• Journal of Korean Academy of Nursing
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• v.39 no.4
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• pp.562-573
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• 2009

Purpose: The purpose of this study was to identify the effects on the cognitive function, Activities of Daily Living (ADL), mood, social behaviors, and problematic behaviors of robot pet-assisted program for elderly people with dementia. Methods: This study was a nonequivalent control group pretest-posttest design. The participants were 32 elders with dementia. Seventeen were assigned to the experimental group and 15 to the control group. The intervention was conducted twicea week for 6 weeks. Results: 1) After the program, cognitive function, ADL, and social behaviors did not show significant differences. 2) After the program, mood of experimental group was significantly better than that of the control group. 3) After the program, problematic behaviors of the experimental group were significantly more diminished than those of control group. 4) As a result of analyzing the response, robot pet-assisted program was effective such as inducing a positive emotional state and increasing communication and interaction. Conclusion: The robot pet-assisted program was effective in changing the mood and diminishing problematic behaviors and had positive effects such as increasing communication and interaction for elders with dementia. Therefore, this program should be considered as a positive program for physical and emotional support for elders with dementia.

• Journal of Korean Academy of Nursing
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• v.44 no.6
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• pp.717-725
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• 2014

Purpose: This study was done to evaluate the Military Mental Health Promotion Program. The program was an email based cognitive behavioral intervention. Methods: The research design was a quasi-experimental study with a non-equivalent control group pretest-posttest design. Participants were 32 soldiers who agreed to participate in the program. Data were collected at three different times from January 2012 to March 2012; pre-test, post-test, and a one-month follow-up test. The data were statistically analyzed using SPSS 18.0. The effectiveness of the program was tested by repeated measures ANOVA. Results: The first hypothesis that the level of depression in the experimental group who participated in the program would decrease compared to the control group was not supported in that the difference in group-time interaction was not statistically significant (F=2.19, p=.121). The second and third hypothesis related to anxiety and self-esteem were supported in group-time interaction, respectively (F=7.41, p=.001, F=11.67, p<.001). Conclusion: Results indicate that the program is effective in improving soldiers' mental health status in areas of anxiety and self-esteem.

• Journal of Institute of Control, Robotics and Systems
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• v.20 no.6
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• pp.606-611
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• 2014

The understanding of another's behavior is a fundamental cognitive ability for primates including humans. Recent neuro-physiological studies suggested that there is a direct matching algorithm from visual observation onto an individual's own motor repertories for interpreting cognitive ability. The mirror neurons are known as core regions and are handled as a functionality of intent recognition on the basis of imitative learning of an observed action which is acquired from visual-information of a goal-directed action. In this paper, we addressed previous works used to model the function and mechanisms of mirror neurons and proposed a computational model of a mirror neuron system which can be used in human-robot interaction environments. The major focus of the computation model is the reproduction of an individual's motor repertory with different embodiments. The model's aim is the design of a continuous process which combines sensory evidence, prior task knowledge and a goal-directed matching of action observation and execution. We also propose a biologically inspired plausible equation model.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.3
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• pp.853-869
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• 2015

The purpose of this study is to examine the difference in procrastination and anxiety as a personality trait according to gender and the cognitive regulatory focus of university students. In this study, we would like to answer the following questions: First, is there any difference in procrastination according to gender and regulatory focus? Second, is there any difference in anxiety according to gender and regulatory focus? The participants of this study comprised of 434 university students(171 male, 263 female), studying at 4 universities in South Korea. To examine whether the relative strength of promotion and prevention focus would differ across gender groups and regulatory focus type(promotion or prevention), we conducted a $2{\times}2$ factorial analysis of variance(ANOVA). The results of this study are as follows. First, there were significant difference in procrastination according to gender and regulatory focus, but there were no interaction effect between gender and regulatory focus. Second, there were significant difference in trait anxiety according to gender and regulatory focus, but there were no interaction effect between gender and regulatory focus. This study found that procrastination and anxiety as personality traits are differ depending on gender and regulatory focus(promotion focus and prevention focus). Suggestions and discussions based on these findings are provided.

• Journal of the Korean Home Economics Association
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• v.46 no.1
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• pp.117-129
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• 2008

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.

• Child Health Nursing Research
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• v.13 no.2
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• pp.191-200
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• 2007

Purpose: This study was conducted to develop a mother-fetus interaction promotion program aimed at enhancing the sensitivity of primiparas, and to evaluate the effects of a mother-infant play interaction. Method: Participants were recruited from OB-GY clinic with postpartum take-care center (17 mother-infant dyads for intervention group and 17 dyads for control group). Data were collected from January 18 to August 5, 2005. For the intervention group, programmed education which focused on mother-fetus interaction in the 3rd trimester was given. For the two groups, home visiting or a postpartum care center was used for data collection of the mother-infant interaction which was conducted at postpartum 1 week and 1 month. Also mother-infant interactions during feeding were videotaped and two trained observers analyzed the tapes. Results: A significant difference was found in mother-infant interaction between the two groups (postpartum 1 week, t=6.10, P=0.000, 1 month t=6.69, p=.000). For variations in mother-infant interaction in the control group, a significant difference was found in between postpartum 1 week and 1 month (t=-2.564, p=.021). In subscale analysis, interactional behavior of the infant significantly increased in both groups. Conclusion: This study showed that the mother-fetus interaction promotion program aimed at promoting mother-infant interaction increase maternal sensitivity. Therefore, this study suggests that this nursing intervention to increase maternal sensitivity to the fetus should be broadly applied with primiparas, as it can be beneficial for formation of the mother-infant relationship, and for promotion of the social, emotional, and cognitive developments of the children.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.110-121
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• 2002

In this study, the verbal interactions occurred during the CASE(Cognitive Acceleration through Science Education) activities in the middle school science class has been analyzed regarding with students cognitive level. The subjects were 24 students of 6 groups in a middle school in Korea. Verbal interactions within group discussions during CASE activities were audio-taped, transcribed, and analyzed. Also, classroom observation and interview with students were carried out. The results showed that the student with higher cognitive level tended to be a group leader. They had strong influences on the group discussions in each step of problem solving. Also, the higher cognitive level students were more active in metacognitive discussion and more often used scientific terms. When their group met difficulties in each stage of problem solving, such as perception of problem and designing experiment, the higher cognitive level students suggested some ideas to help their peers and gave them an explanation of how they worked. Low cognitive level students had difficulties in perception and solving the problem as compared with high cognitive students. It was common during activities for the low cognitive level students to fail to identify variables and to distinguish between dependent variables and independent variables. They failed to hold a number of variables at once. However, the metacognitive questions from their peers or teacher were helpful for them to construct the concept of controlling variables. If there is no student who has a high level of thinking in a group, it was necessary to intervene for teacher. A well judged questions from teacher created the cognitive conflict which causes the students to reconstruct their strategy for problem solving and reinforce the control of variables reasoning pattern. From the above results, it is concluded that students' cognitive levels are much related to the verbal interaction patterns. This suggests that teacher should consider individual student's cognitive level in organizing groups and intervene to facilitate the environment for metacognitive interaction.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.372-387
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• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.

• Knowledge Management Research
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• v.16 no.1
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• pp.55-69
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• 2015

Employees' knowledge contribution is one of the critical activities that maximize internal capability of the firm and facilitate organizational innovation by sharing scattered internal knowledge. This study integrates antecedents of knowledge contribution based on the theory of planned behavior(TPB). Utilizing TPB as a theoretical framework, expected reciprocity, subjective norm, and self-efficacy's direct effects on knowledge contribution were assessed. Additionally, interaction effects among expected reciprocity, subjective norm, and self-efficacy were explored. As the results of analysis, all the antecedents significantly influenced knowledge contribution. Interestingly, when the knowledge source's self-efficacy was high, the influence of expected reciprocity on knowledge contribution was decreased. Similarly, when the knowledge source's subjective norm for knowledge contribution was high, expected reciprocity's effect was weakened. This implies that when facilitating knowledge contribution, interaction effects among antecedents of knowledge contribution, as well as their direct effects, should be considered.

• Asia pacific journal of information systems
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• v.10 no.1
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• pp.165-187
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• 2000

The computer game market has grown rapidly with numerous games produced all over the world. Most games have been developed to make gamers have fun while playing the games. However, there has been little research to address the elements of games that create the perception of being fun. The objectives of this research are to focus on which features provide fun, and then analyze these aspects both qualitatively and quantitatively. This study, through surveys with game players and developers, provides several inputs regarding what it is, that makes certain computer games fun. There are many common characteristics which fun games share, and through grouping and organizing these traits, then compiling the data for use in an AHP(Analytic Hierarchy Process), we measured the disparity in the 'fun' perception between game developer and game user.