• Journal of Korean Dental Hygiene Science
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• v.1 no.2
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• pp.21-39
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• 2018

The purpose of this study was to examine the learning competencies of students at a college from September 1 to November 30, 2017, in an effort to provide some information on how to foster learning competencies in college years, which lay the foundation for work and social lives. 1. The learning competencies of the subjects consisted of academic vision, student identity, cognitive regulation, emotional regulation, learning management and creating learning environments. Out of five points, they scored the highest in academic vision and student identity with 3.34, followed by learning management with 3.20, creating learning environments with 3.18, emotional regulation with 3.16 and cognitive regulation with 3.14. 2. There were statistically significant differences in academic vision according to age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 3. There were statistically significant differences in student identity and cognitive regulation according to gender, age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 4. There were statistically significant differences in emotional regulation according to age, the area of major, the academic credential of their fathers, commuting time, career plans and daily mean study hours. 5. There were statistically significant differences in learning management according to gender, age, the area of major, grade point average, the academic credential of their fathers, career plans and daily mean study hours. 6. There were statistically significant differences in creating learning environments according to gender, age, the area of major, the academic credential of fathers, commuting time, career plans and daily mean study hours. As they were poorest at the cognitive regulation area among the areas of learning competencies, self-directed learning programs that deal with how to study, learning process, how to take notes and arrange them, how to link different pieces of acquired knowledge and how to map out study plans should be developed to give support to students.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.153-171
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• 1996

The purpose of this study was to examine children's social-cognitive modes of play in same-age and mixed-age kindergarten classrooms. The subjects were 45 children. in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4- and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of each child's indoor free-play periods. Observational data were collected by the time sampling method with the social cognitive play behavioral checking list based on an adaptation of one devised by Rubin(1985). The data was analyzed by t-test with the SAS computer program. Four- and five-year-olds in mixed-age classrooms were more likely to engage in "complex" modes of play than 4- and 5-year-olds in same-age classrooms. Four-year-olds in same-age classrooms were more likely to engage in solitary-functional, parallel-functional, and group-functional play than 4-year-olds in mixed-age classrooms. However, 4-year-olds in mixed-age classrooms were more likely to engage in group-constructive, group-dramatic, solitary-game, and group-game play than 4-year-olds in same-age classrooms. Five-year-olds in same-age classes were more likely to engage in solitary-functional and parallel-functional play than 5-year-olds in mixed-age classes. Five-year-olds in mixed-age classes were more likely to engage in group-constructive, group-dramatic, and group-game play than their counterparts in same-age settings.

• Journal of the Korean Home Economics Association
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• v.33 no.3
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• pp.127-147
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• 1995

The purpose of this study was to investigate the children's self-perceived competence(in cognitive, social and physical competence domains)depending on age, sex, home environmental variables and peer group environmental variables. The subjects of were 772 children at age five, seven, nine, eleven and thirteen attending kindergartens, elementary schools and junior high schools, and 772 their mothers in Seoul. The main results of this study were summerized as follows; 1. Children's cognitive, sosial and physical self-perceived competences were significantly lower with increasing age.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.2
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• pp.141-148
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• 2017

Objectives: The current study examined the effect of birth weight on the relationship between age and IQ of children, who were born preterm with very low birth weight (VLBW) or extremely low birth weight (ELBW). Methods: The study subjects were 82 children, aged between 3-5 years, who visited the neonatal intensive care unit of a university hospital located in Seoul. The children had been born prematurely with VLBW or ELBW. Their IQ was tested using the performed Korean-Wechsler Preschool and Primary Scale of Intelligence fourth edition. Results: A hierarchical regression analysis showed a significant interaction effect of birth weight and age on Full Scale IQ (FSIQ); the effect of age on FSIQ differed according to birth weight. For the group with VLBW, FSIQ was more likely to be higher with increasing age. Conversely, for the group with ELBW, FSIQ remained low regardless of the age level. In addition, birth weight and age had a significant interaction effect on the Visual Spatial Index. Birth weight had a significant main effect on Verbal Comprehension Index. Conclusion: This research suggested the possibility of predicting the cognitive developmental of premature children, by highlighting the fact that prematurely born children, with VLBW/ELBW, have different cognitive developmental trajectories.

• The Korean Journal of Rehabilitation Nursing
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• v.8 no.1
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• pp.38-49
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• 2005

Purpose: The purpose of this study was to examine the cognitive function in NIDDM patients. Method: The data were collected at MI OPD in C University hospital. with Digit Span Forward & Backward, Trail Making Test-A, Trail Making Test-B, and MMSE. Result: There were significant differences in DF, DB, TMT-A, and TMT-B according to gender, and in TMT-A according to living with spouse and comorbidity. There were significant differences in DF, DB, TMT-A, TMT-B, and MMSE according to monthly income, and in DF, TMT-A, and TMT-B according to hypertensive state. But, there was no difference in cognitive function score according to diabetes-related complication and diabetes treatment modality. There was a significant positive correlation between duration of NIDDM and TMT-A(r=.215, p=.025). The global cognition score was explained 42.1% of varient by age, duration of education, monthly income, and hypertensive state. Conclusion: As above results showed, among age, duration of education, monthly income, and hypertensive state, prevented and managed hypertensive state which is modifiable factor may reduce or delay cognitive function impairment in NIDDM patients. And DF & DB, TMT-A & B could be more utilized as useful cognitive function measurements because those tests reflected cognitive function in NIDDM patients better than MMSE.

• Journal of Digital Convergence
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• v.12 no.2
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• pp.587-594
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• 2014

This study was carried out to look into the cognitive function of the elderly in community and investigate the factors affecting their cognitive decline provide preliminary data so as to help develop a program to maintain and promote cognitive function. With 481 senior citizens aged over 65 in J. city, a survey was conducted on their demographic characteristics, health-related characteristics and depression using structured questionnaires from September 1 through 7, 2011. The collected data were analyzed by descriptive statistics, Chi-square test and logistic regression analysis using IBM SPSS Statistics V. 20. As a result of this study, 40.1% of the subjects showed cognitive decline and the factors related to their cognitive decline turned out to be the level of education (p<.001), age (p=.000), depression and exercise (p<.05). Therefore, intervention programs on depression or exercise should be implemented intensively and in particular, various programs and educations should be provided considering individual differences according to the level of education and age.

• Research in Community and Public Health Nursing
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• v.7 no.2
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• pp.216-228
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• 1996

The purposes of this study were to investigate levels of physical, cognitive, and social functioning in institutionalized elderly. The subjects were 78 residents of a nursing home for the elderly in Pusan. The data were collected from June 24th to July 8th, 1996 using interview and observational method. The structured questionnaires developed by Kim, by Kwon & Park, and by researcher were adopted to measure physical, cognitive, and social function, respectively. The data were analyzed using percentages, means, t test, ANOVA, Pearson correlation coefficient, Cronbach's alpha with the SPSS PC programs. The results were summarized as follows: 1. 34.2% of the subjects had a paralysis, strokes 26.3%, hearing impairment 15.9%, vision impairment 11.8%, mental disturbance 11.8%, cognitive disturbance 10.5%. 2. The mean score on the physical function for the subjects was 73.14, and the items with low functioning levels were 'ascending the stairs', 'bathing' in that order. There was no significant difference in physical function according to the following demographic characteristics: sex, age, and education level. 3. 50.0% of subjects was categorized 'definite dementia', 'questionable dementia' 11.5%, 'definite non-dementia' 38.5%. There was a significant difference in cognitive function according to sex, but were no significant differences according to following demographic characteristics: age and education level. 4. The mean score on the social function for the subjects was 17.60. The items with comparatively high score were in simple activities such as 'enjoying talking with his friends', 'watching TV or listening to the radio', and the items with low score were in complex activities such as 'enjoying a hobby',. 'enjoying a game', 'reading the newspaper or book'. There were no significant differences in social function according to sex and age, but was a significant difference according to education level. 5. Social function was positively correlated with both physical function and cognitive function.

• Korean Institute of Interior Design Journal
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• v.24 no.3
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• pp.95-103
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• 2015

Many housing alternatives and design guidelines for the elderly have been suggested along with the rapid increase of old persons. However, most of them focused on the spatial composition and fixtures. They do not address on interior style which affects on interior mood. The interior style is especially important to the elderly who spend most of their time in indoor space, such as housing unit or nursing home. On the base of these backgrounds, the purpose of this study is to examine what interior style of bedroom and living room where the elderly lives are and whether they are significantly different depending on their cognitive ages, or not. The subject were 202 old persons who lived in Busan. Their ages were more than 65 years. They were interviewed by using 3D images of bedroom and living room. Each one consisted of three interior styles; Korean traditional style, Western classical style, and modern style. The results were as followings; The interior style of bedroom and living room which the old persons lived were different depending on the elderly's cognitive ages. The younger the old persons' cognitive ages were, they lived in bedroom or living room of modern style. Also, the older their cognitive ages were, they lived in bedroom or living room of Korean traditional style. These results show that the cognitive age of the old persons affect the characteristics of interior design which they live. Also, it implies that the elderly are not one homogeneous group, but a heterogeneous one.

• Clinical and Experimental Pediatrics
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• v.55 no.5
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• pp.159-163
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• 2012

Most children with epilepsy are of normal intelligence. However, a significant subset will have temporary or permanent cognitive impairment. Factors that affect cognitive function are myriad and include the underlying neuropathology of the epilepsy, seizures, epileptiform discharges, psychosocial problems, age at seizure onset, duration of epilepsy, and side effects associated with antiepileptic drugs. This review article discusses cognitive function in children with idiopathic epilepsy and the effects of antiepileptic drugs on cognitive function in children.

• Journal of Preventive Medicine and Public Health
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• v.40 no.2
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• pp.162-168
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• 2007

Objectives : This prospective population-based cohort study was conducted to evaluate the risk factors of cognitive impairment and the degree of cognitive function change through a 5-year follow-up. Methods : The baseline and follow-up surveys were conducted in 1998 and 2003, respectively, Among 176 subjects who had normal cognitive function in the baseline study, 136 were followed up for 5 years. The cognitive function was investigated using the Korean version of the Mini-Mental State Examination (MMSE-K). The collected data were analyzed using SPSS and Stata. Results : Of the 136 subjects analyzed, 25 (18.4%) were cognitively impaired. Old age and low social support in the baseline survey were risk factors for cognitive impairment after 5 years. In the generalized estimating equation for 128 subjects except severe cognitive impairment about the contributing factors of cognitive function change, the interval of 5 years decreased MMSE-K score by 1.02 and the cognitive function was adversely affected with increasing age, decreasing education and decreasing social support. Conclusions : Although the study population was small, it was considered that the study results can be used to develop a community-based prevention system for cognitive impairment.