• Title/Summary/Keyword: 기억도

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Improvement of Attention and Memory of Stroke Patient Using Smart Phone Applications : Single Case Study (스마트폰 어플리케이션을 이용한 뇌졸중 환자의 집중력과 기억력 증진: 단일 사례연구)

  • Lee, In-Seon
    • Therapeutic Science for Rehabilitation
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    • v.3 no.1
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    • pp.57-65
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    • 2014

  • Objective : In this study, to investigate the effect of Attention and Memory using a smart phone application intervention for stroke patients. Methods : single-subject experimental research was conducted using an ABA design. During the study, subject was applied to a total of 20 sessions with five times baseline, ten times intervention line, five times re-baseline. baseline and re-baseline did not have a separate intervention. During the intervetion line was trained by the application 'Master of memory(Numbers, Shapes, Fruits mode)' and 'Matching cute animals'. All sessions were evaluated an Attention and Memory using by 'Master of memory(Random mode)' and 'Memory free(Picture memory)' application. The resulting data was presented in graphs and descriptive statistics. Results : Implemented in all session, Attention and Memory assessment results showed the improvement of Attention and Memory in intervention line. Assessments conducted before and after the intervention, showed the improvement of Attention and Memory after the evaluation of interventions respectively. Conclusion : The results of this study are expected to be clinically useful. Follow-up studies on smart phone application intervention are needed for more targeted sampling study and conducted over a long period of time.

  • https://doi.org/10.22683/tsnr.2014.3.1.057 인용 PDF

Analysis of the Mental Images in Episodic Memory with Comparison between the patients with Dementia of Alzheimer Type and Healthy Elderly People (알츠하이머성 치매환자와 건강한 노인의 일화기억 이미지 비교 분석)

  • Han, Kyung-Hun;Ernst, Poppel
    • Korean Journal of Cognitive Science
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    • v.20 no.1
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    • pp.79-107
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    • 2009

  • Episodic memory, i.e. memorization of information within a spatiotemporal environment, is affected Alzheimer's disease(AD), but its impairment may also be occurred in the normal aging process. The purpose of this study is to analyze and evaluate memory in with Dementia of Alzheimer Type by examining their cognitive skills in episodic memory using the technique. This new method involves assessing the mental images the subject's own past in the mind like projected and movies. Three patients in the early stage of Dementia of Alzheimer Type, one with mild depression, and 2 healthy controls for comparison were asked to retrieve their episodic memory of the previous day, week, month, and a day testing day. The answers were then analyzed with regards to their specific features as emotional state, color, and time order. In the following day, the subjects were tasked to recall again the images they reproduced in the day's test order to observe of memory. Results showed that all 3 patients failed to arrange the retrieved images in time order and their images of the previous day were unclear in color and were stationary like photographs, even when they reproduced the mental images at much quantity as controls. patients could not remember particular events of yesterday, and only recalled the general occurrences of every day life. These results suggest that in the early stage of Dementia of Alzheimer Type, difficulties in the retrieval of recent episodic memory begin to primarily occur, and qualitative impairment happens earlier than quantitative.

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Extraversion and Recognition for Emotional Words: Effects of Valence, Frequency, and Task-difficulty (외향성과 정서단어의 재인 기억: 정서가, 빈도, 과제 난이도 효과)

  • Kang, Eunjoo
    • Korean Journal of Cognitive Science
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    • v.25 no.4
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    • pp.385-416
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    • 2014

  • In this study, memory for emotional words was compared between extraverts and introverts, employing signal detection analysis to distinguish differences in discriminative memory and response bias. Subjects were presented with a study list of emotional words in an encoding session, followed by a recognition session. Effects of task difficulty were examined by varying the nature of the encoding task and the intervals between study and test. For an easy task, with a retention interval of 5 minutes (Study I), introverts exhibited better memory (i.e., higher d') than extraverts, particularly for low-frequency words, and response biases did not differ between these two groups. For a difficult task, with a one-month retention period (Study II), performance was poor overall, and only high-frequency words were remembered; also extraverts adopted a more liberal criterion for 'old' responses (i.e., more hits and more false alarms) for positive emotional-valence words. These results suggest that as task difficulty drives down performance, effects of internal control processes become more apparent, revealing differences in response biases for positive words between extraverts and introverts. These results show that extraversion can distort memory performance for words, depending on their emotional valence.

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Developing and Applying TMS-Based Collaborative Learning Model for Facilitating Learning Transfer (학습전이 촉진을 위한 교류기억체계(TMS)기반 협력학습모형의 개발과 적용)

  • Lee, Jiwon
    • Journal of The Korean Association For Science Education
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    • v.37 no.6
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    • pp.993-1003
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    • 2017

  • Teachers expect team-based project learning to help students develop collaborative and real-world problem solving skills. In practice, however, students tend to solve problems with simple division of labor, and there is a tendency that learning transfer does not occur in solving problems. The purpose of this study is to develop a collaborative learning model based on the transactive memory system (TMS) and to verify its effectiveness. The collaborative learning model based on the TMS is composed of three stages. The first stage is developing TMS. In this stage, the students learn physics concepts and make knowledge about the expertise of group members through peer instruction. The second stage, activating TMS, is building trust through solving well-defined problems for developing near-transfer. And in the third stage, applying TMS, the students solve an ill-defined problem based on real-world context for practicing far-transfer. Based on this model, a 15-week program including two projects on geometric optics and sound waves was developed and applied to 60 college students. The data for five weeks of one project were collected and analyzed. As a result, the TMS of the experimental group with the TMS-based collaborative learning model improved stepwise. Whereas, the difference between the first week and the last week was statistically significant, while the TMS change of the comparison group using the general project learning model was not significant. Also, the experimental group showed that the learning transfer occurred better in the project than the comparison group. A collaborative learning model based on TMS can be used to learn how students gain synergy through collaboration and how students collaboratively transfer the learned concepts in problem solving.

  • https://doi.org/10.14697/jkase.2017.37.6.993 인용 PDF KSCI