• 건강소식
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• v.36 no.9
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• pp.28-29
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• 2012

관절염의 일종인 통풍은 말 그대로 바람만 불어도 아플 정도로 격심한 관절통이 오는 병이다. 주로 혈중 요산치가 높은 중년 이후의 남자에서 많이 발생했지만 최근 들어 20~30대 남성 환자들이 급증하고 있는 추세다. 젊은 연령층 발병이 문제가 되는 것은 통풍이 완치되는 질병이 아니기 때문이다.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.173-189
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• 2013

The purpose of this study was to examine the relationship between children's information processing ability and basic learning abilities. To collect the data, two tests were given to 99 children. The Korean K-ABC(Moon & Byun, 1997) and Pictorial Basic Learning Abilities for Children(Kim, 2011) were used to examine the relationship between children's information processing and basic learning abilities. The collected data were analyzed by correlation analysis and multiple regression analysis. According to the results of this study, there was a significant positive correlation between information processing(sequential processing, simultaneous processing) and basic learning abilities including reading, writing, and basic mathematics. And information processing significantly affected basic learning abilities. Namely, simultaneous processing explained 22% of basic learning abilities and by adding sequential processing, the explanation was increased to 25%. In conclusion, the results of this study suggest various implications about children's basic learning abilities. These implications will help teachers and parents to understand their children's learning.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.595-603
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• 2002

The influences of the characteristics of anomalous data on cognitive conflict and conceptual change in learning density were investigated. The subjects were 416 seventh graders. First, the Group Assessment of Logical Thinking and a preconception test were administered. A questionnaire on the responses to anomalous data was then administered. In the questionnaire, four types of anomalous data varying presentation type (movie/text) and authority level (high/low) were randomly presented. After a computer-assisted instruction on density, a conception test was administered. The results indicated that anomalous data presented in movie type significantly induced more cognitive conflict than that in text type. Students presented with anomalous data of high authority scored higher in the conception test than those of low authority. There were no significant interactions between the characteristics of anomalous data and students' logical thinking ability in the scores of both the cognitive conflict and the conception test.

• Annual Conference on Human and Language Technology
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• 1990.11a
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• pp.97-103
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• 1990

읽기시간과 재인기억을 통하여 스크립트에 부합되지 않는 정보가 어떻게 처리되는지 알아보았다. 실험 1에서는 문장을 읽고 문장 재인검사틀 하였다. 스크립트 비부합 문장의 읽기시간은 길고 재인 반응시간은 빨랐다. 실험 2, 3은 스크립트에 부합하지 않는 정보가 기억이 잘되는데, 그 이유가 노력의 결과로 다른 정보와 통합되었기 때문인지 아니면 비부합정보가 두드러졌기 때문인지 알아보려고 설계되었다. 실험 2에서는 명제쌍을 만들어 즉시 재인기억을 하였고, 실험 3에서는 피험자가 비부합정보를 충분하게 처리할 수 있도록 자기 속도(self-paced)로 읽고 명제쌍으로 지연재인검사를 했다. 비스크립트 정보와 전형적인 명제로 된 명제쌍이 전형적인 명제쌍보다 반응시간이 길었다. 이 결과는 스크립트 비부합정보는 자체로는 기억이 잘되나 다른 정보와 통합은 되지 않은 것으로 해석되었다.

• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.433-442
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• 2014

This study investigated effects of elementary school students' use of smartphone upon not only reading but also self-regulated reading. The subject was 6th year students of elementary school. The study investigated the students by smartphone addict self-diagnosis, reading conditions and self-regulated reading test. The findings were: The students' ownership of smartphone and addiction had influence upon reading quantity, reading time and self-regulated reading, and had no influence upon time of use of smartphone. To help elementary school students make use of smartphone correctly and prevent smartphone addiction, the students should be educated at school and home, and also, proper way to teach students how to read books should be researched in the era of smartphone.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.30 no.5B
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• pp.317-323
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• 2005

Broadcast disks are suited for disseminating information to a large number of clients in mobile computing environments. In broadcast disks, the server continuously and repeatedly broadcasts all data items in the database to clients without specific requests. The clients monitor the broadcast channel and retrieve data items as they arrive on the broadcast channel. The broadcast channel then becomes a disk from which clients can retrieve data items. This paper proposes a Timestamp based Concurrency Control (TCC) scheme to preserve the consistency of read-only client transactions, when the values of broadcast data items are updated at the server. Previous schemes tried to reduce transaction aborts by consuming considerable amount of downlink communication from the server to clients for transferring control information. On the other hand, the TCC uses a timestamp field of each data item to describe execution order of server transactions. Clients can allow more transaction executions by checking consistency of their read-only transactions with timestamps of data items. As a result, the TCC can reduce the abort ratio of client transactions with minimal control information to be broadcast from the server.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.393-402
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• 2014

This study aims to testify the effect of reading and writing abilities improvement program for elementary school children from multicultural families. Methods: The research design used in this study was a non-equivalent control group pretest-posttest research design. The participants were divided into two groups, an experimental group(n=9) and a control group(n=8). Data were analysed by using Mann-Whinety U test, Wilcoxon Signed Ranks, Cohen's d with SPSS(PASW)18.0 program. Result: Significant differences were found in scores for reading ability (z=-2.668, p=.008, ES(d)=0.6) and writing ability (z=-2.670, p=.008, ES(d)=0.5) in experimental group. Conclusion: The results indicate that the reading and writing abilities improvement program should be used with elementary school children of multicultural families to help them and to improve their reading and writing abilities.

• The Journal of Korean Academy of Sensory Integration
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• v.19 no.2
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• pp.26-35
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• 2021

Objective : The purpose of this study is to investigate the effect of Interactive Metronome (IM) training on the reading fluency of an elementary school student. Methods : This study followed the ABA design, a single-case research method, and was conducted on one elementary school student. From October 2019 to December 2019, a three-session baseline phase (A), twelve-session intervention phase (B), and three-session post-baseline phase (A') were conducted. The intervention was IM training, and long-form assessment (LFA) of IM and BASA:R were performed for each session. In addition, BASA:R was conducted three times at baseline and post-baseline. Result : Compared with baseline, there was a significant improvement in reading fluency after the IM training intervention. Conclusions : IM training can be useful for increasing reading fluency. The results of this work demonstrate the efficacy of IM training as a clinical intervention to improve reading fluency in elementary school students.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.2
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• pp.197-208
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• 2003

Objective：In this study, we hypothesized that deficit in processing rapid linguistic stimuli is at the heart of Reading Disability(RD) and deficit in response inhibition is at the heart of Attention Deficit/Hyperactivity(ADHD). We conducted experiments to identify the core cognitive characteristics of children either with RD or with ADHD or with both, using attentional tasks and phoneme differential tests. Method：In the study 1, 28 children with ADHD, 16 children with RD+ADHD were individually administered visual/auditory performance tests. Then, the differences of performance on attentional tasks between two groups were compared while IQs of two groups were controlled. In the study 2, 13 children with RD+ADHD/RD, 13 children with ADHD, and 13 normal children were administered computerized phoneme differential tests. Result：Visual attentional tasks did not distinguish an ADHD group from a RD+ADHD group. With auditory attentional tasks, however, the comorbid group showed significantly more difficulties, causing a large variance in reaction time. RD, RD+ADHD, and ADHD groups showed more errors in phoneme differential tests than a normal control group, and each group showed distinctive performance patterns. Discussion：An ADHD group had difficulty in response inhibition and sustained attention, and children who also had RD along with ADHD magnified the auditory attentional difficulties. Even though children with RD had more trouble with responding correctly to target stimuli, their responses were not significantly different from those of children with ADHD.

• School Mathematics
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• v.9 no.1
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• pp.45-64
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• 2007

The primary purposes of this study were to investigate how sixth graders would react to the types of tasks with regard to the comprehension of graphs and what differences might be among the kinds of graphs, and to raise issues about instructional methods of graphs. A descriptive study through pencil-and-paper tests was conducted. The tests consisted of 48 questions with 4 types of tasks (reading the data, reading between the data, reading beyond the data, and understanding the situations) and 6 kinds of graphs. The conclusions drawn from the results obtained in this study were as follows: First, it is necessary to foster the ability of interpreting the data and understanding the situation in graphs as well as that of reading the data and finding out the relationships in the data. Second, it is informative for teachers to know students' difficulties and thinking processes. Third, in order to develop understanding of graphs, it is important that students solve different types of tasks beyond simple question-answer tasks. Fourth, teachers need to pay attention to teach fundamental factors such as reading the data with regard to line graphs and stem-and-leaf plots Finally, graph type and task type interact to determine graph-comprehension performance. Therefore, both learning all kinds of graphs and being familiar with multiple types of tasks are important.