• Journal of Korean Academy of Nursing
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• v.27 no.3
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• pp.627-638
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• 1997

Most patients having leukemia suffer severely from emotional turmoil due to the generalized perception that cancer will be fatal. The conventional chemotherapy results in side effects such as severe bone marrow depression which interfere with self-care management, vital for improvement in their condition. Bandura's theory of the self-efficacy suggests that self- efficacy can be enforced by performance attainments, vicarious experiences, verbal per-suasion and the release of emotional arousal. Self-efficacy can be enforced by a program of vicarious experiences and verbal persuasion, while the emotional arousal can be relieved through a hope promotion program, If once self-efficacy increases, the patient's self-care behaviors and the quality of life will also increase. The purpose of this study was to empirically test the effects of a program, to promote self-efficacy and hope, on self-care behaviors and quality of life in patients having leukemia. In this study, three types of approaches to enhance self-efficacy and hope were used : 1) a 20-minute long slide /tape for vacarious experiences : 2) a 10-minute long telephone call coaching for verbal persuasion ; and 3) two booklets for information about the symptoms of leukemia and treatment modalities and hope promotion. Thirty one patients were recruited in the experimental group and 29 in the control group with a nonequivalent pretest-posttest design. The subjects were patients with leukemia undergoing chemotherapy. Sherer and Maddux's self-efficacy scale, Nowotny's hope scale, and Padilla's quality of life scale were employed with some modifications. A self-care behavior scale was developed by the researchers. Statistical analyses including paired t-test, Chi-square, ANCOVA and ANOVA, were used. The results are as follows : The levels of self-efficacy, self-care behavior and quality of life were higher in the experimental group than in the control group after four weeks of intervention(F=28.71, P=.0001 ; F=63.35, P=.0001 F=16.57, P=.0001). After ten weeks of intervention, all of the dependent variables(self-efficacy, self-care behavior, hope & quality of life) in the experimental group were higher than in the control group (F=74.12, P=.0001 ; F=108.34, P=.0001 ; F=13,11, P=.001 : F=43.52, P=.0001). In conclusion, self-care behavior and quality of life increased mainly through an increase in self-efficacy, while increases in hope took more time and effort.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.671-685
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• 2012

In this study, we developed an analogical experimental design strategy emphasizing understanding and checking stages and applied it to four groups consisting of 7th grade science-gifted students. We classified the patterns of experimental design processes and analyzed the verbal interactions among the science-gifted students at the levels of turn and interaction unit. The analyses of the results reveled that three groups were relevant to reinitiated motion and the other to backward-divergent motion. In the analyses of turn and interaction unit, the frequencies of the statements related to the task were high, especially 'making suggestion' and 'elaborated symmetrical interaction'. The analyses for each stage of strategy indicated that the frequencies of 'explain', 'question', and 'cumulative interaction' at understanding stage were high. At designing stage, the frequencies of 'making suggestion', 'cumulative interaction', and 'disputative interaction' were found to be high. At checking stage, 'making suggestion', 'receiving opinion', and 'disputative interaction' were high. In the comparison of the patterns, the qualitative differences among interaction unit were found at all the stages, whereas there were differences only between designing and checking stages in the turn cases. Educational implications of these findings are discussed.

• Asian Pacific Journal of Cancer Prevention
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• v.17 no.4
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• pp.2205-2209
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• 2016

Cholangiocarcinoma (CCA) is a serious problem in Thailand, particularly in the northeastern region. Active surveillance in rural communities with an appropriat low-cost screening tool is required to facilitate early detection. Therefore, this study aimed to investigate the population at risk of CCA in Bua Yai district, Nakhon Ratchasima province, Northeastern Thailand using the Korat-CCA verbal screening test (KCVST) during June to October 2015. Reliability of KCVST demonstrated a Cronbach alpha coefficient=0.75 Stepwise-multiple regression showed that alcohol consumption was important for CCA screened, followed by agriculture and pesticide use, under-cooked cyprinoid fish consumption, praziquantel use, naïve northeastern people, opisthorchiasis, family relatives with CCA, and cholangitis or cholecystitis or gallstones, respectively. Population at risk for CCA was classified to low risk (63.4%), moderate risk (33.7%), and high risk (1.32%) for CCA. When CCA was screened using ultrasonography, 4 of 32 high risk participants had an abnormal biliary tract with dilated bile ducts. This study indicates that KCVST is a potential useful too which decrease the cost of large scale CCA screening.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.107-130
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• 2010

The purpose of this study is to investigate the characteristics that indicate scientifically gifted students by analyzing the verbal interactions in developmental biology inquiry-experimental classes. The subjects were 20 first-grade middle school students who were participating in SNU Science Gifted Education Center. In these experimental classes which were developed based on the CPS Model, we conducted a total of four experimental sessions of small group discussions, and the students' verbal interactions were both taped and video recorded, and observed. From the transcriptions, the patterns of question-answer and the characteristics of scientifically gifted students were analyzed. In the case of question-answer patterns, thinking questions appeared 3~6 times more frequently than the standard information questions. Especially, the case of experimental class I showed 40% more thinking questions as well as standard information questions that the other 3 classes. Through the results of analysing verbal interactions, we were able to find more detailed aspects to creativity that were not identifiable in paper-pencil examinations, as well as affective characteristics such as task commitment and leadership. We believe our findings upon inquiry will be of substantial significance in substituting for the paper-pencil examination in distinguishing and selecting scientifically gifted students.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.411-421
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• 2002

This study investigated small group processes in paired think-aloud problem solving. Two high school chemistry classes were assigned to St-SL group (using Strategy-Solve Listener) and SL group (Solver Listener), and their small-group behaviors were audio/video taped. Verbal behaviors of solver and listener in respect to 4 problem-solving stages and performance levels at each stage were analyzed. At the understanding stage, listeners in the St-SL group exhibited more behaviors of agreement to solver's understanding processes about given and goal of problem. As regards recalling a related law at the planning stage, solvers in the St-SL group exhibited more behaviors of modification based on listener's questions or pointing out. These verbal interactions seemed to have a positive effect on students' deriving the physical quantity with the proper laws. Few in both SL and St-SL groups exhibited the behaviors regarding setting up subgoals. No verbal behavior was observed in the SL group at the reviewing stage, and solvers in the St-SL group tended to ask for listener's agreement. However, only few performed the strategy explaining the meaning of answer at the molecular level correctly through the interactions. The St-SL group perceived that the understanding stage was the most helpful and that the planning or reviewing stages were difficult to apply.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.333-342
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• 2015

This study analyzes the verbal interaction patterns used in a social network activity analysis that appeared in a science inquiry activity of 31 small groups of science-gifted students consisting of 5 members each. The results of this study are as follows: The interaction patterns showed eight types. The most prevalent interaction pattern, type 1, is triangle-shaped, interacting with 3 members out of 5 without a central member. Type 2 is wye form, interacting with 4 members and with one alienated member. Type 3 is diamond-shaped, interacting with 4 members. Type 4 is ray form, interacting with 5 around a central member. Type 5 has an alienated member and interacts with 4 members around the central member. Type 6 is triangle-branched, 4 members linked to the central member. Type 7 is wye form linked all around the central member. Type 8 is wye form with a more complex link than type 7. These can be classified in two. One is the participation-type where the rest of the 4 members are linked to the central member. The other is the alienation-type where a member/members is/are alienated without a central member. The participation-type appeared in 9 groups (29%), type 4, type 6, type 7, and type 8. The alienation-type showed in 22 groups (71%), type 1, type 2, type 3, and type 5. On the basis of this study, we propose that the best number of members in a group is three. It helps prevent a free-riding effect or isolation of members. Also, we deem it more fruitful if there is a member playing a central role in a group.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.10 no.1
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• pp.9-18
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• 2016

This study reported a case study that showed educational usefulness of SAFMEDS (Say All Fast a Minute Every Day Shuffled) on the improvement of Fluency. The participants were 3 experts with special teacher and speech and pathology, who enrolled a graduate level course, Research in Children with Autism Spectrum Disorder. The SAFMEDS strategy was employed as a study tool for the participants to acquire fluent verbal repertoires related to the key terminologies of Skinner's (1957) analysis of verbal behavior, list 60 pairs of terms. The participants developed 60 term flash cards which presented a target term on the front of the card, and its definition on the back. During the intervention, the participants were required to see the definition and says its term. The results of this study indicated that the SAFMEDS was effective to improve participants' fluent verbal repertoires in terms of both accuracy and fluency. The results of this study would be able to contribute for education professionals to improve certain target operant's accuracy and fluency.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.363-370
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• 2016

This study aimed to evaluate correlation between self-evaluation factors and academic achievement of medical students according to introduction of explanation meeting in cadaveric dissection. The students explained cadaveric structure to health allied sciences students and discussed with each other. Just after the meeting, 102 medical students filled out a self-reported questionnaire on impact of self-evaluation factors and communication. The data were analyzed by frequency analysis, t-test and analysis of variance. Regardless of their gender, age, previous experience, the majority of the students gave high scores in all of self-evaluation factors. Among them, linkage with major and verbal communication factor were closely related to their academic achievement(p<0.05). The verbal and non-verbal communication factors also had a high correlation of 0.580(p<0.01). The explanation meeting provided a chance to learn further with positive attitude to medical students and motivated them academically.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.6
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• pp.1317-1328
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• 2009

As a study on how the Neurofeedback training effects on young children's brain function and intelligence, first, this paper aims to verity the effect Neurofeedback training brings to the function of young children's brain. Second, through K-WPPSI IQ test, analyses how Neurofeedback training influences on the development of young children's intelligence. The subjects of this study were the 60 five-year children attenging J kindergarten in Cheon-an, experimnet treatment was performed according to Neurofeedback training guidance from Aprile 21 to December 12, 2008. It analyzes the states of brain waves before and after the Neurofeedback training, and performed the statistical analysis through t-test, using SPSS for Window(V.13.0) package. As a result of analysis, it was shown that firstly Neurofeedback training was very effective on the d!evelopment of infan's brain intelligence, since the quotient to evaluate the entire brain function appeared to have a meaningful influence. Secondly, it was proved that Neurofeedback training had much influence on the object assembly-area, the maze-area, and picture completion-area, and that it had the same influence on the performance intelligence quotient too. So, such results as these one make us realize that Neurofeedback training is a very effective method to the development of performance intelligence quotient. Thirdly, they indicate that Neurofeedback training hasn't a meaningful influence on verbal intelligence quotient, since it affects only on the similarities area among verbal intelligence quotient, the total evaluative quotient.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.251-276
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• 2013

This study was performed in order to examine the effects of one to one interactive picture book reading on infants' reading response and teachers' language teaching efficacy. A total of 50 2-year-olds from 8 child care centers in Incheon were divided into an experimental group and a control group. The interactive picture book reading activities were carried out once a week during 12 weeks. The infants in the experimental group read one-to-one with teachers, and their counterparts read the same book in a group. The change in teachers' language teaching efficacy was examined, and their subjective perception was evaluated through in-depth interview. As a result of this research, the infants in the experimental group showed significantly increased verbal response, compared to the control group, both in the total score and most sub-factors such as naming, responding, asking, demanding, spontaneous utterance, and decontextualized utterance. They also represented a significant rise, compared to the control group, in the total score of non-verbal response and factors like finger indicating, imitating, and accepting. Finally, the teachers who led the experimental group showed increased language teaching efficacy, and evaluated the effects of interactive picture book reading with infants very positively.