• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.647-667
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• 2010

The purpose of this study was to develop a brain-based analysis framework for evaluating teachinglearning program in science. To develop the framework, this study categorized educational constructs of the teachinglearning programs into one of three teaching-learning factors: cognition, motive, and emotion, using previous studies on science program. Ninety-three articles on the brain functions associated with science program were analyzed to extract brain activation regions related to the three educational constructs. After delineating the brain activation regions, we designed the brain function map, "the CORE Brain Map." Based on this brain map, we developed a brain-based analysis framework for evaluating science teaching-learning program using R & D processes. This framework consists of the brain regions, the bilateral dorsolateral prefrontal cortex, the bilateral ventrolateral prefrontal cortex, the bilateral orbitofrontal cortex, the anterior cingulate gyrus, the bilateral parietal cortex, the bilateral temporal cortex, the bilateral occipital cortex, the bilateral hippocampus, the bilateral amygdala, the bilateral nucleus accumbens, the bilateral striatum and the midbrain regions. These brain regions are associated with the aforementioned three educational factors; cognition, motivation, and emotion. The framework could be applied to the analysis and diagnosis of various teaching and learning programs in science.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.487-497
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• 2010

The purpose of this study was to investigate how a teaching approach influences student's ability of classification at the brain level. Twenty four healthy and right-handed college students participated in this study, which investigated a brain plasticity associated with category-generation and -understanding in classification learning. The participants were divided into one of two groups, one each for category-generation and -understanding learning programs, which were composed of twelve topics taught over a twelve-week period. To measure the change in student competence and brain activations, a paper and pencil test and an fMRI scanning session were administered before and after the training programs. Unlike the understanding group, the generation group showed significant changes in classification ability quotients and learning-related brain activations (cerebral cortex and basal ganglia were increased and prefrontal cortex and parahippocampal gyrus were decreased). Nevertheless, the understanding group showed an increased activation in the cerebral cortex and parahippocampal gyrus and a decreased activation in the right prefrontal cortex and cerebellum. Therefore, it can be concluded that teaching styles could influence students' brain activation patterns and classification ability. The results might also be used to develop a brain-compatible science education curriculum.

• Science of Emotion and Sensibility
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• v.19 no.1
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• pp.83-94
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• 2016

The purpose of this study is to find out the relationships of brain laterality, active EEG over all brain regions and personality traits by measuring EEG signals on the basis of the counseling psychology personality theories. For this study, the EEG of ninety-six college students as measured by an eight channel EEG device and analyzed through the computer and the data of their Big Five Personality Test were analyzed by statistical analysis. The result was that when theta's laterality at the prefrontal lobe is bigger, neuroticism is higher in the personality factors. On each of the brain regions, theta's activity on the left of the prefrontal lobe makes higher neuroticism but lower conscientiousness, and beta's activity on the left of the frontal lobe makes lower extroversion and openness to experience. These results showed that there are statistically meaningful relationships between the brain region activated specific EEG and individual personality or psychological traits. This study branched out into theta band while most previous studies measured in alpha and beta band. Also from these results it suggested the counseling strategy with the brain and follow-up studies.

• Korean Journal of Cognitive Science
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• v.13 no.1
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• pp.23-40
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• 2002

This study is to examine brain regions that are involved in picture encoding in normal adults using fMRI methods. In Scan 1, the picture encoding was studied during a semantic categorization task in comparison with word. In Scan 2 task type effects were studied both during a picture naming task and during a semantic categorization task with pictures. Subjects were asked to make decision either by pressing a mouse button (Scan 1) or by responding subvocally (naming or saying yes/no) (Scan 2). Regardless of stimulus type, left prefrontal, bilateral occipital, and parietal activations were observed during semantic processing in comparison with fixation baseline. Processing of word stimulus relative to picture resulted in activations in prefrontal and parieto-temporal regions in the left side while that of picture stimulus relative to word resultd in activations in bilateral extrastriatal visual cortices and parahippocampal regions. In spite of the same task demands, stimulus-specific information processings were involved and mediated by different neural substrates; the word encoding was associated with more semantic/lexical processings than pictures and the picture processing associated with more perceptual and novelty related information processings than word. Activations of dorsal part of inferior prefrontal region, i.e., Broca's areas were found both during the picture naming and during the semantic tasks subvocally performed Especially, during the picture naming task, greater occipital activations were found bilaterally relative to the semantic categorization task. indicating a possibility that greater and higher visual processing was involved in retrieving the name referred by picture stimuli.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.164-169
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• 2006

각 나라의 경쟁력은 기존의 자원이나 자본이 아닌 뛰어난 인재들의 두뇌에서 나올것이라는 앨빈 토플러의 말이 이미 현실이 되어 우수한 두뇌를 갖기 위한 치열한 전쟁의 시대가 전개되고 있다. 이에 우리나라가 21세기 첨단지식기반의 정보화 세계화 사회에서 국가 경쟁력을 확보하려면, 고급 인적자원을 조기에 발굴하여 체계적으로 교육하는 프로그램이 필요하다. 따라서 고도의 지식정보 사회에 적응하고 국가간 경쟁력에서 앞서나가려면 정보과학영역에서의 영재교육의 중요성이 커지고 있다. 이에 국가적인 차원에서 고도의 정보사회에 부응할 수 있게 17개 대학부설 과학영재교육원 및 여러 영재교육기관에서 정보과학 영재를 선발하여 교육하고 있다. 그런 의미에서 본 논문에서는 제주지역 대학부설 과학영재교육원과 다른 영재교육기관에서의 정보 영재 선발에 관련된 제반 사항 및 교육과정과 교육내용에 대하여 연구하여 보았다.

• Korean Journal of Cognitive Science
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• v.28 no.1
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• pp.65-90
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• 2017

Rewards or penalties become informative only when contingent on an immediately preceding response. Our goal was to determine if the brain responds differently to motivational events depending on whether they provide feedback with the contingencies effective for learning. Event-related fMRI data were obtained from 22 volunteers performing a visuomotor categorical task. In learning-condition trials, participants learned by trial and error to make left or right responses to letter cues (16 consonants). Monetary rewards (+500) or penalties (-500) were given as feedback (learning feedback). In random-condition trials, cues (4 vowels) appeared right or left of the display center, and participants were instructed to respond with the appropriate hand. However, rewards or penalties (random feedback) were given randomly (50/50%) regardless of the correctness of response. Feedback-associated BOLD responses were analyzed with ANOVA [trial type (learning vs. random) x feedback type (reward vs. penalty)] using SPM8 (voxel-wise FWE p < .001). The right caudate nucleus and right cerebellum showed activation, whereas the left parahippocampus and other regions as the default mode network showed deactivation, both greater for learning trials than random trials. Activations associated with reward feedback did not differ between the two trial types for any brain region. For penalty, both learning-penalty and random-penalty enhanced activity in the left insular cortex, but not the right. The left insula, however, as well as the left dorsolateral prefrontal cortex and dorsomedial prefrontal cortex/dorsal anterior cingulate cortex, showed much greater responses for learning-penalty than for random-penalty. These findings suggest that learning-penalty plays a critical role in learning, unlike rewards or random-penalty, probably not only due to its evoking of aversive emotional responses, but also because of error-detection processing, either of which might lead to changes in planning or strategy.

• Journal of Science Education
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• v.46 no.3
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• pp.255-265
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• 2022

The purpose of this study is to analyze and compare brain activation that appears in the self-regulation process of biology major and non-major college students in life science learning. The self-regulation task implemented a life science learning situation with the concept of biological classification. The brain activation of college students was measured and analyzed by fNIRS. In the assimilation process, bilateral FP and left DLPFC show significant activation, and the two groups show a difference in the left OFC activation related to motivation and reward. In the conflict process, the left DLPFC shows significantly lower activation in common, and the two groups show a difference in activation between BA 46, which is related to recent memory, and BA 47, which is related to long-term memory. In the accommodation process, a significantly high activation was found in right DLPFC in common, and the two groups show a difference in activation between right DLPFC and right FP. These areas are in the right frontal lobe area and are related to the understanding of life science knowledge. As a result of this study, it can be seen that the brain activation patterns of biology major and non-major college students are different in the self-regulation process. In addition, we will propose additional neurological studies on self-regulation and present systems and learning strategies that can be constructed in school settings.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.371-390
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• 2021

The purpose of this study is to develop a neuropsychological model for the spatial ability factor and to divide the brain active area involved in the light & shadow problem solving process into the domain-general ability and the domain-specific ability based on the neuropsychological model. Twenty-four male college students participated in the study to measure the synchronized eye movement and electroencephalograms (EEG) while they performed the spatial ability test and the light & shadow tasks. Neuropsychological model for the spatial ability factor and light & shadow problem solving process was developed by integrating the measurements of the participants' eye movements, brain activity areas, and the interview findings regarding their thoughts and strategies. The results of this study are as follows; first, the spatial visualization and mental rotation factors mainly required activation of the parietal lobe, and the spatial orientation factor required activation of the frontal lobe. Second, in the light & shadow problem solving process, participants use both their spatial ability as a domain-general thought, and the application of scientific principles as a domain-specific thought. The brain activity patterns resulting from a participants' inferring the shadow by parallel light source and inferring the shadow when the direction of the light changed were similar to the neuropsychological model for the spatial visualization factor. The brain activity pattern from inferring an object from its shadow by light from multiple directions was similar to the neuropsychological model for the spatial orientation factor. The brain activity pattern from inferring a shadow with a point source of light was similar to the neuropsychological model for the spatial visualization factor. In addition, when solving the light & shadow tasks, the brain's middle temporal gyrus, precentral gyrus, inferior frontal gyrus, middle frontal gyrus were additionally activated, which are responsible for deductive reasoning, working memory, and planning for action.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.189-193
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• 2002

의식에 관한 가장 흥미 있는 최근의 과학적 작업들 중 철학적으로 문제가 되는 다수는 시각으로부터 나왔으며 그 중 특히 맹시 현상은 심리철학에 있어서 의식, 지각, 그리고 지향성의 개념에 문제를 제기한다. 맹시 환자들은 후두엽 피질의 두뇌 손상으로 인하여 생긴 암점(Scotoma) 때문에 현상적으로 의식적인 과정을 경험할 수 없으면서도 그들의 보이지 않는시야 영역에 대하여 보통 시각을 가진 사람들과 상당히 비슷하게 기능을 발휘한다. 이러한현상은 의식이 행동을 제어하는 데에 과연 인과적 역할을 하는지에 대한 문제들, 심리철학에서 뿌리깊게 논의되어왔던 의식의 기능과 부현상론에 대한 문제를 제기한다. 즉, 맹시 현상은 현상적 의식이 실재하지 않는 것이거나, 존재하더라도 어떤 인과적 효력을 가지지 않는 부수현상적인 것이라는 견해를 강하게 지지하는 것 같다. 이와 함께 인간과 동일한 물리적 구성과 행동을 가지지만 의식적 경험을 결여하는 피조물인 좀비(zombie)의 이론적 가능성이 제기된다. 이를 지지하기 위해서 초맹시(super-blindsight)의 개념과 사례가 제안된다. 이 논문은 맹시 현상을 통해서 현상적 의식의 실재성을 부정하려는 논변들을 반박하고, 의식은 행위의 수행에 관련될 뿐만 아니라 인지에 있어서 중요한 역할을 한다고 논한다. 따라서, 역설적으로 맹시 사례가 오히려 현상적 의식이 인과적 역할을 가진다는 감각질 실재론의 견해를 지지할 수 있다고 논증할 것이다.

• Korean Journal of Cognitive Science
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• v.27 no.3
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• pp.441-467
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• 2016

This fMRI study is aim to investigate effects of competitive environment in cognitive empathic process in human brain. Empathy is known as a crucial factor for human's adaptive behavior in aspects of social cognition and it is almost automatic process, on the other hand competitive situation is psychologically devastated environment to win someone for getting rewards. We hypnotized that reading and understanding of other person's mind are a specific characteristic related to survival evolutionarily, however competition would have an effect on the empathic cognitive process because of mechanisms of competition. To manipulate the competitive atmosphere, one researcher took a role of competitor against participants and they were instructed to get monetary rewards when their performance was better than a competitor. 21 participants(9 males and 12 females) performed to judge the emotional valence of the empathic task consisted of illustrated images with various situation could be experienced in real world as on $1^{st}$ person perspective in both competitive and non-competitive condition, and did same performance with objects stimulus in control condition. In order to examine the competition effects on empathic process,, hemodynamic response were obtained during fMRI session and the imaging data were analyzed to identify brain regions where responses to each condition across the two consecutive runs. Participants' reaction time in competitive condition was faster statistically significant than non-competitive one. Activation for competitive condition increased in the following areas: ACC, mPFC, SMG, thalamus extended caudate and Nacc, parahippocampal gyrus, and for non-competitive condition increased paracingulate gyrus, temporal pole, vmPFC, superior occipital gyrus. As a result of regression analysis using empathic scores as covariance, the rSMG, IFG, fusiform gyrus, thalamus, putamen were correlated with higher empathic levels, and TPJ were correlated with lower empathic scores. We suggest that these observations could mean competitive environment have an effect on neural base of cognitive empathic process.