /
• 제4권3호
• /
• pp.1-12
• /
• 1974

It is the purpose of this study to determine an effective method of communication between teachers and students. This study was done by using the theory, methods and tools of transactional analysis as developed by Borne and Harris. In order to achieve this objective: First; The teacher and student communication process is to be used, noting the student's reaction when the teacher uses "Adult" and "Parent" stimulus. Second; The effectiveness of the reaction toward the "Adult" and "Parent" stimulus is to be determined with these objectives in mind. The problems of this research study are as follows; What influence on the response of the student is brought about by the method of communication used by the teacher? 1) When the teacher uses the "Parent" Stimulus method what response of the student is shown? 2) When the teacher uses the "Adult" Stimulus method what response of the student is shown? 3) What method of communication helps to promote the student′s growth? In order to determine the answers to these questions data was collected from 40 first year students at a school of nursing in Inchon. These students were divided into two groups and the unstandardized interview technique was used to interview each student for ten minutes. A tape recording was made of each interview and the nonverbal communication was recorded by process recording immediately following each interview. The recorded material obtained from the two groups was analysed and then the Borne and Harris transactional analysis method was used in analysing the writer of this thesis undertook. Hypothesis 1. When the teacher used the "Parent" stimulus the student′s response was more frequently "Child" than "Adult", the results showed a significant difference of P〈0.001. Hypothesis 2. When the teacher used the "Adult" Stimulus the student′s response was more frequently of "Adult" than "Child", the results showed a significant difference of P〈0.001, The following conclusions are drawn from this study: 1) There is an indication that the teachers use of "Parent" stimulus communication is not an effective method to increase the growth of the student. 3) Since the teachers use of "Adult" stimulus resulted in an increase in the "Adult" response of the student there is ah indication that use of an effective communication method can help the student to develop. The writer of this research paper suggests for further study the following; 1) A comparison of the differences in response to the giving of both "Adult" and "Parent" stimulus to the same Students. 2) A comparison of the differences in student response to the communication method according to the student′s grade, age, sex and level in school.

• 대한한의학회지
• /
• 제21권3호
• /
• pp.3-8
• /
• 2000

1. Definition : Bee-venom therapy does not involve actual bee-stings: it is a treatment method with acquired bee-venom extract through the electric stimulus on the bee, It is injected subcutaneusly on the acupuncture point after refining, according to the diagnosis of constitution and disease. 2. History : Around 2000 B.C., records that Bee-venom was used for therapy were written in the medical book of Babylonia and Papirus of ancient Egypt. Hippocrates, who is called the father of Medicine, said that Bee-venom is Arcanum, which means mysteric medicine. In Oriental medicine, B.C. 200, there was a clinical record that the meat suspended in front of the bee house on the tree in order to get bee-venom, was attached on the lesion. 3. Mechanism of Action : There are two aspects: 1) The effect of stimulating acupunture point It is similar to the chemical moxa. I think that there are several methods of stimulating the acupuncture point： For example, a simple needle is a mechanical stimulus, Moxa is a heating stimulus and electric and Raser acupunture etc. And another stimulus: in the ancient orient, a chemical stimulus called Chungu(Tianjiu), is attached to the lesions by using grinded insects (ex. Mylaris phalerate PALL.) which have toxin. So Bee venom therapy is similar to this. 2) The effect of biochemical ingredients Bee venom consists of 40 kinds of ingredients. For example, me Iii tin, Apamin, Pospholipase A2, MCD peptide, Adolapin and so on. They have effects which have been proven through experimentation l) tonifying mechanism of the body through increasing hormon secretion 2) tonifying immune system through proliferation of WBC, lymphocytes, macrophage 3) anti-inflammatory reaction Therefore Bee venom therapy is the representative 3rd Medicine, which combined East & West medicine. 4. Application of disease : L.B.P and HIVD, O.A, R.A, degenerative arthritis, shoulder pain and other pain diseases. 5. Therapic methods : According to constitution and disease, proper concentration of bee venom is injected on acupunture point, 2 times a week. Generally one term is consisted of 15times. 6. Contraindication : Heart disease, TBc, DM, kidney disease(nephritis), pregnancy, woman in menstruation 3-4 persons per 100,000 persons may have severe allergic reaction.