• 한국디자인학회:학술대회논문집
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• 한국디자인학회 2002년도 가을학술발표대회 디자인학 연구
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• pp.110-111
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• 2002

• 대한음성학회:학술대회논문집
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• 대한음성학회 1996년도 10월 학술대회지
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• pp.289-293
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• 1996

In Korean, as with Kana and Kanji in Japanese, two kinds of word-writing systems--Hangul (the Korean alphabet) and Hanja (the Chinese character; Kanji in Japanese)--have been and still are being used. Hangul is phonetic while Hanja is ideographic. A phonetic alphabet represents the pronunciation of words, wheras ideographs are where a character of a writing system represents a concept. Aphasics suffer from language disorders following brain damage. The reading and writing of Hangul and Hanja by two Korean Broca's aphasics were analyzed with two goals. The first goal was to confirm the functional autonomy of reading and writing systems in the brain that has been argued by other researchers. The second goal was to reveal what difference the subjects show in reading and writing Hangul and Hanja. As experimental materials, 50 monosyllabic words were chosen in Hangul and Hanja respectively. The 50 word pairs of Hangul and Hanja have the same meaning and are also the most familiar monosyllabic words for a group of normal adults in their fifties and sixties. The errors that the aphasic subjects made in performing the experimental materials are analyzed and discussed here. This analysis has confirmed that reading and writing systems are located in different parts in the brain. Furthemore, it seems clear that the two writing systems of Hangul and Hanja have their own respective processes.

• 대한통합의학회지
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• 제3권4호
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• pp.11-21
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• 2015

Purpose : The purpose of this study was to provide the material about the treatment effect of hand function training and writing training being performed as a part of treatment to improve the function of the non-dominant hand of the patients whose dominant hand is damaged and thus need to improve their non-dominant hand's function. Method : During one month of November, 2013, this study randomly chose five study subjects for hand function training, five for writing training, and ten of control group from 20 normal male and female adults going to K Univ. in Busan. All study subjects fully understood all of the training course, agreed to take the test in this study, and volunteered to participate in the test. Each training was performed five times for two weeks, 30 minutes each time. For measurement, Purdue pegboard was used to look into the change of hand dexterity. To investigate an improvement in hand function through hand function training and writing training, this study conducted early evaluation before training, interim evaluation, and final evaluation. Result : First, according to the comparison of dominant hand dexterity by group and by method during a training period, the groups of hand function training and of writing training improved dominant hand dexterity more than the control group. Secondly, according to the comparison of non-dominant hand dexterity by group during a training period, the groups of hand function training and of writing training improved dexterity more than the control group. According to the comparison of non-dominant hand dexterity by method during a training period, there was no big difference in dexterity between the groups of hand function training and of writing training and the control group. But, the group of hand function training showed a further improvement. Thirdly, according to the comparison of both-hand dexterity by group and by method during a training period, the groups of hand function training and of writing training improved both-hand dexterity more than the control group. Fourthly, according to the comparison of both-hand handling ability by group and by method during a training period, the groups of hand function training and of writing training improved both-hand handling ability more than the control group. Conclusion : Given the study result, it is considered that hand function training and writing training help brain damaged patients improve their hand function for their daily activity. And it will be meaningful to research brain damaged patients' motor skills after their brain damage, and the patients who have low abilities of visual perception and cognition. In the future, it will be necessary to secure more study subjects and perform systematic training during a sufficient test period.

• 한국디자인학회:학술대회논문집
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• 한국디자인학회 2004년도 춘계 학술발표대회 논문집
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• pp.224-225
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• 2004

• 한국디자인학회:학술대회논문집
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• 한국디자인학회 2003년도 봄 학술발표대회논문집
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• pp.120-121
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• 2003

• 대중서사연구
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• 제25권1호
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• pp.193-215
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• 2019

문학윤리학비평이론은 모든 문학에 텍스트가 있다고 전제한다. 구비 문학의 원뜻은 말로 전승되는 문학의 한 형태이다. 구비문학의 텍스트는 구두로 표현되기 전에 이미 사람의 뇌에 저장되어 있기 때문에, 뇌텍스트(Brain Text)라고 일컫는다. 뇌텍스트는 인간의 대뇌에 기억되어 있는 텍스트로서, 인간이 문자와 정보 저장 방식을 발명하기 이전의 텍스트 형식이다. 문자가 탄생한 뒤에도 뇌텍스트는 여전히 존재한다. 뇌텍스트와 유사한 텍스트는 문자 텍스트와 전자 텍스트이다. 모든 뇌텍스트는 뇌개념(Brain Concept)으로 구성된다. 뇌개념은 물상(物象)개념과 추상(抽象)개념 두 유형으로 분류된다. 뇌개념은 사유에 필요한 도구이며, 사유는 뇌개념을 이해하고 운용함이다. 뇌개념을 운용하여 사유를 전개하면, 사상을 확보할 수 있게 되며, 이 사상은 뇌텍스트를 매개체로 한다. 뇌개념 조합 과정의 완성은 사유 과정의 끝맺음을 의미한다. 사유과정의 끝맺음에 사상이 생겨나고, 뇌텍스트를 형성하게 된다. 뇌텍스트는 인간의 사상과 행위를 결정하는 확정과정으로서, 정보의 교류와 확산에 작용할 뿐만 아니라 인간의 의식, 사유, 판단, 선택, 행동, 감정까지도 결정한다. 뇌텍스트는 인간의 생활방식과 도덕행위를 결정하고, 인간의 존재를 결정하며, 인간의 본질까지도 결정한다. 어떠한 뇌텍스트가 어떠한 사상과 행위를 결정하고, 어떠한 뇌텍스트가 어떠한 인간을 결정하는 것인가? 이 문제의식은 곧바로 문학윤리학비평이론과 연계된다.

• 혜화의학회지
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• 제17권1호
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• pp.21-39
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• 2008

Objectives : The aim of this study was to investigate the concept of learning disability. Method : I surveyed some of medical and special education books about learning disability. Results and Conclusion : The following result were obtained 1. Learning Disability is a terminology having a special difficulty in acquirement or use of listening, speaking, reading, writing, reasoning and arithmetic. It generally has a various form. 2. Learning Disability is induced by congenital factor, postnatal brain damage, environmental malfunction, nutrition and biochemical elements. 3. Learning Disability is classified into developmental and schoolwork.

• 영재교육연구
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• 제5권2호
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• pp.91-119
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• 1995

The purpose of this study was to research the brain development program of childrens. Information gained from this study may be useful to school teachers who seek educational psychologist who are willing to guide students with potential minds. This study aimed to answer the research question as follows; What educational brain development program and strategegies did the children thinking as having influenced their potential minds. What educational brain development program and strategegies did the teachers thinking as having influenced their potential minds. To investigate the elementary students in kang seo gu bang hwa dong were selected. And the writing mind maps were examined for reports of mind maps. Some of the more salient findings are presented: Most of the elementary school 30 students came from very well mind maps where mind potential mind toward thinking. this study of the elementary school teacher came form well mind maps where mind potential mind toward thinking. The mind maps seemed to have been influenced positively in children brain development. Educational condition and events such as recommendation from mind maps had more effect on thinking than learning experiences had.

• 디지털융복합연구
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• 제12권12호
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• pp.545-552
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• 2014

대부분의 사람들이 뇌와 마음은 별개의 문제로 생각하지만 뇌와 마음은 밀접하게 연관되어 있다. 인간의 뇌와 마음의 세계가 긴밀하게 연결되어 있다는 사실을 바탕으로 우리는 뇌와 마음에 상처를 받은 사람들을 문학작품을 통해 치유할 수 있다. 인간은 문학작품을 읽음으로써 '동일시-카타르시스-통찰'을 통해 삶을 이해하며, 자신의 삶과 연관시켜 자신의 삶을 성찰한다. 또한 글을 쓰면서 억눌려 있던 자신의 내면을 토로하고 위로받음으로써, 자기치유의 효과를 누리게 된다. 이를 바탕으로 우리는 뇌손상을 입은 환자들이나 마음에 상처를 받은 사람들에게 문학작품을 통하여 그들의 성격이나 인격 면에서 도움을 주어 마음을 치유할 수 있다.

• 한국학교수학회논문집
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• 제13권3호
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• pp.443-458
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• 2010

본 논문은 학생들의 좌우뇌선호도에 따라 수학불안정도와 수학불안요인에 어떤 차이가 있는지 살펴보는 연구이다. 본 연구에서는 검사지를 통해 고동학교 2학년 학생들의 좌우뇌선호도와 수학불안 요인을 검사하여 통계분석을 하였다. 연구결과 우뇌선호형이 가장 수학불안이 높았으며, 수학불안에 영향을 마치는 요인도 더 많았다. 우뇌선호형 학생들의 수학불안 정도가 높은 이유로, 감정요인을 더 선호하는 우뇌의 영향인 것으로 보인다. 따라서 수학문제를 접할 때 좌뇌를 활성화시켜 긴장을 완화시켜줄 필요가 있으며 시각적으로 다양한 경우를 제공할 수 있는 교구를 이용하여 수학불안을 감소시켜줄 필요가 있다. 또한 문제를 체계적이고 분석적으로 이해하여 문제해결에 필요한 새로운 단계를 찾아내는 추론능력을 신장시켜 수학에 대해 두려움을 갖는 학생들의 불안을 감소시켜 줄 수 있을 것이다.