• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.85-92
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• 2002

Objectives：This study was conducted to compare the memory function among the attention deficit/hyperactivity disorder(ADHD), the learning disorder(LD) and the comorbidity disorder(ADHD+LD) groups. Methods：Thirty-four children(11 ADHD, 5 LD, 9 ADHD+LD, and 8 Psychiatric control) were individually assessed using the KEDI-WISC and Memoty Assessment Scale(MAS), and then the results of those test were analyzed. Results：In memory test, all of three group showed lower performances than control group. The comorbidity, the LD and the ADHD group showed lower scores in almost subtests of MAS respectively. The good performance in memory test was significantly correlated with the types of memory strategy and error response children used during testing. Discussion：The clinical utility of the memory test like MAS was discussed in terms of differential diagnosis for ADHD, LD and ADHD+LD children.

• Communications of Mathematical Education
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• v.10
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• pp.169-188
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• 2000

급변하고 있는 정보화시대애서 수학교육은 예전의 암기식, 주입식에서 벗어나 새롭게 변화될 필요가 있다. 컴퓨터 매체가 수학교육에 도입된 결과 수학 내용과 수학을 이해하는 방법, 교수 ${\cdot}$ 학습 방법을 변화시키고 있으며 교수 ${\cdot}$ 학습이 일어나는 사회 ${\cdot}$ 문화적 환경을 변화시키고 있다. 학생들이 컴퓨터 테크놀러지를 이용해 수학적 이해를 얻고 수학적 힘을 길러 의사소통자, 문제해결자가 되도록 도와야 한다. 또한 실생활적인 맥락에서 상황화되는 중요한 아이디어를 동시에 가르침으로써 효율성을 성취하고 내용적 과잉을 극복하고 새 수학의 혁신, 다양성, 연속적 성장을 체계적으로 지지해야 한다. 이 글에서는 학생들의 개념적 이해와 문제해결을 돕기 위해 테크놀러지의 역할을 조명해보고 DERIVE(TI-92)를 이용한 수학 학습 예시를 제시하고자 한다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.16 no.2
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• pp.192-198
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• 2005

Objectives : This review examines the extent of harmonization between the Diagnostic and Statistical Manual (fourth edition) (DSM-IV) attention deficit hyperactivity disorder (ADHD) and International Classification of Diseases (tenth edition) (ICD-10) hyperkinetic disorder (HKD). Methods : PubMed review of the clinical literatures from 1980 to March 2005 was undertaken using the search term of ADHD, HKD, DSM, ICD, diagnostic criteria, algorithm, and validity. Results : There continues to be a substantial difference in the prevalence of ADHD and HKD. Based on the limited studies that directly compare the most recent two algorithms of ADHD and HKD, several implications for clinical practice and research are discussed. Conclusion : To understand further if the criteria for DSM-IV and ICD-10 for ADHD and HKD are converged or not, more researches on the validity of ADHD and HKD subtypes should be undertaken.

• Journal of the Korea Convergence Society
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• v.13 no.2
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• pp.303-312
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• 2022

In this study, the importance-performance analysis (IPA) of the content components of remote graduate students was conducted. To this end, an online survey of 221 remote graduate students at J University obtained the following results. First, the importance of content components by area was in the order of learning content, interaction, teaching-learning strategy, and evaluation, and the degree of execution was in the order of teaching-learning strategy, interaction, evaluation, and learning content. Second, it was found that there were significant differences between importance and performance in the four areas of content components: learning content, teaching-learning strategy, interaction, and evaluation. The importance-execution analysis (IPA) was conducted in two dimensions: region-specific and item-specific, and the results are as follows. The learning content was found to be the maintenance area, the teaching-learning strategy and interaction were the key improvement areas, and the evaluation area was the overinvestment area. The results of this study can be used as basic data to diagnose the present of remote graduate school content and to gauge what needs to be improved in the future based on it.

• Proceedings of the Optical Society of Korea Conference
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• 2000.02a
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• pp.242-243
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• 2000

Erbium 첨가 광섬유(EDF) 광원은 출력 특성과 온도에 대한 파장 특성이 우수하여 Sagnac 간섭계의 원리를 이용한 광섬유 자이로스코프(이하 줄여 자이로라 함)에 많이 사용되고 있다. 이득매질인 EDF를 광원 겸 광증폭기로 사용하는 광섬유 증폭기형 광원 (Fiber Amplifier/source : FAS) 방식$^{[l-2]}$ 은 기존의 single-pass 방식$^{[3]}$ 에 비해서 구조가 단순하고 검출광 power가 크다는 장점이 있다. 그런데, 검출광 power가 큰 경우에 자이로의 SNR이 광원의 과잉잡음(excess noise)에 의해서 제한되므로 실제로 자이로의 측정감도는 개선되지 않는 문제점이 있다.$^{[4]}$ Single-pass 방식의 광원을 사용하는 경우, 적절한 신호처리를 통해 자이로 출력신호에 포함된 광원의 과잉잡음의 적정주파수 성분을 소거함으로써 자이로 신호의 SNR을 개선시킨 바 있었다.$^{[5]}$ 그러나, 일반적으로 single-pass 방식의 경우에는 검출광 power가 작아서 자이로의 SNR이 광원의 과잉잡음에 의해서 제한되는 경우는 드물다. 반면에 증폭기형 광원 방식은 자이로로부터 되돌아오는 신호광이 다시 광원으로 입사되어 EDF를 반대 방향으로 진행하는 동안 증폭되기 때문에 충분히 큰 검출광 power를 얻을 수 있다. 따라서, 자이로 신호에 포함된 광원의 과잉잡음이 소거된다면 자이로 신호의 SNR은 크게 개선될 것으로 여겨진다. 이 논문에서는 광섬유 증폭기형 광원 방식(FAS)의 자이로에 대해 위와 같은 신호처리를 이용하여 광인의 과잉잡음의 적정주파수 성분을 소거하는 실험을 하였다. (중략)한 흡수를 확인하고, $^4$T$_2$$\longrightarrow$$^4$A$_2$(650-800 nm), $^2$E$\longrightarrow$$^4$A$_2$에 의한 nophonon line R$_1$, R$_2$(680.4, 678.5 nm) 및 $^2$T$_1$$\longrightarrow$$^4$A$_2$(655.7, 649.3, 645.2 nm)의 형광방출 스펙트럼을 얻었으며, 형광수명은 0.264 ms로 조사되었다. 제조된 레이저 발진봉은 직경 6.3 m, 길이 45 nm이었다.\pm$0.06kHz Ge $F_4$; -1.84$\pm$0.04kHz$0.04kHz/TEX>0.04kHz 모국어 및 관련 외국어의 음운규칙만 알면 어느 학습대상 외국어에라도 적용할 수 있는 보편성을 지니는 것으로 사료된다.없다. 그렇다면 겹의문사를 [-wh]의리를 지 닌 의문사의 병렬로 분석할 수 없다. 예를 들어 누구누구를 [주구-이-ν가] [누구누구-이- ν가]로부터 생성되었다고 볼 수 없다. 그러므로 [-wh] 겹의문사는 복수 의미를 지닐 수 없 다. 그러면 단수 의미는 어떻게 생성되는가\ulcorner 본 논문에서는 표면적 형태에도 불구하고 [-wh]의미의 겹의문사는 병렬적 관계의 합성어가 아니라 내부구조를 지니지 않은 단순한 단어(minimal $X

• Journal of Yeungnam Medical Science
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• v.14 no.1
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• pp.123-136
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• 1997

The purpose of this study was to examine the reliability and validity of a Korean form of Childhood Attention Problem(CAP) scale. CAP were administered to 98 normal elementary school students as control group and 98 attention deficit hyperactivity disorder patients. Male students showed high scores than female students in both subscale and total scores, but not statistically significant. There were no significant difference in CAP scale between male students and female students in attention deficit hyperactivity disorder patients. In the reliability test, the test-retest reliability coefficient was highly satisfactory and that of inattention subscale was 0.83, impulsivity subscale was 0.70 and total score was 0.82. In the reliability test by internal consistency, the Cronbach $\alpha$ coefficient was highly satisfactory and that of inattention subscale was 0.91, overactivity subscale was 0.89(p<0.05). The concurrent validity between CAP scale and ADDES-BV scale was 0.85 in attention deficit hyperactivity disorder patient group and 0.73 in normal control group(p<0.05). In discriminant validity test between attention deficit hyperactivity disorder patient group and normal control group, the patient group showed higher score(p<0.05). The total discriminant capacity of the patient group in CAP was 93.4%. In this point of view, CAP scale showed high reliability and validity in applying to Korean subjects and was proved to be the good and simple screening test tool for attention deficit hyperactivity disorder research and can help many young patient to treat early.

• Korean Journal of Cognitive Science
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• v.26 no.1
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• pp.53-67
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• 2015

Metacognitive monitoring refers to high dimensional cognitive activities. Understanding one's own cognitive processes accurately can make effective controls for their performance. Brain area related with metacognition is PFC which is completed the order of late and it can be inferred that monitoring abilities is developing during late adolescent. In this study, we explored the developmental difference in monitoring accuracy between high school students and college students using by measuring JOL(Judgment of Learning). Participants was asked that they study Spanish-Korean word pairs and judge their future performance of memory. In the result, people in both groups thought that they could remember word pairs better than their actual performance. Absolute bias scores which mean the degree to predict their performance apart from true scores showed the interaction between subject groups and task difficulty. Specifically, people judged their learning state quite accurately in easy task condition. However, in difficult task condition, both groups showed inaccuracy for predicting their learning and the magnitude of the degree was bigger in the group of high school students.

• Journal of Music and Human Behavior
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• v.3 no.2
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• pp.1-14
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• 2006

The purpose of this study is to examine the effect of violin learning as to enhance the attention span and impulsiveness of children with Attention Deficit Hyperactivity Disorder(ADHD). Three children with ADHD, grade 2, 3, 4 were selected to participate in the research. A total of 15 session were given during 8 week time span, including a final performance session. For measurement, Korean-Child Behavior Checklist(K-CBCL), Home Situation Questionnaire-Revised (HSQ-R), Conners Teacher Rating Scale-Revised (CTRS-R) were administered before and after the implementation. Other behavioral checklist were used to record inappropriate or interruptive behaviors. The results showed that violin learning has increased attention span and reduced impulsive behaviors of all three children with ADHD. Along with these changes, the identified inappropriate behaviors reduced as sessions progressed. Also the changes observed within the music environment were generalized to non-music environment, such as family and school. These results also indicate that violin can be a therapeutic medium used in music therapy setting to bring positive changes for children with ADHD problems.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.807-825
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• 2010

Educational interest has been paid to ADHD students. Because of being easily distracted, lacking concentration, and committing hyperactive acts, they lag much behind other students in academic grades and their teachers have many difficulties in teaching them. This study aims to provide a case of enhancing an ADHD student's fraction-related achievement. To do this, we investigated his mathematical abilities in a preliminary study, devised an individualized teaching for the fractions unit, and applied them to him. And analyzing the results from observations and interviews of the student we can induce the following results: First, the ADHD student showed such types of errors in relation to fraction as lack of the concept of dividing into equal parts, lack of the concept of numerator and denominator, and errors in adding or subtracting fractions anc mixed fractions whose denominators were the same. And secondly, the fraction-related achievements of the ADHD student have improved thanks to the systematic teaching plan based on the accurate understanding of his academic gap relative to other students, his learning attitude, and his time difference. In addition, this study suggests several implications for ADHD students' learning of fractions.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.9 no.2
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• pp.154-164
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• 1998

Medication is widely accepted as an effective method to reduce the problem of attention deficit, hyperactivity, impulsivity, resistance and violence of ADHD children. However, it does not provide us with the solution on the conflicting routinized behavioral patterns to gain a high level of self-control and acceptable behavior. As a way of replacing medication, this study applies the social skills training program for ADHD children and measures the level of improvement of social skills and the change of the behavioral patterns. The experiment is carried out on 16 children ranged from 6 to 13 years of age for 10 weeks. The patients are divided into three groups：a pure ADHD group, an ADHD group with conduct disorder, an ADHD group with mental retardation and other symptoms. The change of symptoms and the change of social skills are measured by the Child Behavior Checklist(CBCL), the ADD-H Comprehensive Teacher’s Rating Scale(ACTeRS) and the Social Skills Rating Scale(SSRS), and finally Mastson Evaluation of Social Skills for Youth(MESSY). Wilcoxon signed ranks test is used to evaluate the effect of the treatment, and Kruskal-Wallis test is also used to measure the change after the treatment in each of the three groups. In the ADHD group with conduct disorder, the examination of the effect of the treatment shows a significant reduction of violence in the area of behavior(p<.05), and a significant difference of activity and social skills in the area of social competent(p<.001). In the ADHD group with mental retardation and other symptoms, a significant rise of social skills is found in the area of social skills evaluation (p<.05). However, there is no significant difference of effect by the treatment among the three groups. In addition, the current examination shows that the social skills training program does not make a statistically significant contribution to the social skills of the ADHD children. On the other hand, the training helps some children, when it is suitable for the characteristics and accompanying symptoms of the children：it reduces the level of violence in the ADHD group with conduct disorder, and it raises the social skills in the ADHD group with mental retardation. In other words, the social skills training program will reduce the conduct disorder and helps peer relation for ADHD children.