• Korean Journal of Child Studies
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• v.37 no.3
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• pp.135-146
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• 2016

Objective: This study explored the creative thinking styles of children according to cluster analyses and examined group differences in language ability, cognitive ability, and peer relationships. Methods: The study used the data from the 2012 Panel Study of Korean Children by the Korea Institute of Child Care and Education. The participants comprised 1,681 4-year-olds. Data were analyzed via cluster analyses, ${\chi}^2$ distributions, and ANOVA tests. Results and Conclusion: The results from the cluster analyses based on percentiles of the subfactors of K-FCTYC (Korean Figural Creativity Test for Young Children) indicated four clusters: "divergent creative with openness," "non-creative," "divergent creative," and "multiple creative." Additionally, the four clusters differed by gender, language ability, cognitive ability, and peer relationships.

• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.287-303
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• 2005

This study examined the effect of cognitive ability levels on skill acquisition and transfer as a function of training difficulty. Participants were classified into three groups based on the result of cognitive ability tests. They were trained with difficult or easy tasks and then transferred to novel difficult tasks. Results suggest that cognitive ability levels influenced training performance, though the effect of training difficulty on transfer performance varied with cognitive ability. The training difficulty was most effective for those who have the medium level of cognitive ability. These results were discussed with respect to individual differences and skill transfer performance.

• Asia pacific journal of information systems
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• v.30 no.1
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• pp.167-187
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• 2020

College students experience more cyber bullying than youth and cyber bullying on college students may be more harmful than youth. But many studies of cyber bullying have been conducted in youth, but little has been studied for college students. Therefore, this study investigated the negative effects of college students' cyber bullying experience on cognitive processing ability and emotional states. The social support of friends has a buffering effect that prevents stress and reduces the influence on external damage in stressful situations. But the impact of parental social support is controversial. Traditionally, the social support of parents has been claimed to mitigate the negative effects of external damage. Recently, however, it has been argued that parental social support, without considering the independence and autonomy needs of college students, does not alleviate the negative effects. Therefore, this study examined how the social support of friends and parents moderate the negative impact of cyber bullying. The results show that the more college students experience cyber bullying, the lower their cognitive processing ability and emotional states. And, the higher the social support of friends, the lower the harmful impacts of cyber bullying on cognitive processing ability and emotional states. But, the higher the social support of parents, the higher the harmful impacts of cyber bullying on cognitive processing ability and emotional states.

• Korean Journal of Human Ecology
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• v.6 no.1
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• pp.1-14
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• 1997

The purpose of this study was to comprehend the age-related differences in the relationship and developmental tendency between Orphanage and Normal Children's affective and cognitive perspective-taking ability. The subjects were 5-year-old (N=64) and 7-year-old (N=64) children. In each group, there were equal number of boys and girls, 128 Children were composed of(male: 32, female: 32) and orphanage Children(male: 32, female: 32). Feshbach & Roe's child perspective-taking ability test was modified for this study and the test included four facial expression cards and six different stories including three types of affection. In the procedure of study, after a set of story cards containing one of three affective types, the subject was asked to retell the story shown in each cards to study cognitive perspective-taking ability, and for the affective perspective-taking ability. Then the subject was asked to tell the feeling of the hero in the story and to select one of the four facial expression which is consistent with the feeling. The cognitive perspective-taking ability and affective perspective-taking ability response were coded three kinds of scoring respectively. Scored data were analyzed with MANOVA. t-test, Pearson Correlations and Fisher-z test. The results were shown as follow : First, both Orpanage and Normal Children's the cognitive and affective perspective-taking ability increased with age. Secondly, both Orpanage and Normal Children's perspective-taking ability was lower than Normal Children's perspective-taking ability. Thirdly, both Orpanage and Normal Children's correlation between cognitive and affective perspective-taking ability increased with age.

• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.191-198
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• 2013

There are many studies about cognitive and non-cognitive characteristics of gifted children in the areas of math and science until now. Also, there is a lot of research for about cognitive and non-cognitive characteristics of gifted children. But, it lacks a lot of research on the characteristics of gifted children for information science area. So, characteristics of gifted children in the areas of information science are defined as structured information recall ability, regularization ability, reasoning ability, efficiency ability, structured ability, generalization ability, and abstract ability. And real problems for each ability are proposed. To make the evaluation questions proposed in this study on the cognitive gifted characteristics when compared with student achievement and prove that there is a correlation. The results of this study can be utilized in the evaluation of information giftedness children and can be utilized in the development of gifted education programs.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.471-478
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• 1999

In this study, the relationships among learners' cognitive variables, motivational variables, and conceptual understandings in learning with analogy were investigated. The instruments regarding analogical reasoning ability, field dependence-independence, mental capacity, and logical thinking ability were administered. Some subtests (self-efficacy, expectancy, self-concept of ability, and value) of the Patterns of Adaptive Learning Survey were administered. After students learned with a worksheet that included analogy, a conception test regarding 'stoichiometry that included limiting reagent' was also administered. It was found that learners' conceptual understandings were significantly correlated with the logical thinking ability and the field dependence-independence among the cognitive variables, and the self-efficacy and the self-concept of ability among the motivational variables. The multiple regression analysis of the cognitive variables on conceptual understandings revealed that the logical thinking ability was the most significant predictor. The field dependence-independence also had predictive power. In the analysis of the motivational variables, the self concept of ability was the only significant predictor.

• Journal of the Korean Society of Physical Medicine
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• v.19 no.2
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• pp.65-73
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• 2024

PURPOSE: This study examined the effects of kinesio taping of tibialis anterior combined with cognitive dual-task training on balance and gait ability in post-stroke patients. METHODS: This study was a single-blinded, randomized control design. Thirty post-stroke patients were allocated randomly to two groups: 1) kinesio taping of tibialis anterior combined with cognitive dual-task training (KTCDT group, n = 15) and cognitive dual-task training (Control group, n = 15). Both groups were given training for 30 minutes, five days a week for four weeks. The Berg balance test and timed up-and-go test were used to measure the balance ability. GaitRite was used to analyze the gait ability. RESULTS: Both groups showed significant improvements in balance and gait ability. The KTCDT group showed significantly greater improvement in balance ability after four weeks than the control group (p < .05). In addition, the KTCDT group showed significantly greater improvement in gait ability after four weeks compared to the control group (p < .05). CONCLUSION: Kinesio taping of the tibialis anterior combined with cognitive dual-task training effectively improves the balance and gait abilities in post-stroke patients.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.103-123
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• 2018

This study investigated the structural relationships among infant's cognitive and communication ability, temperament, teacher-infants interaction, and mothers' parenting stress. Subjects used in this study were 249 infnats whose mean age of 30.21 months, and who were attended in preschool in S city. Research instruments used in collecting data were 'K-ASQ(Korean Ages and Stages Questionnaires)', 'EAS(Emotionality, Activity, and Sociability-Temperament Survey for Children-Parental Ratings)', 'PSI/SF(Parenting Stress Index/ Short Form)', 'ECOI'. The collected data were analyzed through SPSS 18.0 and AMOS 18.0 program. Pearson's correlation and Structural equation model analysis were used to analyze the data. Findings are as follows. First, there were positive correlations between infant's cognitive and communication ability with social-ability temperament, teacher-infants interaction. There were negative correlations between infant's cognitive and communication ability with infant's emotionality temperament, mothers' parenting stress. Second, social-ability temperament directly affected disposition toward cognitive ability, but in-direct effect was not significant. Emotionality temperament partially mediated the effects of parenting stress toward cognitive ability. Third, social ability directly affected disposition toward language ability, but in-direct effect was not significant. There has no significant path of temperament to teacher-child interaction, but teacher-child interaction has direct effect to infant's cognitive ability. Finally, all path about infant's communication ability were not significant.

• Journal of Korea Game Society
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• v.11 no.6
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• pp.23-31
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• 2011

The cognitive abilities are functions in human brain. They are closely with the real life. The cognitive abilities are likely to be decreased when human gets older and older. Fortunately, due to the plasticity of human brain, it is possible to help recover and rehabilitate brain function. Those efforts are called brain training and cognitive ability training. The cognitive ability training needs continuous trials and efforts. But many users feel boring because of simple repetitive works. This paper proposes a cognitive training system implemented in a smart device. The proposed system is designed to make users to focus on the repetitive training by using game-based tasks on the smart device. It shows that the proposed system is effective to attention and flexible on cognitive training game.

• The Mathematical Education
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• v.40 no.1
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• pp.1-14
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• 2001

The main purpose of this study is to find out how each students' different cognitive styles and cognitive developmental stages influence their mathematical communication capabilities. Our results are as follows: First, there was an interaction effect between cognitive styles and cognitive developmental stages. Students in the independent-formal group get good marks in written ability. Students' cognitive developmental stages influence their writing abilities. Second, There is a little difference in oral communication ability depending on cognitive styles. Students in the field-independent group participated in more actively and creatively, and showed competency in expressions and speaking skills and students' cognitives styles inflence their speaking abilities.