• Physical Therapy Rehabilitation Science
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• 제7권3호
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• pp.95-101
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• 2018

Objective: To determine if the provision of visual biofeedback using real-time rehabilitative ultrasound imaging (RUSI) enhances the acquisition and retention of diaphragm muscle recruitment during exercise. Design: Two group pretest posttest design. Methods: Thirty healthy subjects were randomly assigned to the verbal feedback group (VG, n=15) or the visual and verbal feedback group (VVG, n=15). The VG performed breathing exercises 10 times with verbal feedback, and the VVG also performed breathing exercises 10 times with verbal feedback and visual feedback with the use of RUSI to measure changes in diaphragm thickness (DT). For DT, the mid-axillary lines between ribs 8 and 9 on both sides were measured in standing, and then the chest wall was perpendicularly illuminated using a linear transducer with the patients in supine to observe the region between rib 8 and 9 and to obtain 2-dimensional images. DT was measured as the distance between the two parallel lines that appeared bright in the middle of the pleura and the peritoneum. After one week, three repetitions (follow-up session) were performed to confirm retention effects. Intra- and between- group percent changes in diaphragm muscle thickness were assessed. Results: In the VVG, the intervention value had a medium effect size compared to the baseline value, but the follow-up value decreased to a small effect size. In the between-group comparisons, during the intervention session, the VVG showed no significant effect on percent change of DT but had a medium effect size compared to the VG (p=0.050, Cohen's d=0.764). During the follow-up session, retention effect did not persist (p=0.311, Cohen's d=0.381). Conclusions: RUSI can be used to provide visual biofeedback and improve performance and retention in the ability to activate the diaphragm muscle in healthy subjects. Future research needs to establish a protocol for respiratory intervention to maintain the effect of diaphragmatic breathing training using RUSI with visual feedback.

• 성인간호학회지
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• 제14권2호
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• pp.276-286
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• 2002

Purpose: The concept of embarrassment as an unpleasant emotion is important in caring for those who are in the continuum of illness and health requiring body care and facing sexual problems. In spite of its nursing implication, embarrassment has not been focused in nursing research. Therefore, the purpose of this paper is to develope a conceptual analysis of embarrassment. This analysis would help to understand comprehensively an embarrassing situation in which an intimate relationship between nurse and patient regarding body care of the patient could develope. Futhermore, it would be a basis for developing strategies for prevention of embarrassment which could lead for both patient and nurse to emotionally vulnerable situation because of their failure of self-presentation (impression management). Method: The concept analysis model suggested by Walker and Avant (1988) is used to clarify what is meant by the term 'embarrassment'. Result: This analysis defines the attributes of embarrassment such as follows. First, embarrassment is often attributed to situational factors interrupting a smooth interaction such as intimacy, confusion, vulnerability, exposure of interaction and characteristics of audience. Second, embarrassment is closely related with cognitive factor such as fear of losing face resulted from a behaviour being out of line. Third, embarrassment is closely associated with dispositional factor such as embarrassability. Fourth, embarrassment is an unpleasant and unwanted emotion arising reactively after an interaction had occurred. Fifth, embarrassment encloses physical, physiological and behavioral aspects such as a variety of unique and easily noticeable reactions and a pattern of verbal and non-verbal behaviour for coping in an embarrassing situation. The antecedents were normally socialized adolescents with normal cognitive ability, concern of losing face, embarrassability, embarrassing events related with situational intimacy, confusion, vulnerability, exposure of interaction and characteristics of audience, physical, behavioral blunders resulting in a failure of impression management. The consequences were an emotional coping behaviour, audience's embarrassment responses, and verbal and non-verbal coping strategies of interactional participants. Conclusion: It is hoped that this analysis will stimulate further exploration of this concept and study for developing systematic assessment and nursing practice that diminishes embarrassment of interactional participants.

• 한국생활과학회지
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• 제11권4호
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• pp.321-334
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• 2002

This study is a non-structured developmental art-therapy case study having done 134 times of total treatments for a 12 years old girl, having extremely poor verbal communication ability and sociality comparing to her ability in perception and motion. I presumed the cause of this gap between perceptibility and the communication ability was a problem related to self-consciousness. To cure the problem, I provided treatment programs designed to use material which can create a stable and reliable environment and can give body experiences such as painting and play-dough. As the treatment programs progressed, I found she had changed gradually to lead the game by herself and to express her favorite colors and shapes. Also she became to be able to express her experience as a simple word and to response short answers for questions.

• 대한가정학회지
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• 제39권3호
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• pp.25-34
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• 2001

The purpose of this study was to examine the relationship between cognitive ability and emotional and behavioural problems in a nonclinical sample of 120 preschool children aged 4-5 years. Cognitive ability scores were derived from the 'McCarthy Scales of Children's Abilities', and emotional and behavioural problems were measured using quantitative and dimensional method, 'Child Behavior Checklist'. The results from this study support similar findings among older children and clinical populations that lower McCarthy general, verbal, and perceptual-performance IQ scores are associated with internalizing and externalizing emotional and behavioural problems. On the basis of this study, early identification of intellectual deficits among preschool children may help to prevent later school difficulties and severe psychopathology.

• 한국컴퓨터정보학회논문지
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• 제26권11호
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• pp.237-245
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• 2021

본 연구는 한국아동패널 11차 년도에 조사가 완료된 자료를 활용하여 인지 및 언어발달 분야의 아동 화용언어 체크리스트 도구에 의해 조사된 담화관리, 상황에 따른 조절 및 적용 능력, 의사소통 의도, 비언어적 의사소통의 잠재변수에 대한 관측변수 요인 간의 관계를 분석하여 유의미한 영향력을 찾아내는 것이다. 본 연구의 대상은 한국아동패널 11차 년도(2018년) 자료 2150가구 중 조사 미 참여 722가구를 제외한 1428가구에서 언어발달 질문의 무응답자 36가구를 제외한 1392가구의 초등학교 4학년 학생들 이다. 연구 결과 연구모델의 효과분석에서 의사소통 의도를 제외한 3개의 잠재변수 간의 총 효과와 직접효과, 간접효과에서 모두 유의한 것으로 나타났다. 구체적으로 비언어적 의사소통이 담화 관리 능력에 직접적인 영향을 미칠 뿐만 아니라, 비언어적 의사소통과 담화 관리 능력 관계에서 상황에 따른 조절 및 적용 능력을 매개로 한 간접적인 영향이 유의미하게 나타났다. 결과적으로 비언어적 의사소통과 상황에 따른 조절 및 적응 능력이 높을수록 담화 관리 능력도 높아진다는 것을 알게 되었다.

• 한국과학교육학회지
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• 제32권3호
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• pp.524-531
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• 2012

Categorization is an important human function used to process different stimuli. It is also one of the most important factors affecting measurement of a person's classification ability. Explicit categorization, the representative system by which categorization ability is measured, can verbally describe the categorization rule. The purpose of this study was to develop a prediction model for categorization ability as it relates to the classification process of living organisms using fMRI. Fifty-five participants were divided into two groups: a model generation group, comprised of twenty-seven subjects, and a model verification group, made up of twenty-eight subjects. During prediction model generation, functional connectivity was used to analyze temporal correlations between brain activation regions. A classification ability quotient (CQ) was calculated to identify the verbal categorization ability distribution of each subject. Additionally, the connectivity coefficient (CC) was calculated to quantify the functional connectivity for each subject. Hence, it was possible to generate a prediction model through regression analysis based on participants' CQ and CC values. The resultant categorization ability regression model predictor was statistically significant; however, researchers proceeded to verify its predictive ability power. In order to verify the predictive power of the developed regression model, researchers used the regression model and subjects' CC values to predict CQ values for twenty-eight subjects. Correlation between the predicted CQ values and the observed CQ values was confirmed. Results of this study suggested that explicit categorization ability differs at the brain network level of individuals. Also, the finding suggested that differences in functional connectivity between individuals reflect differences in categorization ability. Last, researchers have provided a new method for predicting an individual's categorization ability by measuring brain activation.

• The Journal of Korean Physical Therapy
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• 제1권1호
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• pp.47-61
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• 1989

This paper presents the event approach to motor skill acquisition as a theoretical treatment of the learning and relearning of motor skill. 1) The use of norm-referenced developmental assesment tools and standardized qualitative assessment tool is an important component of infant movement evaluation. 2) The kinesthetic modality relaying movement and position imformation to the central nervous system is important for the detection and corretion of movement error. 3) The event approach treats the actor and the environment as inseparable in the acquisition of skills. 4) Motoy learning focuses almost entirely on how the skill is learned, contRolled and reTained. 5) Developmental assessment have needed an assessment of motor development. 6) A significant difference was found between articulation disorders children and motor coordination problem. 7) verbal ability is not essential for the learning of motor skills. 8) The Control of motor skills is a cognitive ability.

• Journal of Genetic Medicine
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• 제7권1호
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• pp.45-52
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• 2010

목 적: 윌리암스증후군 아동의 인지와 관련된 두 가지 특성을 검증하고자 하였다; 윌리암스증후군 아동은 언어성 지능이 동작성 지능 보다 유의하게 높다; 윌리암스증후군 아동은 시공간기능의 선택적 저하를 보인다. 대상 및 방법: 평균연령 $90.86{\pm}20.73$개월의 5명의 윌리암스 증후군 아동의 인지적 특성을 연령 및 성별이 유사한 12명의 프라더윌리증후군 혹은 다운증후군 아동의 인지적 특성과 비교, 분석하였다. 결 과: 윌리암스증후군 아동에서 언어성 지능 항목의 합은 $15.71{\pm}9.27$, 동작성 지능 항목의 합은 $14.29{\pm}7.50$으로, 언어성 지능과 동작성 지능 간의 유의한 차이를 보이지 않았다. 윌리암스증후군, 프라더윌리증후군, 다운증후군 아동들간의 언어성 지능의 유의한 차이는 관찰되지 않았다. 윌리암스증후군 아동에서 시공간지각과 관여된 세부항목의 선택적 저하는 관찰되지 않았으나, 물체조합 항목에서 프라더윌리증후군 아동에 비하여 유의한 기능의 저하를 보였다. 결 론: 윌리암스증후군 아동이 전체 지능에 비하여 상대적으로 높은 언어성 지능을 보인다는 일반적인 개념은 본 연구에서는 관찰되지 않았다. 동시에 윌리암스증후군 아동은 프라더윌리증후군이나 다운증후군 아동과의 비교 시에도 우수한 언어기능을 보이지 않았다. 그러나 윌리암스증후군 아동은 프라더윌리증후군 아동과 비교 시 현저히 낮은 시공간기능을 보였다.

• 한국실내디자인학회논문집
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• 제16호
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• pp.153-160
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• 1998

The past and present time are consistent thinking process system which composed of single concept not separated concept. It's common concept for interior designer to how to realize the thinking process system in actual present day. So this paper was focused on purpose of establishing for procedural process theory by approaching typological process system in interior design process. Interior design being composed of typological thinking process system has been headed as a critical issue to how to transplant well between the design and typological objects. Also we have to be needed to know for the process of visual expression and verbal ability to be able to extract the designer's elements from it. Through the process of visual expression and verbal ability to be able to extract the designer's elements from it. Through the process of visual transformation and analysis we have to extract concepts with united design objects. From these process it should be followed adequate adjudgment on the extracted fragments' assembly and dissociation methods through physical limitation of elements functionality and feasibility's measurements. Therefore from the morphological designed results reflected to typological concepts finished material detail and texture we should be able to take the integrated thinking process system. Lastly interior designer should be able to check whether it was best choice from the consistent design feedback process to ask whether it contains the conceptual design process and new typological objects without non-conformity between past and present days in interior space. Now we should be asked for development of practical design process to be able to realize above assumptions called "Development and Suceeding of Cultural Value System'. Additionally, we have to continue to develop for our true meaning of interior design process, not repetition of past's imitation.tion.

• 한국학교보건학회지
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• 제31권2호
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• pp.88-97
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• 2018

Purpose: The purpose of this study was to investigate the effects of a profanity intervention application on interpersonal relationship ability, aggression, and empathic ability among female middle school students. Method: The subjects of the present study were freshmen students at a girls' middle school in Gyeonggi-do. The profanity intervention application was implemented from November 20th to 27th, 2017. The pre- and post-tests were conducted one week before and two weeks after the intervention, respectively. The study was designed as a randomized controlled study and the collected data were analyzed using SPSS/WIN 23.0 (Chicago, IL). A homogeneity test between the two groups was performed using $x^2$ test, Fisher's exact test, independent t-test, and ANCOVA. Results: The two groups were found to be homogeneous in the pre-test. After the implementation of the profanity intervention application, aggression significantly decreased (F=20.17, p<.001) and interpersonal reactivity (F=5.92, p=.023) and empathy (F=11.10, p=.003) significantly increased in the experimental group compared to the control group. Among the factors related with aggression, verbal aggression, anger, and hostility significantly decreased in the experimental group. Meanwhile, among the factors of interpersonal reactivity, empathic concern and perspective-taking significantly increased and, among the factors of empathy, cognitive empathy significantly increased in the experimental group compared to the control group. Conclusion: Based on the findings of the present study, various intervention programs that can consistently improve the moral and ethical sensitivity of students should be presented starting from elementary school to prevent verbal violence in adolescents.