• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.11
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• pp.641-649
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• 2020

This study was conducted to examine the effects of instruction (explicit, implicit) and stimulus presentation time (300 ms, 500 ms) in ABM training. According to the Social Avoidance and Distress Scale (SADS) and the attention bias score (ABS), 60 undergraduate students were selected. All participants' SADS scores were above 82 and their ABS score was greater than 0. The training group was explicit-300 ms training group (n=10), explicit-500 ms training group (n=10), implicit-300 ms training group (n=10) and implicit-500 ms training group (n=10). In the implicit instruction group, only information about procedure was included. In the explicit instruction group, additional information about training manipulation (the probe always presented at the location of the preceding neutral stimuli) was provided. The control group were placebo-300 ms control group(n=10) and placebo-500 ms control group(n=10). After 8 sessions of training, the effect was only found in instruction conditions. The explicit training group showed significantly decreased SADS after training. ABS changed significantly in all three conditions but the treatment effect was most effective in the explicit instruction condition. No significant effect was found in the stimulus presentation time. These results suggest that explicit instruction might promote the effect of ABM training compared to implicit instruction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.1
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• pp.367-376
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• 2014

The purpose of this study was to investigate the effect of either endurance training only or endurance and weight training on muscle morphology and oxidative enzyme activities in human skeletal muscles. Fourteen healthy males were randomly divided into one of two experimental training groups, either swim exercise training (n=7, ST) or combined exercise training (swim and resistance exercise training; n=7, SWT). The change of muscle fiber type was not significantly different between ST and SWT following 6 weeks of exercise training. Mean cross sectional areas as well as the numbers of capillary of different types of muscle fiber were not also significantly different from baseline for both exercise training groups (p>.05) although the tendency of increase were more notable in SWT. All oxidative enzyme activities (i.e., ${\beta}$-hydroxyl acyl dehydrogenase, citrate synthase, and carnitine palmitoyl transferase) were marginally higher in SWT compared to ST even though statistical power did not reach the level of significance. Based on these results, it was concluded that performing of combined (swimming and weight) exercise training could be the better modality for improving muscle morphological changes and oxidative enzyme activities than performing of only single aerobic exercise intervention in young healthy human skeletal muscles.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.121-129
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• 2006

The purpose of this study was to investigate the effects of the group reward and cooperative skill training on science achievement and learning motivation of elementary students. 3 classes of the 6th grade students were selected from an elementary school in Busan. Group I took traditional cooperative learning (TCL), group II took cooperative learning with competitive group reward (GR), and group III was trained in cooperative skill (CS) before cooperative learning. Students were taught about 'weather forecast' for thirteen periods and problem-based learning steps were applied in each class. The results from this study were as follows: First, there was an interactive effect between the treatment and achievement level in the science achievement test scores. In the case of high-level students the group reward was more effective than cooperative skill training on the science achievement; on the other hand, in the case of low-level students the cooperative skill training was more effective than the group reward on the science achievement. Second, there was no interactive effect between the treatment and achievement level in the motivation scores.

• Journal of Industrial Convergence
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• v.19 no.4
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• pp.65-74
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• 2021

The purpose of this study was to investigate the effect of bicarbonate intake on blood variables during high-intensity training of sprinters. 30 male/female elites with more than 3 years of experience that are registered to S city as a sprinter was categorized into three groups: control group, training group, and HCO₃^- and training group. Training group and HCO₃^- and training group went through a high-intensity exercise program (80-90% HR max) which escalated every 2-3 weeks, for 90 minutes at a time, 5 days a week, 8 weeks in total. HCO₃^- and Training group took in 300mg of bicarbonate per one kilogram of body weight, in 90 minutes before the start of the high-intensity exercise program, once a day for 8 weeks. As a result of the study, the effect of bicarbonate intake on blood variables during high-intensity training of sprinters showed a positive effect on the increase of pH and the decrease of lactic acid in HCO₃^- and training group. Also, the increase of Ca²⁺, Na⁺, K⁺ was shown in training group and HCO₃^- and training group, whereas there were no indications of significant change in Mg²⁺ in all three groups. It can be confirmed that the intake of bicarbonate during high-intensity training shows effective changes in the increase of pH and the decrease in lactic acid among changes in blood variables. Therefore, it can be seen that the intake of bicarbonate during high-intensity exercise is effective in improving exercise capacity.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.409-416
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• 2012

This study aimed to compare the effectiveness of action-observational training and task-oriented training on upper limb function and activities of daily living in patients with post-stroke hemiparesis. This study included 12 voluntary participants with post-stroke hemiparesis. Subjects were randomly assigned to either group 1 or group 2, with 6 in each group. Each subject completed the crossover experiment that comprised of action-observational training (A) and task-oriented training (B). The intervention sequence was A-B for the group 1 and B-A for the group 2. Each training was performed for 30 min a day, 5 times a week for 2 weeks (total experimental period of 4 weeks). Assessments were made using the Wolf Motor Function Test (WMFT) and Modified Barthel Index (MBI) thrice: at baseline, after 2 weeks of intervention, and after 4 weeks of intervention. The results showed that the WMFT and MBI scores significantly improved after the completion of each training (p<.05). Therefore, a determination of the superior training method was difficult. The effect sizes of both groups were greater when performed the action-observational training. The findings suggest that both the action-observational training and task-oriented training may be helpful in improving the upper limb function and activities of daily living for patients with post-stroke hemiparesis, and support the clinical feasibility of the action-observational training.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2001.11a
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• pp.228-232
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• 2001

본 연구는 집중력 증진을 위한 훈련 프로그램의 대안적인 방법으로서 가상환경기법의 적용가능성을 확인하고 가상환경 속에서 적용할 수 있는 바이오피드백 훈련의 효과를 검증하고자 하였다. 모든 집단에서 바이오피드백 훈련 후 집중력은 향상되었는데 특히 가상환경 훈련집단이 다른 두 집단(비가상환경집단과 통제집단)에 비해 정반응수는 증가한 반면에 반응오류(누락오류)와 지각민감도는 더 유의미하게 줄어들었다. 즉 이런 결과는 HMD를 착용하고 바이오피드백 프로그램을 실시한 경우가 주의력 증진에 보다 효과적이고 자극을 민감하게 변별할 수 있는 자극환경을 마련해주며 몰입감을 제공해준다는 점을 시사한다.

• Therapeutic Science for Rehabilitation
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• v.2 no.2
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• pp.47-59
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• 2013

Objective : This study is conducted to find the influence on upper extremity function, cognitive function and activities of daily living when stroke patients receive task-oriented training in group or individually. Methods : Twenty-six inpatients are assigned to two groups(task training group and individual training group) randomly, who receive rehabilitation therapy after stroke diagnosis for 5 months(june to november, 2012) in a hospital. Both groups receive a task-oriented training for 30 minutes a day for 3 weeks. FMA were used to measure upper extremity function, K-MMSE were used to measure cognition, and MBI for ADL. Results : Before training. two groups were not different significantly in upper extremity function and cognitive function. But in activities of daily living, bathing self(p<.001), feeding, personal hygiene and total score(p<.05) are higher in group training group. After training, upper extremity function is higher in individual training group(p<.001). In both training group, upper extremity function, feeding, personal hygiene, bathing self, dressing, toilet, chair/bed transfers, ambulation and stair climbing, total score are improved significantly(p<.05). In comparing of variation before and after training, upper extremity function(p<.001), feeding and total score of activities of daily living are more improved significantly in individual training group(p<.05). Conclusion : The outcome shows that task-oriented training can improve upper extremity function and activities of daily living in both training group. Especially, the more upper extremity function is improved, the more activities of daily living is improved. In the future, it will be necessary longitudinal study for a long time for more patients.

• Journal of Broadcast Engineering
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• v.18 no.5
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• pp.738-748
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• 2013

The present study investigated whether convergence training in which has an effect on reducing visual discomfort in viewing 3D TV. The stereoscopic depth of 3D training stimulus was gradually increased while maintaining individual visual discomfort at a minimum value. Participants were randomly assigned into one of three groups: a control group and two training groups. For both training groups, all procedure and the disparity range of training stimuli were the same except the order of the disparities of training stimuli. One of the two different training procedure was provided: gradual change or random change of the disparities of training stimulus. Training itself was very effective so that convergence fusional range was improved after three sessions of training with intervals of two weeks. In order to evaluate the effect of convergence training on visual discomfort, the subjective visual discomfort in 3D TV viewing was measured before and after training sessions using questionnaire. The results showed that a significant reduction in visual discomfort was found after training only in the group of gradual change. These results demonstrated a repeated convergence training might be helpful in reducing the visual discomfort in 3D TV environment.

• Korean Journal of School Psychology
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• v.16 no.2
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• pp.207-230
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• 2019

This study examined the effect of Attention Feedback Awareness and Control Training(A-FACT) on attention bias and generalized anxiety symptoms in college students. A total of 31 college students with at least 10 points on the Generalized Anxiety Disorder 7-item (GAD-7) scale or at least 56 points on the Korean version of the Penn State Worry Questionnaire (K-PSWQ) with attention bias were randomly assigned to one of three groups: A-FACT( n = 11), Attention Bias Modification (ABM)(n = 10) and Active Placebo Control (APC)(n = 10). Participants in A-FACT group received real-time feedback on attention bias based on their Baseline Neutral Response time(BNR) during A-FACT using a dot probe task. Participants in the ABM group received standard ABM, and those in the APC performed a dot probe task that they were informed was a program to reduce attention bias, but feedback was not provided. A total of eight sessions was conducted twice a week over a 4-week period. After every two sessions, GAD-7, K-PSWQ and K-STAI were rated. The effect of attention bias modification training was rated by changes in the Attention Bias Score(ABS), and in GAD-7, K-PSWQ and K-STAI scores. The results of repeated measure ANOVA indicated that the A-FACT group showed a significant decrease in ABS as well as in GAD-7, K-PSWQ and K-STAI scores compared to the other groups. Current results suggest that self-regulatory control of attention, that is, recognition of bias through feedback in A-FACT, may be effective in alleviating attention bias and generalized anxiety symptoms by recognizing bias through feedback on bias in attention bias modification training.

• Science of Emotion and Sensibility
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• v.13 no.4
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• pp.647-658
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• 2010

The purpose of the present study was to investigate the effects of self-regulated neurofeedback training on elementary school students' recall and recognition performance. For this purpose, the participants were randomly allocated to control condition where no training was provided or training condition where participants were trained in 4 self-regulated neurofeedback training sessions. As the dependent measures, correct free, recall rates and correct recognition rates were analyzed. The results showed that overall scores of recall and recognition were enhanced by the administration of the training itself, and as the training sessions advanced. In particular, the effect of the training seemed to induce more positive effect on the both memory tasks when the task difficulty (manipulated by increasing the number of target words) was increased. These results implied that self-regulated neurofeedback training can induce increased recollection ability for words by enhancing attentional process.