• 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 Nutrition and Health
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• v.53 no.5
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• pp.518-531
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• 2020

Purpose: This study examined the association between fruit and vegetable intake and mental health in Korean adolescents. Methods: This study used the data from the 2014-2017 Korea Youth Risk Behavior Survey, a national cross-sectional survey on 137,101 boys and 130,806 girls aged 12-18. Fruit and vegetable intake was assessed based on the frequency of consumption. The outcome variables were the perceived happiness, perceived stress, depressive symptom and suicidal ideation over the previous 12 months. Logistic regression models were used after adjusting for the demographic, life style and other dietary factors. Results: Only 34% and 29% of Korean adolescents consumed fruits more than 5 times/week and vegetables more than 2 times/day, respectively; whereas 37%, 25% and 12.2% of Korean adolescents had perceived stress, depressive symptom and suicidal ideation, respectively. After adjusting for the confounding variables, the greater consumption of fruit and vegetable were all associated with a higher odds of perceived happiness; the adjusted odds ratios (AORs) (95% CI) were 1.53 (1.46-1.60) in boys and 1.82 (1.73-1.90) in girls who consumed fruit ≥ 5 times/week, and 1.65 (1.54-1.76) in boys and 1.62 (1.51-1.72) in girls who consumed vegetable ≥ 2 times/day. In contrast, the consumption of fruit or vegetable were all significantly associated with a lower odds of perceived stress, depressive symptom, and suicidal ideation; the AOR (95% CI) were 0.70 (0.67-0.73), 0.88 (0.84-0.93), and 0.78 (0.73-0.83) in boys who consumed fruit 3-4 times/week, and 0.71 (0.67-0.76), 0.88 (0.81-0.94), and 0.68 (0.62-0.74) in boys who consumed vegetable 5-7 times/week. Similar associations of fruit or vegetable consumption with perceived stress, depressive symptom, or suicidal ideation were found in girls. Conclusion: These findings provide evidence that increasing fruit and vegetable intake is important for better mental health among adolescents.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.385-398
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• 2020

This study aims to examine genetics problem-solving processes of high school students with different learning approaches. Two second graders in high school participated in a task that required solving the complicated pedigree problem. The participants had similar academic achievements in life science but one had a deep learning approach while the other had a surface learning approach. In order to analyze in depth the students' problem-solving processes, each student's problem-solving process was video-recorded, and each student conducted a think-aloud interview after solving the problem. Although students showed similar errors at the first trial in solving the problem, they showed different problem-solving process at the last trial. Student A who had a deep learning approach voluntarily solved the problem three times and demonstrated correct conceptual framing to the three constraints using rule-based reasoning in the last trial. Student A monitored the consistency between the data and her own pedigree, and reflected the problem-solving process in the check phase of the last trial in solving the problem. Student A's problem-solving process in the third trial resembled a successful problem-solving algorithm. However, student B who had a surface learning approach, involuntarily repeated solving the problem twice, and focused and used only part of the data due to her goal-oriented attitude to solve the problem in seeking for answers. Student B showed incorrect conceptual framing by memory-bank or arbitrary reasoning, and maintained her incorrect conceptual framing to the constraints in two problem-solving processes. These findings can help in understanding the problem-solving processes of students who have different learning approaches, allowing teachers to better support students with difficulties in accessing genetics problems.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.351-360
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• 2016

The purpose of this study is to predict visual-spatial working memory performance through the characteristics of an electroencephalogram (EEG) in the resting state. The 31 study participants, middle school students with various to academic performance, were underwent visual-spatial working memory test in the Comprehensive Attention Test (CAT) on December in 2014. Each 7 and 6 participants were divided into an Excellent Working Memory (EWM) group and Poor Working Memory (PWM) group depending on the forward/backward working memory scores. The EEG measurements and analysis of the data from a Brain Function Tester were performed by the two groups. A Mann-Whitney Test was used to examine the statistical differences between them. The activation of high beta (${\beta}H$) at the Fp1 and Fp2 sites in the left and right hemisphere, and that of the low beta (${\beta}L$) in the right hemisphere in the EWM group was significantly higher than that in the PWM group. In conclusion, there is a correlation between the visual-spatial working memory performance and the activation of ${\beta}H$ and ${\beta}L$ in the resting state and a close correlation that of ${\beta}L$ in the right hemisphere in terms of mental activity and faculty. Therefore, the visual-spatial working memory performance can be predicted by the activation of ${\beta}H$ and ${\beta}L$ in the resting state. The activation of EEG can be applied as an assessment tool and provide basis data for visual-spatial working memory performance.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.336-347
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• 2004

This study investigated the effects of the application of a variety of ICTs cause the effects on self-directed learning capability, creativity and problem-solving ability. In order to achieve the above aim, Web-Based Instructions(WBI) and instructions using CD-ROM Titles for the unit of 'the solar system and the galaxy' were applicated and analyzed which belongs to the area of 'the earth' in the subject 'science' for high school students. Instructions using WBI materials and CD-ROM titles were found to be effective on 'self-conception', 'creativity', 'future inclination', 'self-assessment ability', 'openness' and' initiative' improvement all of which belong to self-directed learning characteristics. They did not, however, show meaningful effect on improving 'learning eagemess' and 'responsibility' improvement. On looking into self-directed learning characteristics according to prerequisite learning levels, both groups and these for instruction using CD-ROM learning materials were found to have no effect on interaction. With respect to problem-solving ability improvement which is characteristic of the instruction using ICTs, WBI proved more fruitful than instruction using CD-ROM titles on improving scholastic achievement level. WBI was effective on 'fluency', 'originality' and 'resistance to premature closure'. It on the other hand, was of no use on 'abstraction of titles' and 'elaborateness' These results came from the following characteristics: WBI came into effect on 'fluency' and 'originality' in the areas of variety and vitality, which are characteristic of WBI. In the area of resistance to premature closure WBI was effective on organizing learning contents owing to the animation of picture materials which are variously presented in the web site. As a result of WBI questionnaire about WBI, an excellent effect on the structure of display, quantity of information, indication and instruction, supplementary study and further study were discussed.