• The Journal of Korean Society for Neurotherapy
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• v.22 no.3
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• pp.25-29
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• 2018

Purpose In this study, 45 students were divided into task - oriented group, task - oriented intermittent group, and continuous group, and the effect of each variable on learning was changed to angle of the arms' we checked. Methods This study was conducted for 45 days from March 13 to 18, 2017 for five days in the 20 generals living in Changwon city. Dart and goniometer were used for the measurement. In the exercise program, darts were placed on a smooth, hard surface of 1.5M height and the distance to the subject was set 1.5m away. In the dart throw practice, all three groups were marked with an elbow flexion $30^{\circ}$ on the wall, and the subjects were instructed to throw the dart at that point. Results Comparisons between groups showed significant differences between the continuous task-oriented training group and the intermittent task-oriented training group and the control group at the end of training (*** P <0.001). Conclusion This study showed that the intermittent task-oriented training method showed the highest effect (*** P <0.001), which proved that the intermittent method is the most effective exercise method among the three groups.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.1
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• pp.13-22
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• 2021

Purpose : The purpose of this study was to investigate the effects of a virtual reality-based occupational therapy program on the physical function and learning ability of intellectually disabled school-aged children. Methods : In this study, 20 intellectually disabled children of school age were randomly and evenly divided into experimental and control groups with children in the experimental group receiving a virtual reality-based occupational therapy intervention. The study adopted a pretest-posttest design. The intervention was conducted for a total of 12 sessions for six weeks, twice a week, and 50 minutes per session. As measurement tools, BOT-2 and grooved pegboard tests were used to compare physical function before and after the intervention program, and K-ABC was used to check changes in learning ability. Results : The occupational therapy program produced a significant improvement in both physical function and learning ability of the experimental group. A significant difference was observed between the experimental and control groups. Conclusion : This study confirmed the value and usefulness of virtual reality-based occupational therapy as a tool for enhancing the physical function and learning ability of intellectually disabled school-aged children. Based on the results, a variety of future studies are encouraged that would further test the effects of the occupational therapy program used here.

• Proceedings of the Korea Information Processing Society Conference
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• 2022.11a
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• pp.992-994
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• 2022

본 논문에서는 시각장애인의 안내견을 위한 인공지능을 활용한 객체 인식 기반 과속 탐지 알고리즘을 제안한다. 이는 안내견이 도로 상에서 이동용 장치를 인식하는 것을 도와줌으로써 위험 요소 탐지 능력을 향상시킬 수 있고, 시각장애인의 안전을 보장할 수 있다. 인식 시스템은 Yolov5를 활용하여 사물 학습 과정을 진행하였고, 이동용 물체의 인식 과정을 통해 속도 측정 및 주변 위험 요소를 구분하여 판단하게 하였다. 판단된 정보는 안내견에게 교육된 신호로 전달되고, 시각장애인을 안전하게 인솔하여 도로상의 사고를 사전에 예방할 것으로 기대된다.

• Korean Journal of Cognitive Science
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• v.27 no.2
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• pp.159-219
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• 2016

Mathematical ability is important for academic achievement and technological renovations in the STEM disciplines. This study concentrated on the relationship between neural basis of mathematical cognition and its mechanisms. These cognitive functions include domain specific abilities such as numerical skills and visuospatial abilities, as well as domain general abilities which include language, long term memory, and working memory capacity. Individuals can perform higher cognitive functions such as abstract thinking and reasoning based on these basic cognitive functions. The next topic covered in this study is about individual differences in mathematical abilities. Neural efficiency theory was incorporated in this study to view mathematical talent. According to the theory, a person with mathematical talent uses his or her brain more efficiently than the effortful endeavour of the average human being. Mathematically gifted students show different brain activities when compared to average students. Interhemispheric and intrahemispheric connectivities are enhanced in those students, particularly in the right brain along fronto-parietal longitudinal fasciculus. The third topic deals with growth and development in mathematical capacity. As individuals mature, practice mathematical skills, and gain knowledge, such changes are reflected in cortical activation, which include changes in the activation level, redistribution, and reorganization in the supporting cortex. Among these, reorganization can be related to neural plasticity. Neural plasticity was observed in professional mathematicians and children with mathematical learning disabilities. Last topic is about mathematical creativity viewed from Neural Darwinism. When the brain is faced with a novel problem, it needs to collect all of the necessary concepts(knowledge) from long term memory, make multitudes of connections, and test which ones have the highest probability in helping solve the unusual problem. Having followed the above brain modifying steps, once the brain finally finds the correct response to the novel problem, the final response comes as a form of inspiration. For a novice, the first step of acquisition of knowledge structure is the most important. However, as expertise increases, the latter two stages of making connections and selection become more important.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.990-1010
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• 2009

To derive brain-based evolutionary educational principles, this study examined the studies on the structural and functional characteristics of human brain, the biological evolution occurring between- and within-organism, and the evolutionary attributes embedded in science itself and individual scientist's scientific activities. On the basis of the core characteristics of human brain and the framework of universal Darwinism or universal selectionism consisted of generation-test-retention (g-t-r) processes, a Model of Brain-based Evolutionary Scientific Teaching for Learning (BEST-L) was developed. The model consists of three components, three steps, and assessment part. The three components are the affective (A), behavioral (B), and cognitive (C) components. Each component consists of three steps of Diversifying $\rightarrow$ Emulating (Executing, Estimating, Evaluating) $\rightarrow$ Furthering (ABC-DEF). The model is 'brain-based' in the aspect of consecutive incorporation of the affective component which is based on limbic system of human brain associated with emotions, the behavioral component which is associated with the occipital lobes performing visual processing, temporal lobes performing functions of language generation and understanding, and parietal lobes, which receive and process sensory information and execute motor activities of the body, and the cognitive component which is based on the prefrontal lobes involved in thinking, planning, judging, and problem solving. On the other hand, the model is 'evolutionary' in the aspect of proceeding according to the processes of the diversifying step to generate variants in each component, the emulating step to test and select useful or valuable things among the variants, and the furthering step to extend or apply the selected things. For three components of ABC, to reflect the importance of emotional factors as a starting point in scientific activity as well as the dominant role of limbic system relative to cortex of brain, the model emphasizes the DARWIN (Driving Affective Realm for Whole Intellectual Network) approach.

• Cartoon and Animation Studies
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• s.50
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• pp.239-273
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• 2018

There have been many topics in gamer research on gamers' game addiction, education, and psychological interest. This paper investigates how to perceive the virtual environment of gamers based on James Gibson 's theories of cognitive science. Gibson's theory is not a stimulus input through individual sensory receptors, but rather a learning process such as establishing a cognitive relationship between perceptual systems, external invariant property separation, behavioral learning, invariant property separation of events, selectiveism development. Based on this analysis tool, I collected and verified gamers' perception of game environment of by FGI survey method. The results of the analysis showed that Gibson 's perceptual learning process was perceived as a virtual environment as in reality, and there was also perceptual difference found only in games. Patterned perception develops in the direction of classifying invariant properties appearing in the game based on the purpose of the game. In this study, it can be seen as a result of the research that FGI interview can be summarized as patterning (typification) perception process based on the goal consciousness of gamers. But,The results of the study suggest that the psychological analysis of the gamer can not be presented by the FGI results alone. In the future, we need a model study to confirm the causality and the verification through statistical analysis.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.217-228
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• 2018

The purpose of this study is to develop STEAM program for gifted education by combining educational contents of humanities, arts, engineering, technology, and design into various subjects, focusing on mathematics-science curriculum of elementary school. The achievement standards and curriculum contents of elementary mathematics-science curriculum were analyzed while considering 2015 revised national curriculum. And then, a 16 class-hour convergence education program consisting of 3-hour block time was developed by applying the STEAM model with 4 steps. The validity of the program developed through this process was verified, and four educational experts evaluate whether the program can be applied to the elementary school. Based on the evaluation results, the convergence education program was finalized. As a result of implementing the gifted education program for mathematics-science, students achieved the objectives and values of convergence education such as creative design, self-directed participation, cooperative learning, and interest in class activities (game, making). If this convergence education program is applied to regular class, creative experiential class, or class for gifted children, students can promote their scientific creativity, artistic sensitivity, design sence, and so on.

• Journal of the Korean Society of Food Science and Nutrition
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• v.43 no.6
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• pp.799-806
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• 2014

The present study was conducted to evaluate the effects of extract from Eriobotrya japonica leaves (EJE) on cognitive impairment induced by scopolamine, a muscarinic antagonist, in rats. Scopolamine injection (1 mg/kg, i.p.) impaired performance in rats in the passive avoidance test as well as in water maze test and severely reduced cholinergic system reactivity, as indicated by reduced acetylcholine levels and increased acetylcholinesterase activity. Daily administration of EJE significantly increased step-through latency in the passive avoidance test, reduced escape latency, and increased time spent in the platform quadrant in the Morris water maze test. EJE protected against scopolamine-induced cholinergic system deficit, including reduced acetylcholine levels and increased acetylcholinesterase activity in whole brain homogenates. These results suggest that EJE provides a significant anti-amnesic effect against scopolamine-induced cholinergic system deficits and cognitive impairment.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.97-114
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• 2009

The purpose of this study was to investigate the effects of digital mathematics textbook on spatial abilities, interest and achievement of 6th graders. For this, research questions were set as follow: A. Is there any difference in cognitive ability in the space perception test between the experimental group and the control group. B. What distinctive attributes exist between the experimental group and the control group in the Spatial abilities? C. Is there any difference in learners' interest and achievement between the experiment group and the control group. To investigate the research questions, two classes of 6th grade children were selected from an elementary school in Daejeon and assigned one as experimental group and the other as control group. The experimental group studied mathematics using Digital Textbooks under an individual PC environment while the control group studied using the existing book-type textbooks. The following results and conclusions were obtained from the research. First, the effect of the Digital Textbooks on children's mathematics achievement was not statistically meaningful even though there was some progress in children's achievement. Furthermore, it was not found that the usage of a Digital Textbooks consistently influenced improvement in the students' interest in mathematics. Second, there were some positive changes in the achievement of Spatial ability of the middle subgroup of pretest score in the experiment group. It can have some educational implication that the Digital Textbooks can affect positively to the middle group in mathematics achievement who dominated more than 50% of the class. Third, the number of correct answers was found to be somewhat higher than that of the control group in spatial reasoning items. This means that the learning environment with Digital Textbooks allow more opportunities for manipulating geometric objects physically and mentally. Therefore, It seems necessary to offer various resources such as digital contents for students' geometric learning. For future research, It is strongly recommended to fix the bugs of the digital textbook programs and to upgrade the operating system of the computer.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.437-457
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• 2019

In this study, we analyzed how the content and achievement criteria of the Geometry domain of Korean elementary school mathematics curriculum have changed. To this end, based on the analysis framework based on the 2015 revised curriculum, the achievement standards for each period were classified into continuous, extinct, and additional types, and their characteristics were examined. In the domain of Geometry, continuous achievement standards accounted for 51% of the total, and there were many achievement standards that remained unchanged in grade and domain. The extinctive achievement standard is 20.4% of the total, and the mathematics contents that were rapidly introduced due to the modernization of mathematics in the 3rd curriculum were eliminated the most from the 4th curriculum, and after the 7th curriculum, With the introduction of staged curriculum and the system of school year group, the contents of learning were either integrated or moved to middle school. The additional achievement standard was 28.6% of the total, and the achievement standard was added the most with the introduction of spatial sensory development in the 7th curriculum. The GAct that the additivel achievement standard is more than the extinction achievement standard in the Geometry domain is the result of the efforts to actively introduce the geometric contents appropriate to the times despite the great flow of curriculum revision of the curriculum reduction. It is hoped that the results of these studies will be used as basic data in the formation of new achievement standards in future curriculum development.