• Journal of Korean Society of Forest Science
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• v.108 no.4
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• pp.655-662
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• 2019

The aim of the present study was to examine the effects of school forests on the cognition and mental health of elementary school students. Data were obtained through the surveys of sixth graders in an elementary school in Seoul that took part in the School Forest Project run by Korea Post, the Korea Forest Welfare Institute, and the Seoul Metropolitan Office of Education. Students were surveyed before and after the creation of green spaces in their schools, and changes in their environmental sensitivity, attitude toward forests, depression, anxiety, and aggression were analyzed. The findings indicated that the creation of green spaces showed significant effects on the students in terms of encouraging them to strengthen their environmental sensitivity, helping them develop more positive attitudes toward forests, and reducing anxiety and physical aggression, which are the subfactors of aggressive behavior. In other words, creating school forests had positive effects on cognition and mental health, reduced bad behavior, and improved attitudes toward nature in children. The findings of this study are significant in that they reinforce the requirement of school forests by indicating the positive effects of school forests on children's cognition and mental health.

• Science of Emotion and Sensibility
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• v.20 no.2
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• pp.23-32
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• 2017

Although previous studies have emphasized factors affecting people's variety-seeking behavior, research has not been performed to examine the interaction effect of good-bad luck and embodied cognition (hand washing) on variety-seeking behavior. Experience of good and bad luck affects consumer information processing and hand washing is known to reverse the experience of luck. Understanding the interaction effect of good/bad luck and hand washing on variety seeking behavior will shed important light on consumer behavior including choice and product purchase. To do this, a study was performed to investigate the effects of good/bad luck priming and hand washing on variety seeking behavior. Participants were primed with good or bad luck and then were asked to either wash their hands or not. After that, they were led to choose yogurt for the next seven days and the dependent measure was the number of different tastes of yogurt participants picked up. An interaction effect of luck priming and hand washing was found. Results indicate that, in good luck condition, there was no difference in variety seeking behavior between hand washing participants and non-hand washing participants. However, in bad luck condition, hand washing participants chose less diverse tastes of yogurt than non-hand washing participants. Implications of the study findings for the field of consumer psychology and marketing are discussed.

• Korean Journal of Biological Psychiatry
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• v.18 no.3
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• pp.148-158
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• 2011

Objectives The eye movement (EM) has been reported to play a role in enhancing the retrieval of episodic memories and reducing effects of fearful episodes in the past and worries for the futures. However, it is still unclear in the mechanism of EM in normal subjects. We examined the horizontal eye movement (HEM) effect using an aiding apparatus on mental health indices including negative and positive psychological factors, and psychophysiological measures such as heart rate variability and quantitative electroencepaholography (qEEG) in healthy subjects. Methods Twenty eight healthy subjects were recruited and randomly allocated into two groups : active HEM group and control group. The active HEM group conducted the HEM training with usual stress management audio-intervention using the apparatus inducing eye movement once a day for 14 days. The control group also conducted the same training once a day for 14 days, however, the saccadic eye movement was not included in this training. Psychological measurements, neurocognitive function tests, heart rate variability measurement and qEEG were conducted before and after the training in both groups. Results In the active HEM group, sleep status using Sleep Quality Scale (SQS) positive factors significantly increased after the training. By contrast, scores on the negative items of Psychological Well-Being Scale (PWBS), and negative items of the Life Orientation Test-Revised (LOT-R) were significantly decreased after the training. The percentage of delta amplitude (1-3 Hz) in qEEG significantly decreased after the HEM training. The percentage of alpha amplitude (8-12 Hz) significantly increased after HEM training. The change of delta amplitude in the active HEM group was positively correlated with the change of sleep satisfaction of Visual Analogue Scale (VAS), and the change of alpha amplitude was negatively correlated with depression of VAS, anxiety of VAS and Beck Anxiety Inventory (BAI). Conclusions The HEM training improved sleep quality and well-being, and sense of optimism. The HEM training also increased alpha amplitude and decreased delta amplitude in qEEG. The qEEG changes were well correlated with subjective improvement of mental health indices in healthy subjects. These results suggest some evidences that HEM training using the apparatus that induces EM would be helpful in improving subjective mental health in healthy subjects. Further study with larger samples size would be needed.

• Science of Emotion and Sensibility
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• v.22 no.3
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• pp.77-90
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• 2019

In this study, we investigated which message provider is effective in a virtual reality (VR) environment for individuals with different needs with regard to affect (need for affect [NFA]) and cognition (need for cognition [NFC]). According to Haddock et al (2008), individuals with high NFA were more influenced to change their behavior by the emotional aspects of a message, whereas individuals with high NFC were more influenced by the cognitive aspects of the same message. We hypothesized that individual differences in needs could affect not only receipt of the message but also the acceptability of the message provider. For example, someone with high NFA might accept messages more easily from an acquaintance than from experts. In the VR environment, the appearance of the message provider could be manipulated in a way that makes him or her more familiar to the person receiving the message. Accordingly, in order to promote the effectiveness of message providers in a VR environment according to the individual difference in needs, we measured the level of the preference and self-efficacy according to needs (NFA or NFC), type of message provider (expert, significant other, or other), and VR device (text or VR). Contrary to what we expected, the results showed that there was no matching effect between the needs and the message provider. However, we found that level of preference and self-efficacy were significantly high when a VR device was worn only by participants with high NFA. This result suggests that a VR environment is more suitable for providing health advice to people with high NFA. In addition, the novelty of this study is that we tried to find the tailored message provider on health advice in VR environment and it is in the early stage of the research.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.647-667
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• 2010

The purpose of this study was to develop a brain-based analysis framework for evaluating teachinglearning program in science. To develop the framework, this study categorized educational constructs of the teachinglearning programs into one of three teaching-learning factors: cognition, motive, and emotion, using previous studies on science program. Ninety-three articles on the brain functions associated with science program were analyzed to extract brain activation regions related to the three educational constructs. After delineating the brain activation regions, we designed the brain function map, "the CORE Brain Map." Based on this brain map, we developed a brain-based analysis framework for evaluating science teaching-learning program using R & D processes. This framework consists of the brain regions, the bilateral dorsolateral prefrontal cortex, the bilateral ventrolateral prefrontal cortex, the bilateral orbitofrontal cortex, the anterior cingulate gyrus, the bilateral parietal cortex, the bilateral temporal cortex, the bilateral occipital cortex, the bilateral hippocampus, the bilateral amygdala, the bilateral nucleus accumbens, the bilateral striatum and the midbrain regions. These brain regions are associated with the aforementioned three educational factors; cognition, motivation, and emotion. The framework could be applied to the analysis and diagnosis of various teaching and learning programs in science.

• 대한공업교육학회지
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• v.40 no.2
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• pp.92-110
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• 2015

The purpose of this study is to provide necessary information to understand characteristics of vocational high school students and to enhance academic engagement through social support of teachers, leading to help research of teaching and learning strategy. A survey was conducted on 990 engineering major students attending 11 vocational high schools in Seoul metropolitan, Chungcheong, Jeolla, Kyeongsang and Kangwon regions. A questionnaire consists of measurement tools for the academic engagement (21 questions) and the social support of teachers (25 questions). The findings of this study are as follows: First, it is found that the level of students' academic engagement was high. But it appears that the students showed low engagement of emotion compared with that of behavior and cognition. There was no level difference according to gender, but there was a considerable difference according to a school year. The first year students' level of engagement was higher than the second and the third year students' in terms of cognition and emotion. Second, it shows that the level of the teachers' social support was normal, which was in the order of appraisal support, instrumental support, informational support, and emotional support. Especially, the level of appraisal support and instrumental support was most. Third, there were correlation and explanation between students' academic engagement and teachers' social support. Moreover, the result that teachers' emotional support has high correlation and explanation in qualitative terms of academic engagement support the importance. Therefore, it is concluded that the social support of teachers can make an positive influence on improving the academic engagement of students and provide students with adaptability and satisfaction with their school life, which may give students a positive effect in emotional development, self-formation, and complement.

• Science of Emotion and Sensibility
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• v.20 no.4
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• pp.41-54
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• 2017

Physical activity has positive effects on cognitive functions by aging. However, it is rare to find research that have scientifically investigated the effects on the affective-cognitive function. Thus, this study aims to brain-scientifically research its effects of physical activity on the affective-cognitive function of adults in adolescence and senescence. As subjects of this study, a total of 60 males adults in D region were selected, and then equally divided into four groups of young exercise group(25~35y/o), young non-exercise group(26~35y/o), old exercise group(60~70y/o), and old non-exercise group(60~70y/o). As experiment tools, the EEG measuring equipment and International Affective Picture System(IAPS) were used. The experiment of this study used an affective-cognitive task where subjects pressed a button depending on emotional valence(positive, neutral, negative) shown in the pictures. During the task, EEG measured eight areas(Fp1, Fp2, Fz, C3, C4, Cz, T3, T4) out of brain areas in accordance with the international 10-20 electrode system, EEG was measured. For statistical analysis, a three-way ANOVA on $4(group){\times}3(stimulus){\times}8(area)$ was conducted. The results showed main effects of group in both reaction time and accuracy, and also in the latency of P3. And there was an interaction between group and stimulus the amplitude of P3. In conclusion, Physical activity has positive effects on the affective-cognitive function of people in adolescence and senescence.

• BMB Reports
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• v.54 no.2
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• pp.118-123
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• 2021

The bacterial effector protein RavZ from a pathogen can impair autophagy in the host by delipidating the mammalian autophagy-related gene 8 (mATG8)-phosphatidylethanolamine (PE) on autophagic membranes. In RavZ, the membrane-targeting (MT) domain is an essential function. However, the molecular mechanism of this domain in regulating the intracellular localization of RavZ in cells is unclear. In this study, we found that the fusion of the green fluorescent protein (GFP) to the MT domain of RavZ (GFP-MT) resulted in localization primarily to the cytosol and nucleus, whereas the GFP-fused duplicated-MT domain (GFP-2xMT) localized to Rab5- or Rab7-positive endosomes. Similarly, GFP fusion to the catalytic domain (CA) of RavZ (GFP-CA) resulted in localization primarily to the cytosol and nucleus, even in autophagy-induced cells. However, by adding the MT domain to GFP-CA (GFP-CA-MT), the cooperation of MT and CA led to localization on the Rab5-positive endosomal membranes in a wortmannin-sensitive manner under nutrient-rich conditions, and to autophagic membranes in autophagy-induced cells. In autophagic membranes, GFP-CA-MT delipidated overexpressed or endogenous mATG8-PE. Furthermore, GFP-CA△α3-MT, an α3 helix deletion within the CA domain, failed to localize to the endosomal or autophagic membranes and could not delipidate overexpressed mATG8-PE. Thus, the CA or MT domain alone is insufficient for stable membrane localization in cells, but the cooperation of MT and CA leads to localization to the endosomal and autophagic membranes. In autophagic membranes, the CA domain can delipidate mATG8-PE without requiring substrate recognition mediated by LC3-interacting region (LIR) motifs.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.3
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• pp.191-202
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• 2016

Social distance can indicate cognitive and behavioral attitudes toward a social group, and is useful for investigating people situated in a socially vulnerable position. When the children from multicultural family aware negative attitudes from peer Korean children, self-confidence and social competence can be disturbed. This study intended to examine influential factors on children's social distance towards children from multicultural families including multicultural contact experience, stereotype, ethnically homogeneous nationalism, thereby providing empirical evidence on social distance regarding multicultural families and their children. The results of this study are as follows. First, when the Korean children felt closeness with a multicultural child, when the ethnicity of the foreigner resided in the neighbor is White or Black, when they contact multicultural children through the media and a multicultural education, the level of social distance was higher, while the neighbor's ethnicity is Abrab, social distance was lower. Second, there was a significant association between the higher level of Korean children's positive cognition and emotion and the lower level of social distance. Third, hierarchial regression analyses demonstrated that positive emotion and cognition decreased the level of social distance, while both closeness with a multicultural child and taking the multicultural education increased the level of social distance. Finally, based on these results, this study suggested implications for social work practice and research to better understand and reduce children's social distance towards children from multicultural families.

• Archives of design research
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• v.11 no.1
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• pp.259-268
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• 1998

Ideals of beauty has expressed variously through the centuries and in different cultures. Each traditional 'togu' has it's own morphology (in the meaning of nonverval linguistic) as using various type of language in each cultural erea. Korean aesthetics on 'dogu'philosophy introduces a whole new set of basic concepts outside western aesthetic framework of beauty Most distinctive is the insistence on overcoming dichotomies, especially between cognition and emotion, (momism)body and mind, self and other, and individual and group. Several topics are particularly illuminating within aesthetics: furniture, calligraphy, traditional garments pose interesting challenging to the art/nature, inside/outside, ethics/desire dichotomies so crucial to moral and cultural context. aesthetics are equally deserving of philosophical scrutiny: the ways in which philosophy of 'dogu'and aesthetics are integrated with daily life, the emphasis on process or understanding context rather than product itself or product 'form'. Dogu did not separate daily life and aesthetics from understanding social context. Language of 'togu' also has own vocabulary and grammar. But we often cannot gain our persnol experience truthful beauty of togu until understand context of understanding. it would be immpossible to explain ,or to analize different way of thinkings and behaivor precisly without understanding same codes of language.