• Proceedings of the Korean Society of Precision Engineering Conference
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• 2008.11a
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• pp.179-180
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• 2008

• Journal of the Korean Society for Precision Engineering
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• v.24 no.10
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• pp.131-136
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• 2007

In this paper, we estimated the effects of different color stimulation on the cognitive function of human quantitatively. For the stimulations we used color lights with 6 color filters such as red, yellow, green, blue, violet and white. The experiment was performed in a soundproof chamber. 50 young male and female subjects were participated in the experiment. To find the appropriate color cognitive function, the endogenous visuospatial attention task(EVAT) and one back working memory task(OWMT) were performed. The reaction time and accuracy degree were measured. The results showed that the reaction time of EVAT was the fastest and the accuracy degree of attention task was the highest in green environment. The reaction time of OWMT was the fastest in yellow and the accuracy degree of memory task was the highest in blue. For physiological parameters, we measured electrocardiogram(ECG) and HRV spectrum analysis, HF/LF color environment. These results can be used as an indicator in the design of color environment and clinical applications.

• School Mathematics
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• v.18 no.4
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• pp.749-771
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• 2016

The purpose of this study is to analyze mathematical tasks of Korea and the USA textbooks focused on conditions for parallelograms. In this study, structures of task, types of proof and reasoning, and levels of cognitive demand are investigated. The conclusion is as follows: First, with respect to structures of task, structures presented in the USA textbooks are more diverse. Second, with respect to types of proof and reasoning, Korea and the USA prefer IC task and DA task. And task types presented in the USA textbooks are more diverse. Third, with respect to levels of cognitive demand, in both Korea and the USA textbooks, PNC task and PWC task account most. And compared to the USA, Korea prefer algorithms. In addition, we find out implications for reconstruction of Korea textbook. It is as follows: First, with respect to structures of task and types of proof and reasoning, the diversity of composition needs to be raised. Second, with respect to levels of cognitive demand, the concentration in PNC task needs to be declined. And levels of cognitive demand on types of tasks need to be reconsidered. Third, with respect to tasks' topic and material, internal and external connectivities of mathematics need to be strengthened.

• Physical Therapy Rehabilitation Science
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• v.10 no.4
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• pp.493-502
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• 2021

Objective: Older adults with mild cognitive impairment (MCI) are more likely to progress to dementia. Motor-cognitive training is applied as a dual-task to improve the cognitive and physical functions of older adults with MCI. The purpose of the study was to know the recent trends in motor training types and outcome measures used for motor-cognitive training in older adults with MCI. Design: Aliterature review Methods: This literature review was conducted in Pubmed, MEDLINE® and Google Scholar with the following key words: older adults, mild cognitive impairment, motor-cognitive training, cognition, and dual-task. The 7 studies were found with the search tool and all studies were randomized controlled trials. Results: In motor-cognitive training in older adults with MCI, 6 studies applied aerobic exercise. And 3 out of 6 studies also applied strengthening exercises. One study applied dual tasks without aerobic exercise. In the 6 studies, overall cognitive and executive function were used as outcome measures, and physical function was evaluated as gait performance. Memory and physical frailty were also used as measurement tools. As a result of all studies, when motor-cognitive training was applied, cognition and physical performance showed significant results. Conclusions: A recent five-year study applied mainly aerobic exercise and strength training to older adults with MCI and found it to improve cognitive and physical performance.

• Journal of Biomedical Engineering Research
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• v.28 no.1
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• pp.55-65
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• 2007

This paper sought to investigate pupil size variability, pupil size parameters in terms of time domain and frequency domain, the autonomic activity change induced by posture change, degree of sleepiness and cognitive task (math task). With a specially designed pupil image acquisition system in the dark room, these three kinds of experiments were performed to induce a dominant state of sympathetic or parasympathetic activation. Electrocardiogram and pupil size were measured in all the experiments. Based on three experiments, we calculated heart rate variability. In the pupil size analysis, we calculated the mean and standard deviation of pupil size (in time domain), and proposed several frequency bands that exhibit different autonomic activation between different sessions. The results indicate that in terms of heart rate variability, posture change exhibited significant differences but not between sleepiness level, or between cognitive task. Pupil sizes differed only during the postures. And we found some frequency bands that correlated with autonomic activation in each experiment. While heart rate variability reflects posture change that need cardiac control, pupil size variability reflects not only posture induced autonomic activation but sleepiness and cognitive load, which is processed in the brain, in time and frequency domain parameter.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.251-272
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• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.

• Korean Journal of Cognitive Science
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• v.16 no.3
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• pp.189-197
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• 2005

In this study, changes in performance of 2-back task, blood oxygen saturation and heart rate due to $40\%$ concentration oxygen supply were observed. Five male $(25.8\pm1.3)$ and five female $(23.0\pm1.0)$ college students were nked to perform 2-bark task during two types of oxygen (concentration $21\%,\;40\%$) administration. The experimental sequence consisted of Rest1(1 min.), 0-back Task (1 min.), 2-bark Task (2 min.), and Rest2 (4 min.) and the physiological signals such as blood oxygen saturation and heart rate were measured throughout the stages. The experimental result showed that the performance increased significantly at $40\%'s$ concentration of oxygen rather than $21\%'s$, which shows oxygen supply has positive influence on cognitive performance. When $40\%$ concentration oxygen is supplied, the oxygen saturation in the blood increased and heart rate was decreased significantly comparing to $21\%$. It is Suggested that $40\%$ oxygen can stimulate brain activation bY increasing actual blood oxygen concentration in the process of cognitive performance, and hyperoxia makes heart rate decrease.

• The Journal of Korean society of community based occupational therapy
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• v.9 no.2
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• pp.23-31
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• 2019

Objective : The purpose of this study is to repeatedly conduct task-oriented training in scopolamine-induced dementia rats and as a result observe changes in the content of acetylcholine, a marker of cognitive function and central nervous system plasticity, to identify the improvement effect of dementia. Methods : It consisted of two groups. One group I was that did not perform task-oriented training in scopolamine-induced dementia rats and the other group II was that performed task-oriented training. Task-oriented training involved stretching, grasping and moving arms and walking obstacles on the legs. We performed a quantified passive avoidance test in the measurement of memory for cognitive function and compared the change in the content of acetylcholine for the plasticity of the central nervous system. Results : The results of the study are as follows: First, there was a significant improvement in cognitive function since the 4th days after task-oriented training of scopolamine-induced dementia rats(.00). Second, task-oriented training applied to scopolamine-induced dementia rats showed a significant increase in acetylcholine content. Conclusion : In this study, task-oriented training, which is often performed on senile dementia patients during occupational therapy intervention, was scientifically demonstrated in scopolamine-induced dementia rats by enhancement of cognitive function through memory improvement and increase in the content of acetylcholine confirming central nervous system plasticity.

• Korean Journal of Applied Biomechanics
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• v.18 no.2
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• pp.49-58
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• 2008

The purpose of this study was to identify effects of walking speed and a cognitive task during treadmill walking on gait variability. Experiments consisted of 5 different walking speeds(80%, 90%, 100%, 110% and 120% of preferred walking speed) with/without a cognitive task. 3D motion analysis system was used to measure subject's kinematic data. Temporal/spatial variables were selected for this study; stride time, stance time, swing time, step time, double support time, stride length, step length and step width. Two parameters were used to compare stride-to-stride variability with/without cognitive task. One is the coefficient of variance which is used to describe the amount of variability. The other is the detrended fluctuation analysis which is used to infer self-similarity from fluctuation of aspects. Results showed that cognitive task may influence stride-to-stride variability during treadmill walking. Further study is necessary to clarify this result.

• The Mathematical Education
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• v.57 no.2
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• pp.137-155
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• 2018

From the assumption that an individual's working memory capacity is limited, the cognitive load theory is concerned with providing adequate instructional design so as to avoid overloading the learner's working memory. Based on the cognitive load theory, this study aimed to provide implications for effective problem-based collaborative teaching and learning design by analyzing the level of middle school students' cognitive load which is perceived according to the problem types(short answer type, narrative type, project) in the process of collaborative problem solving in middle school function part. To do this, this study analyzed whether there is a relevant difference in the level of cognitive load for the problem type according to the math achievement level and gender in the process of cooperative problem solving. As a result, there was a relevant difference in the task burden and task difficulty perceived according to the types of problems in both first and second graders in middle schools students. and there was no significant difference in the cognitive effort. In addition, the efficacy of task performance differed between first and second graders. The significance of this study is as follows: in the process of collaborative problem solving learning, which is most frequently used in school classrooms, it examined students' cognitive load according to problem types in various aspects of grade, achievement level, and gender.