• Korean Journal of Cognitive Science
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• v.23 no.4
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• pp.425-455
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• 2012

Multi-dimensional verbal short-term memory mechanisms are largely divided into the phonological channel and the lexical-semantic channel. The former is called phonological short-term memory and the latter is called semantic short-term memory. Phonological short-term memory is further segmented into the phonological input buffer and the phonological output buffer. In this study, the language performance of each of three patients with similar levels of conduction aphasia was analyzed in terms of multi-dimensional verbal short-term memory. To this end, three patients with conduction aphasia were instructed to perform four different aspects of language tasks that are spontaneous speaking, repetition, spontaneous writing, and dictation in both word and sentence level. Moreover, the patients' phonological memories and semantic short-term memories were evaluated using digit span tests and verbal learning tests. As a result, the three subjects exhibited various types of performances and error responses in the four aspects of language tests, and the short-term memory tests also did not produce identical results. The language performance of three patients with conduction aphasia can be explained according to whether the defects occurred in the semantic short-term memory, phonological input buffer and/or phonological output buffer. In this study, the relations between language and multi-dimensional verbal short-term memory were discussed based on the results of language tests and short-term memory tests in patients with conduction aphasia.

• The Journal of Korean Academy of Sensory Integration
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• v.14 no.1
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• pp.19-30
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• 2016

Objective : The purpose of this study was to identify the effects of Interactive Metronome (IM) training on short-term memory and attention for children with mental retardation. Methods : For this study, single-subject experimental research was conducted using an ABA design. We observed two children, twice a week for 9 weeks, which was 18 sessions in total. We evaluated the children's brain waves without intervention and the child's pseudo randomly selected sample of one short-term memory task as assessed in the baseline A phase for three sessions. In the intervention phase the children received 40-50 minutes of Interactive Metronome training twice a week, a total of 12 sessions. The short-term memory test and long form test as assessed after treatment, without brain wave in short form test measuring. During the baseline A phase, data were collected using the same procedure as the baseline A phase. Results : After the interactive metronome training, positive changes was observed in brain waves, attentions and short-term memory. Conclusion : The results of this study expect that IM training has a potential for improving cognitive functions of children with mental retardation. In addition, the results of this study can be used as basic data in attention and short-term memory of occupational therapy intervention for children with mental retardation.

• Therapeutic Science for Rehabilitation
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• v.7 no.3
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• pp.47-58
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• 2018

Objective : This study was conducted to investigate the effects of iPad applications on improvement of attention and short-term memory in mild dementia. Methods : A single-case experimental study using A-B-A design was conducted. A total of 20 sessions, including 5 each for baseline phase A and A' and 10 for the intervention phase, were provided to the subject. Interventions were only provided during the intervention phase and were iOS-based iPad applications named "Memorado-Moving Balls" and "Circles." "Fit Brains-Matching Pairs" and "Fit-Brains-Spot the Difference" were used for each session to evaluate attention and short-term memory. MMSE-K, K-TMT-e A and B, and DST assessment tools were used pre- and post-intervention to assess attention and memory. Result : Fit Brains scores indicated improvement in both attention and memory during the intervention phase. K-TMT-e A showed 3 increased correct points and 3 reduced error points, and B showed 7 increased correct points and 2 reduced error points in post-tests, but the DST and MMSE-K showed no meaningful change. Conclusion : This single-case study identified improvements in attention and short-term memory in a person with mild dementia using iPad applications. Further studies regarding different applications and larger samples with long-term designs are necessary.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.01a
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• pp.247-248
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• 2016

본 논문에서는 치매 등 인지기능 저하에 따른 질병을 예방하기 위한 기능성 퍼즐 게임을 설계하고 구현하였다. 치매 등 인지기능 저하에 따른 질병은 고령층에서 주로 나타난다. 이에 따라 게임의 UI와 규칙은 가급적 단순해야 하며, 동시에 기억력과 판단력, 반응속도는 향상시킬 수 있도록 해야 한다. 본 논문에서는 고령층에서도 쉽게 조작할 수 있도록 UI를 단순화시켰으며, 순간적인 인지능력과 단기기억력 및 판단력을 향상시킬 수 있는 색맞추기 퍼즐게임을 설계하고 구현하였다.

• Korean Journal of Child Studies
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• v.20 no.2
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• pp.205-223
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• 1999

이 학습은 단기간과 장기간으로 나누어 연구한 화제적인 회상을 중심으로 이야기 구술과 가장놀이의 그 효과들을 탐구하고 논증(Demonstration)하였다. 특별히 이 학습은 어린이들이 가장놀이의 연기와 구술을 하는 동안에 인지변화들을 동일시하고 시험하였다. 교육자들과 연구자들은 제안하기를 놀이와 이야기를 말하는 것은 한 사건의 인지적인 모형으로 유치원 어린이들이 기초적인 기교(Skill)를 배우는 것으로서 상징의 흐름(Stream of Symbolization)안에서 동시에 나타난다고 시사하고 있다. 가장놀이(Pretend Play)는 인지 발달과 사회성 발달 안에서 중요한 영역으로 오랫동안 고려되어져 오기도 했었다. 그런 의미에서 이 학습은 이야기 구술과 가장놀이, 단기간과 장기간의 기억력, encoding and inference 그리고 그것들의 상호관계들에 대한 발달적인 차이들에 초점을 두었다. 그 data에 의하면 화제적인 회상을 효율화하고 있는 가운데서 이야기 말하기와 가장놀이 사이에 유효한 차이가 있었음을 보여주었다. 그 data는 또한 encode에 대한 질문이 inferences의 능력을 초과했다는 것을 지적하기도 했다. 다시 말해서 그 어린이들은 inferences를 만드는 능력이 향상하지 않았음에도 이야기 구술과 가장놀이에 참여할 수 있었다. 이것은 즉 Inferences는 좀더 복잡한 인지 기교들을 요구하고 있었을 뿐, 이야기 구술과 가장놀이의 향상에는 관계하지 않았다는 것을 말해주고 있다. 또한 단기간과 장기간의 조건사이에는 유효한 차이가 있지 않았다.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.244-253
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• 2005

사람에게 행동의 개인차가 있듯이 rat이나 mouse에 있어서도 행동의 차이를 발견할 수 있다. Rat의 행동성향에 따른 (1)학습 및 기억 능력의 차이, (2)기억과 해마의 관계, (3)치매유발단백질의 하나로 알려진 아밀로이드 베타($A{\beta}$ )및 수종의 항 치매 약물효과를 알아보는 것이 본 실험의 목적이다. Rat의 행동관찰을 통해 두 가지 행동패턴을 관찰할 수 있었는데, 이러한 rat의 행동 특성은 심리학자 Jung이 심리유형으로 설명하고 있는 extraversion, introversion의 행동성향과 유사할 것이라는 가정 하에 실험을 계획, 실시하였다. Rat에 water maze test를 실시하여 공간 기억의 단기, 장기 기억을 분석하였는데 그 결과 두 가지 행동 성향을 가진 rat은 서로 다른 학습 및 기억 능력의 특성을 보였다. 즉, extraversion은 단기 기억의 향상을 보인 반면에, introversion은 장기 기억의 향상을 보였다. Rat을 대상으로 water maze test 외에 Y-maze, passive avoidance test를 실시하여 공간 기억(spatial memory), 작동 기억(working memory), passive avoidance memory, 그리고 단기, 장기 기억의 관계를 종합적으로 분석해 보았다. 그 결과 두 가지 행동성향에 따라 서로 영향을 미치는 기억의 종류 및 관계에 차이가 있음을 발견할 수 있었다. 또한 두 가지 행동성향을 가진 rat에 약물을 투여했을 때, 서로 다른 약물 효과를 보였으며, $A{\beta}$ 를 주입했을 때, 기억(memory) 및 해마(hippocampus) 세포 사멸(cell death)에 서로 상반된 결과를 보여주었다. 이러한 연구 결과는 개체의 행동성향에 따라 학습 및 기억의 효과가 다를 수 있음을 보여주는 결과라 할 수 있고, 개인의 적성과 소질의 인식 및 개발의 중요성에 시사하는 바가 크다. 또한 개개인의 행동과 학습 및 기억 능력의 차이를 두뇌과학적으로 이해하여, 두뇌의 장점은 살리고 단점을 보완할 수 있는 이론적 토대를 세우는데 이러한 동물실험이 그 기초를 제공해 줄 수 있을 것이다. 또한 행동성향 및 기억의 종류에 따른 약물효과의 차이는 기억과 관련된 질병인 알츠하이머 환자에 있어 개개인에게 맞는 적절한 특징적인 치료약물이 존재할 것이라는 가능성을 제공해줄 뿐만 아니라 학습과 기억력 증진 효과를 기대해 볼 수 있을 것이라고 생각된다.

• Science of Emotion and Sensibility
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• v.15 no.4
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• pp.527-540
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• 2012

We examined the effect of delayed and immediate rewards on short- and long-term memory performance depending on the level of stress. It has been demonstrated that delaying feedback during memory tasks could lead to better retention than presenting it immediately (a.k.a., feedback delay benefit or delay-retention effect). In this study, we manipulated stress level(high-stress or low-stress), reward-timing(delayed or immediate reward), reward-existence(500 or 0 won) and retrieval-timing(delayed or immediate memory test). On the high-stress learning condition, one week later, the number of correct answers with delayed-rewards were significantly more than that of delayed-no-rewards but there was not any difference between immediate-rewards and immediate-no-rewards. On the other hand, in the high-stressful immediate memory test, immediate-rewards only had a positive effect on memory performance. The results indicated that delayed rewards improved long-term memory performance by promoting memory consolidation and the sensitivity to rewards was higher under the high-stress condition.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.3
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• pp.376-382
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• 2010

It has been shown that BF-7 enhances short- and long-term memory and attention in normal person. BF-7 was addressed to clinical study for children if BF-7 is also effective to children, since accumulated verification of safety and effectiveness is needed for young ages, in special. We administered BF-7 and a placebo control to two different groups of children (7-12 years old, 9.78 on averages). Their memory enhancement was tested with Rey-Kim Memory Test for Children before and after the administration of BF-7 and a placebo, in a double blinded way. The results showed that long- and short-term memories were significantly improved by the administration of BF-7. Interestingly, the degree of memory preservation, the ability of memory application and awareness of complex thing were also significantly improved. These results indicate that BF-7 is a promising substance from natural resource improving learning and memory of children as well as cognitive function of adults

• Journal of Korea Game Society
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• v.14 no.1
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• pp.49-58
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• 2014

We have developed a serious game for the elderly named 'Paldokangsan3' as a next version of 'Paldokangsan2' which was a walking game with memorization in shopping streets using controllers of hand buttons and foot boards with PC developed in 2012. The interface of had buttons and food boards were changed into the interface of motion capture with the aid of Kinect. The expected effects are improvement of memorization, improvement of concentration ability to find out items in the vision, improvement of vitality through physical walking actions, as well as improvement of mental health through entertainment activities of game play. We have tested 25 volunteers of more than 65 years old in Cheonan city community center for the elderly for 2 weeks. We got the result that the game play was showing positive effectiveness on memorization, physical exercise and self-esteem in mental health area of the elderly.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.1-10
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• 2004

Being engaged in the musical tasks needs cognitive skills to perceive musical sound, organize them into meaningful unit, store them in the memory and retrieve them when needed. These skills are also required for academic tasks indicating that there is positive correlation between skills for musical and academic tasks. Based on these findings, the study purported to examine whether the developed sessions can enhance cognitive skills which is composed of auditory information skills, which is composed of perceiving sounds, organizing them into groups based on the existing information or organization pattern, and short-term memory skills. Eighteen elementary students in 4, 5, and 6th grades have participated in the study. The study has administered Music Cognitive Skills Test(MCST) before and after implementing music therapy sessions. The MCST consisted of five parts, first one measuring the rhythm imitating skills, second, measuring the melodic imitation skills, third, measuring discriminative skills in identifying higher pitch, fourth, measuring discriminative skills in identifying identical chords, and lastly, measuring the tone retention skills. The results indicated that there was statistical difference between the pre and post test in rhythm and melody imitation skills. Because reproduction of perceived rhythm patterns requires memory skills, imitating patterns are considered cognitive skills. Also melody is defined adding spatial dimension to the rhythm which is temporal concept. Being able to understand melodic pattern and to reproduce the pattern also requires cognitive skills. The subjects have shown significant improvement in these two areas. In other areas, there were definite increase of scores, however, no significant differences. The study also explores interpretation of these results and also observed consistencies among the participants in completing the musical tasks.