• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.851-876
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• 2014

As an empirical test of a model of giftedness with learning disabilities (Song & Porath, 2011), this paper investigated domain thoughts of gifted students without learning disabilities and gifted students with learning disabilities (GLD) in reading, writing, and math. Gifted students in each group were interviewed and the data were analyzed for domain thoughts. The results showed that the former group of gifted students exhibited domain thoughts in a more balanced manner, whereas GLD students showed large discrepancies between domain thoughts; they showed weak specific domain thoughts in contrast to strong other domain thoughts. They also showed ambivalent attitudes even in a domain activity; they presented positive and negative thoughts at the same time. With a comprehensive explanation of the differences between the two groups of gifted students through a cognitive mechanism presented in the model of GLD model, this paper provides new approaches for identification and education of gifted students and GLD students.

• Proceedings of the Korean Society for the Gifted Conference
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• 2004.11a
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• pp.19-34
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• 2004

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.177-185
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• 2017

In order to succeed in gifted education, it is necessary to educate teachers with professional skills and qualities that meet the psychological characteristics of gifted students and satisfy their educational desires. The purpose of this study is to explore the characteristics of the science/mathematics gifted students the preservice teachers who participated in the service learning in the hothousing center annexed to the university, and the direction in which the Korean hothousing should proceed. For this, the service learning was conducted in the hothousing institution targeting three students attending A education college for 12 weeks. As a result of study, the gifted children showed the outstanding cognitive, affective, and creative natures which were expressed positively or negatively according to the situation. The study participants recognized the teachers had a duty to admit the distinctive nature of the individual gifted children and to provide the specially contrived education for them for the qualitative improvement of the Korean hothousing. Simultaneously they thought the gifted children should be regarded as ordinary children before the gifted persons and treated as the children. The necessity for preservice teachers to take the hothousing lectures requisitely and provide the learning chance focusing on the practical contents beyond the hothousing teacher training was brought forward in order to develop the systematic hothousing curriculum.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.223-237
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• 2019

There is a close interaction between the linguistic-syntactic representation system and the affective representation system that appear in the mathematical process. On the other hand, since the mathematical conceptual system is fundamentally metaphoric, the analysis of the mathematical concept structure through linguistic representation can help to identify the source of cognitive and affective obstacles that interfere with mathematics learning. In this study, we analyzed the problem-solving protocols of mathematical gifted children from the perspective of cognitive language and meta-affect to identify the relationship between the functional characteristics of the text and metaphor they use and the functional characteristics of meta-affect. As a result, the behavior of the cognitive and affective characteristics of mathematically gifted children differed according to the success of problem solving. In the case of unsuccessful problem-solving, the use of metaphor as an internal representation system was relatively more frequent than in the successful case. In addition, while the cognitive linguistic aspects of metaphors play an important role in problem-solving, meta-affective attributes are closely related to the external representation of metaphors.

• School Mathematics
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• v.18 no.1
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• pp.215-229
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• 2016

This study aims to identify Archimedes' idea used while proving proposition 23 in 'Quadrature of the Parabola' and to provide an alternative way for finding the sum of geometric series without applying the concept of limit by extending the idea though metaphor. This metaphorical model is characterized as static and thus can be complimentary to the dynamic aspect of limit concept adopted in Korean high school mathematics textbooks. In addition, middle school students can understand $0.999{\cdots}=1$ with this model in a structural way differently from the operative one suggested in Korean middle school mathematics textbooks. In this respect, I argue that the metaphorical model can be an useful educational tool for Korean secondary students to overcome epistemological obstacles inherent in the concepts of infinity and limit by making it possible to transfer from geometrical context to algebraic context.

• Journal of the Korean Society of Radiology
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• v.13 no.4
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• pp.629-635
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• 2019

In term of the factors affecting psychosocial adjustment of breast cancer patients, their quality of life after surgical operation, radiation, and chemotherapy were systematically meta-analyzed. As a result, their qualities of life of the patients that had radiation therapy was the lowest right after the therapy, and gradually increased after the end of the therapy. However, after six months, their quality of life failed to reach the same level before the therapy. They had depression and side effects the most right after the therapy, and somewhat reduced them after the end of the therapy. In case of surgical operation, the more they were educated, the more they had psychosocial adjustment, and the more they had a medical examination and took out an insurance policy, the more they had psychosocial adjustment. In case of chemotherapy, their cognitive function is influenced so that they have impairments in memory, learning, and thinking stages. Since subjective cognitive impairment has a relationship with depression, it is necessary to monitor depression of chemotherapy patients. Given the results of this systematic meta-analysis, when three types of therapies (surgical operation, radiation therapy, and chemotherapy) are applied to patients with breast cancer, it is necessary to recognize their psychosocial adjustment, depression, anxiety, and quality of life in the nursing and radiation therapy fields and thereby to introduce an intervention program for a holistic approach.