A Preliminary Study of Computerized Cognitive Ability Enhancement Program Using Smart-Toy for Children |
Shin, Min-Sup
(Department of Psychiatry and Behavioral Science, Seoul National University College of Medicine)
Lee, Jungeun (Department of Child and Adolescent Psychiatry, Seoul National University Hospital) Lee, Jihyun (Department of Child and Adolescent Psychiatry, Seoul National University Hospital) Lee, Jinjoo (Department of Child and Adolescent Psychiatry, Seoul National University Hospital) Kwon, Eunmi (Department of Child and Adolescent Psychiatry, Seoul National University Hospital) Jeon, Hyejin (Department of Child and Adolescent Psychiatry, Seoul National University Hospital) Lee, Seunghwan (Department of Child and Adolescent Psychiatry, Seoul National University Hospital) |
1 | Isaacs EB, Vargha-Khadem F. Differential course of development of spatial and verbal memory span: a normative study. Br J Dev Psychol 1989;7:377-380. DOI |
2 | Kim YH, Cho SC, Shin MS. Comparison of memory function between attention deficit/hyperactivity disorder and learning disorder children. J Korean Acad Child Adolesc Psychiatry 2002;13:85-92. |
3 | Alloway TP, Gathercole SE, Kirkwood H, Elliott J. The cognitive and behavioral characteristics of children with low working memory. Child Dev 2009;80:606-621. DOI |
4 | Klingberg T. Training and plasticity of working memory. Trends Cogn Sci 2010;14:317-324. DOI |
5 | Melby-Lervag M, Hulme C. Is working memory training effective? A meta-analytic review. Dev Psychol 2013;49:270-291. DOI |
6 | Silva ED, Macedo M, Teixeira C, Lanzer E, Graziani AP. Gamebased learning: analysis of students' motivation, performance, and drop out in a production engineering course. In: Kantola JI, Barath T, Nazir S, Andre T, editors. Advances in human factors, business management, training and education. New York: Springer International Publishing;2017. |
7 | Ninaus M, Pereira G, Stefitz R, Prada R, Paiva A, Neuper C, et al. Game elements improve performance in a working memory training task. Int J Serious Games 2015;2:3-16. |
8 | Chancellor B, Chatterjee A. Brain training. In: Chatterjee A, Farah MJ, editors. Neuroethics in practice. New York: Oxford University Press;2013. p.57. |
9 | Swanger MM. Using a computerized program to improve working memory in intermediate school students [dissertation]. Ashland: Ashland University;2013. |
10 | Dewan NA, Luo JS, Lorenzi NM. Mental health practice in a digital world. New York: Springer International Publishing;2015. |
11 | Park MY, Park SM, Cho SZ, Shin MS. The effect of CBT-based training using computer games for ADHD children. Korean J Clin Psychol 2010;29:639-657. DOI |
12 | Shipstead Z, Hicks KL, Engle RW. Cogmed working memory training: does the evidence support the claims? J Appl Res Mem Cognit 2012;1:185-193. DOI |
13 | Klingberg T, Fernell E, Olesen PJ, Johnson M, Gustafsson P, Dahlstrom K, et al. Computerized training of working memory in children with ADHD--a randomized, controlled trial. J Am Acad Child Adolesc Psychiatry 2005;44:177-186. DOI |
14 | Chacko A, Bedard AC, Marks DJ, Feirsen N, Uderman JZ, Chimiklis A, et al. A randomized clinical trial of cogmed working memory training in school-age children with ADHD: a replication in a diverse sample using a control condition. J Child Psychol Psychiatry 2014;55:247-255. DOI |
15 | Toh LPE, Causo A, Tzuo PW, Chen IM, Yeo SH. A review on the use of robots in education and young children. Educ Technol Soc 2016; 19:148-163. |
16 | Lee MJ, Honh SJ, Shin GH, Kim CB. Developmental and pilot-study of the working memory training program for children. J Soc Sci 2015; 26:27-44. |
17 | Drigas A, Kokkalia G. Mobile learning for special preschool education. Int j Interact Mob Technol 2016;10:60-67. |
18 | FernaNdez-LoPez A, RodriGuez-FoRtiz MJ, RodriGuez-Almendros ML, MartiNez-Segura MJ. Mobile learning technology based on iOS devices to support students with special education needs. Comput Educ 2013;61:77-90. DOI |
19 | Beran TN, Ramirez-Serrano A, Kuzyk R, Fior M, Nugent S. Understanding how children understand robots: perceived animism in child-robot interaction. Int J Hum Comput Stud 2011;69:539-550. DOI |
20 | Robins B, Dautenhahn K, Te Boekhorst R, Billard A. Robotic assistants in therapy and education of children with autism: can a small humanoid robot help encourage social interaction skills? Univers Access Inf Soc 2005;4:105-120. DOI |
21 | Kibot 2 [cited 2017 Dec 15]. Available from: http://kibot2.olleh.com. |
22 | Atti [cited 2017 March 10]. Available from: http://www.sktelecom.com/press/detail.do?idx=2882. |
23 | Shin MS, Lee J, Eo Y, Oh S, Lee J, Kim I, et al. The development and validation of memory tasks using smart devices for school aged children. J Korean Acad Child Adolesc Psychiatry 2016;27:130-138. DOI |
24 | Park K. KEDI-WISC Manual. Seoul: Korean Educational Institute; 1991. |
25 | Wager TD, Smith EE. Neuroimaging studies of working memory: a meta-analysis. Cogn Affect Behav Neurosci 2003;3:255-274. DOI |
26 | Shin MS. Standardization study for the Korean version of the Luria-Nebraska Neuropsychological Battery for Children I: scale construction, reliability & norms for the Korean version of LNNB-C. J Korean Acad Child Adolesc Psychiatry 1994;5:54-69. |
27 | Shin MS, Koo HJ, Kim SK. Korean developmental scoring system for the Rey-Osterrieth Complex Figure. Seoul: Mindpress;2009. |
28 | Berch DB, Krikorian R, Huha EM. The Corsi block-tapping task: methodological and theoretical considerations. Brain Cogn 1998;38: 317-338. DOI |
29 | Chein JM, Morrison AB. Expanding the mind's workspace: training and transfer effects with a complex working memory span task. Psychon Bull Rev 2010;17:193-199. DOI |