• Therapeutic Science for Rehabilitation
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• v.2 no.1
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• pp.24-35
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• 2013

The Purpose of this study was to determine the clinical effectiveness of mirror therapy for stroke. Moreover, this paper was designed to summarize clarified information of neurological plasticity by mirror therapy to finally define the neurological mechanism. Mirror therapy improves the stroke patients' hand and arm motor function. It also has a positive influence on recovering performance of activities of daily living and relieving pain. However, it is not evident that mirror therapy restores visual neglect. There are various ways of recovering stroke. Fundamentally, all the theories are on a bases of restoration of premotor area. Premotor area which is associated with motor control increases the activation of primary motor area and finally improves patients' motor function. If primary motor area is completely damaged, premotor area and supplementary motor substitute for primary motor area. In summary of literature survey, there are not enough evidence to verify the effectiveness and neurological mechanism of mirror therapy. In future, more researches should be conducted to verify the neurological recovery through mirror therapy. Then, mirror therapy will be acknowledged as a clinically effective treatment.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.539-550
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• 2020

This study establishes the scientific basis for the use of digital learning materials through the education-neurological research method and derives implications for education based on education-neurological understandings. The main findings of the education-neurological analysis of digital learning materials are as follows: First, various sensory stimuli go through multiple sensory neurons and deep sections of the upper sphere and make possible the cooperative processing of information. Second, indirect experience from digital learning materials helps students understand the learning contents vividly through the mirror neuron system. Third, positive emotions originating from digital learning materials promote functions of dopamine, the reticular activating system, frontal-striatal circuit, cerebrum cortex. Based on the findings, the study suggests the following educational implications. First of all, when selecting digital learning materials, teachers should consider expression forms, learning contents, the flow of classes, and the adverse effects of digital learning materials. Next, it is effective to utilize digital learning materials in the lecture for provoking curiosity and enjoyment, maintaining interest and effort, and reviewing what students learned.

• Therapeutic Science for Rehabilitation
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• v.5 no.2
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• pp.71-80
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• 2016

Objective: To illustrate effects and application potential of Mirror Therapy (MT) for patients with post-stroke hemiplegia. Method: With reference to 9 journals (published Jan.2005-Jan.2016) on Pubmed, selected based on in/exclusion standards. Result: Simple wrist/hand movements and task-based MT were used as intervention methods to examine the effects. Tools used to assess intervention effects included upper limb functioning, Activities of Daily Living (ADL), physical condition and quality of life. Upper limb functioning turned out to have significance for ADL with higher effectiveness at the distal than the proximal region. Yet the quality of life disparity between the experiment group and the control was not found to be significant. Conclusion: We believe that research can aid clinical therapists in applying MT accordingly to individual patient characteristics. Despite prolonged difficulty in confirming efficient application due to varied protocols, development of systemized treatment protocols for maximization of MT's effectiveness remains necessary.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.24 no.3
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• pp.109-123
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• 2013

The discovery of the mirror neuron system (MNS) is one of the most important neuroscientific achievements in the 20th century. Some researchers had reported that MNS dysfunction was discovered in autism spectrum disorders (ASD). Finally, the 'broken mirror' theory of ASD was announced in the mid 2000's. According to this theory, ASD cannot simulate the mind and behavior of others due to MNS dysfunction; therefore, they cannot imitate the behaviors and empathized with the mind of others. However, ASD does not always show imitation problems. The researchers who have criticized the 'broken mirror' theory proposed the 'social top-down response modulation (STORM)' theory. On STORM theory, the medial prefrontal cortex or temporo-parietal junction, brain areas related with mentalising, might modulate MNS according to social context. We compared the strengths and weaknesses of each theory.