• Journal of The Korean Association For Science Education
• /
• v.22 no.5
• /
• pp.923-943
• /
• 2002

The purpose of this study was to investigate the relation between the levels of cognitive conflict and students' conceptual change. In this study, 30 Korean high school students were selected from 450 10th graders by examining the pretest results. Two different strategies were used to induce cognitive conflicts in students, an anomalous or conflict situations; demonstrations and logical arguments against students' preconception. After arousing the students' cognitive conflict, the level of cognitive conflict was rated. Pretest, post-test and delayed post-test were administered to check the conceptual change. The tests consisted of 5 items in mechanics and electricity, respectively. Therefore, the demonstration method showed effective conceptual change, more than the logical argument method did. Students changed their conceptions more easily and frequently in the area of mechanics than in electricity. Students who showed higher levels of cognitive conflict indicated more positive conceptual change than those who showed lower conflict levels. 59 cases (56%) out of 105 who experienced high levels of cognitive conflict were changed into scientific conceptions one month later; however only 16 cases (35%) out of 46 who experienced low levels of cognitive conflict changed into scientific conceptions. Students who experienced higher levels of cognitive conflict showed higher rates of conceptual change. It could be concluded that designing instruction to induce cognitive conflict is a useful strategy to promote conceptual change.

• Journal of the Korean Society of Physical Medicine
• /
• v.7 no.2
• /
• pp.149-155
• /
• 2012

Purpose : The purpose of this study was to analyze the correlations among bone mineral density(BMD), serum lipid levels, and cognitive function in the elderly with dementia. Methods : We recruited seventy elderly with dementia(men=35, women=35) to participate in the Korean mini mental state examination(K-MMSE). Their T-scores and serum lipid levels were analyzed for correlation analysis. Results : The results of this study showed that there are significant correlations between cognitive function and three factors BMD, low-density lipoprotein cholesterol(LDL-C) level, and total cholesterol(TC) level. The cognitive function scores increased proportionally with BMD but were inversely proportional to LDL-C and TC levels. There were no significant relations among cognitive function, high-density lipoprotein cholesterol(HDL-C) level, and triglyceride(TG) level. Conclusion : These results indicate that there is a direct proportionality between cognitive function and BMD and inverse proportionalities between cognitive function and LDL-C level and between cognitive function and TC level. Therefore, these levels can be indices for preventing and predicting dementia.

• Journal of The Korean Association For Science Education
• /
• v.22 no.1
• /
• pp.12-21
• /
• 2002

The purpose of this study is to understand middle school students' levels of cognitive conflict for the students provided quantitative demonstration and qualitative demonstration after the pre-test. 297 middle school students were selected from one school in Pusan. Action-reaction problem of mechanics and electric bulbs in parallel problem of electricity were used in the demonstration and the pre-test. Students' cognitive conflict levels were investigated using the developed items by Kwon(1999) et al. We compared cognitive conflict levels between quantitative demonstration group and qualitative demonstration group. In addition to, we compared cognitive conflict levels between students who changed their preconceptions and the students who adhered to their preconceptions. We investigated correlation between levels of faith with preconceptions and cognitive conflict levels. The study generated the following results. First, students who selected incorrect choice in pre-test showed the higher levels of cognitive conflict in quantitative demonstration group than qualitative demonstration group and students who selected correct choice in pre-test showed higher levels of cognitive conflict in qualitative demonstration group than quantitative demonstration group. Second, students who changed their preconceptions were higher levels of cognitive conflict than students who adhered their preconceptions. Third, students who selected incorrect choice in pre-test showed positive correlation between levels of faith with preconceptions and levels of cognitive conflict, and students who selected incorrect choice in pre-test showed negative correlation between levels of faith with preconceptions and levels of cognitive conflict.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.11
• /
• pp.115-120
• /
• 2019

This study was undertaken to determine the correlation between β-amyloid, serum lipid levels, and cognitive function in the elderly with mild Alzheimer's dementia. The study was conducted in December 2018, enrolling 45 elderly people with mild Alzheimer's disease. Blood analysis measured the β-amyloid and serum lipid levels, and cognitive function was measured using MMSE-K. The correlation between β-amyloid, serum lipid levels and cognitive function was determined using Pearson's correlation analysis. A significantly negative correlation was observed between the β-amyloid level and cognitive function (p<0.05). Furthermore, serum lipid levels and cognitive function also revealed a significantly negative correlation between TC and LDL levels (p<0.05). These results indicate that increasing levels of β-amyloid, TC, and LDL augments a negative correlation that decreases the cognitive function, signifying that management of pathologic factors related to dementia is important for the prevention and improvement of cognitive function in dementia patients.

• Journal of the Korean Society of Physical Medicine
• /
• v.15 no.2
• /
• pp.23-30
• /
• 2020

PURPOSE: The purpose of this study was to examine the effects of dual-task training with cognitive tasks on cognitive functions and β-amyloid levels in the elderly with mild dementia. METHODS: The subjects were 36 elderly inpatients diagnosed with mild dementia at S Hospital located in Gyeongsangbuk-do, South Korea. The patients were randomly divided into a dual-task training group (DTG; n = 18) or a single-task training group (STG; n = 18). DTG performed dual-task training with cognitive tasks while STG performed only exercise tasks. These groups performed their respective exercises during a 30-minute session occurring three times a week over an 8-week period. MMSE-K and GDS were used to measure the subjects' cognitive function. To assess the subjects' dementia-related factors, their β-amyloid levels were measured by blood analysis. RESULTS: The results of the experiment were as follows: DTG showed statistically significant differences between their MMSE-K scores and β-amyloid levels before and after training (p < .05), whereas they exhibited no statistically significant differences in their GDS scores. MMSE-K scores and β-amyloid levels were significantly different between DTG and STG after training. CONCLUSION: The present study's overall results indicate that dual-task training with cognitive tasks is more effective than single-task training in improving cognitive functions and β-amyloid levels in the elderly with mild dementia. In other words, regular dual-task training can be considered as effective in improving cognitive function and dementia-related factors in the elderly with mild dementia and thus may be suggested as an effective exercise method for the treatment and early prevention of dementia.

• Journal of the Korean Chemical Society
• /
• v.48 no.6
• /
• pp.645-653
• /
• 2004

The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.

• Journal of The Korean Association For Science Education
• /
• v.24 no.4
• /
• pp.687-708
• /
• 2004

The purpose of this study is to investigate the relationships between cognitive conflict and students' causal attributions and to find out what kinds of attributions affect successful resolution of cognitive conflict in learning physics. Twenty-nine college students who attended a base general physics course took an attribution test and a conceptual pretest related to action and reaction concept. Of these, twenty students who revealed alternative conceptions were selected. They were confronted with a discrepant demonstration and took part in the cognitive conflict level test, a posttest, and delayed posttest. Those students who experienced high levels of cognitive conflict were selected and interviewed to find out what kinds of attributions affect resolving the conflict. When confronted with the discrepant event, the students who attributed success outcomes to "effort" experienced higher levels of cognitive conflict than those to "task difficulty." However, those students who revealed high levels of cognitive conflict and attributed success outcomes to effort did not always produce conceptual change. They had different perspectives on effort and conducted different effort activities to resolve the cognitive conflict. In addition, these effort activities appeared to include their motivational beliefs, metacognitive and volitional strategies. The results of this study indicate that in order for the conflicts to lead to change, students need to have the perspective on effort implying the use of the self-regulated learning strategy and to conduct effort activities based on them. Beyond cold conceptual change, this article suggests that there is a management strategy of cognitive conflict in the classroom context.

• Korean Journal of Biological Psychiatry
• /
• v.6 no.2
• /
• pp.209-218
• /
• 1999

Objectives : The aims of this study were to discriminate the clinical differences, to measure the estrogen and homovanillic acid levels, to evaluate a correlation between estrogen and homovanillic acid, and to identify an association of cognitive deficit with estrogen and homovanillic acid among male and female schizophrenics. Methods : In addition to the structured interviews, the plasma estrogen levels by radioimmunoassay and the homovanillic acid levels by HPLC were measured in 20 male and 21 female schizophrenics as well as 10 healthy male and 9 female controls. Results : 1) The plasma estrogen levels were higher in females than males, and significantly higher in female schizophenics than female controls. The homovanillic acid levels were higher in female schizophrenics than female controls, and were lower in male schizophrenics than male controls. 2) The onset age seemed to be earlier in male schizophrenics, and the frequency of admission, duration of antipsychotic drug administration, dosage of antipsychotics and duration of illnesses were more in males. The estrogen and homovanillic acid levels were significantly higher in female schizophrenics. 3) The estrogen levels had a significant positive correlation with sex, age and onset age, while the homovanillic acid levels did with sex. However, estrogen were not correlated with homovanillic acid levels. 4) The estrogen and homovanillic acid levels were not significantly different between male and female schizophrenics with cognitive deficits. In the schizophrenic patients without cognitive deficits, the estrogen levels were significantly higher in females, while there were no significant sex differences in homovanillic acid. 5) In the male and female schizophrenics predominantly with negative symptoms, there were no significant differences in estrogen and homovanillic acid levels. In those predominantly with positive symptoms, the estrogen levels were significantly higher in females, while there were no sex differences in homovanillic acid levels. 6) In schizophrenics with undifferentiated subtype, the estrogen and homovanillic acid levels were significantly higher in females. In those with paranoid or disorganized subtypes, the estrogen levels were significantly higher in females, while there were no sex differences in the homovanillic acid levels. 7) The mean values of PANSS-negative, PANSS-total, PANSS-CF, MMSE-K and estrogen levels were significantly higher in male schizophrenics with cognitive deficits. The mean values of illness duration, CGI, PANSS-positive, PANSS-negative, PANSS-total, PANSS-CF and MMSE-K were significantly higher in female schizophrenics with cognitive deficits. 8) The variables which showed significant correlation with cognitive deficits were PANSS-negative, PANSS-total, PANSS-CF, MMSE-K and estrogen levels in male schizophrenics. The variables which showed significant correlation with cognitive deficits were subtypes, onset age, illness durataion, CGI, PANSS-positive, PANSS-negative, PANSS-total, PANMSS-CF and MMSE-K in female schizophrenics. The estrogen levels were significantly correlated with admission frequencies, history of antipsychotic administration, duration of antipsychotic administration and cognitive deficits in male schizophrenics, while age were not correlated with in females. The homovanillic acid levels had a significant correlation with subtypes and onset age in male schizophrenics, while there were no correlation among variables in females. Conclusions : Although the plasma concentrations of estrogen and homovanillic acid in female schizophrenics were significantly higher than males, we could not find an association between them. Furthermore, the various factors affecting on the cognitive deficits, estrogen and homovanillic acid levels seemed to be somewhat different according to sex.

• Journal of The Korean Association For Science Education
• /
• v.15 no.4
• /
• pp.404-416
• /
• 1995

The purpose of this study was to investigate the relationship of the cognitive levels and the science process skills based on the cognitive styles. The subjects of the study were 5-6th grade 790 students sampled by random cluster sampling method in three schools from large cities, small cities, and rural areas respectively. The results are as follows. 1) The field independent students showed significantly higher(p< 0.001) cognitive level than the field dependent ones. 2) The field independent group showed higher formation rate of subskills of the logical thinking skills than the field dependent groups. 3) It was found out that the field independent group attained significantly higher scores of science process skills than the field dependent group in 5th and 6th grade students. 4) The more cognitive levels became higher, the more science process skills were significantly higher(p< 0.001). 5) There were significant(p<0.001) differences among the science process skills for grade levels and three regions. And that there were not significant differences in the science process skills between males and females, 6) The science process skills of the field independent and the formal operational group could be acquired better scores in the science process skills than those who belong to another combinations.

• Journal of Korean Elementary Science Education
• /
• v.30 no.2
• /
• pp.242-254
• /
• 2011

The purpose of this study was to understand the teaching effects according to the cognitive levels after conducting inquiry activities using science notebooks in the open inquiry activities of the elementary science class. The results of this study were as follow. first, students having the open inquiry activities using science notebooks showed improvement in scientific inquiry abilities in both groups with the low and high cognitive level. Second, regarding the changes of scientific attitudes, both groups with the low and high cognitive level exhibited improvement. According to the result of analyzing interaction between the cognitive level and class treatment on the effects for scientific inquiry abilities and scientific attitudes, there was no difference by the cognitive level. And the use of science notebooks in open inquiry activities had effects on improving scientific inquiry abilities and scientific attitudes regardless of the cognitive level.