• Title/Summary/Keyword: Cognitive Levels

Search Result 704, Processing Time 0.028 seconds

An Analysis of the Momentum Effect by Students' Cognitive Characteristics (학습자의 인지 특성에 따른 학습 지속 효과의 분석)

  • Kim, Jun-Tae;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
    • /
    • v.14 no.1
    • /
    • pp.70-84
    • /
    • 1994
  • This study tried to find the effect to cognitive structure upon the momentum effect. The previous studies showed that the momentum effect is influenced by students' cognitive levels and the abstractness of test items. The cognitive structure is examined by cognitive level and cognitive style. Cognitive levels and cognitive styles are determined by GALT and GEFT respectively. The research method used in this study is time series design. The period is 50 days. The period is divided into "pre-test", "intervention-test", "post-test". Pre-test period is 5 days and in this period class instruction does not exist Intervention-test period is 30 days and in this period class instruction exist Post-test period is 15 days and in this period class instruction does not exist. Field independent students showed longer momentum effect than field dependent students. Formal level students showed less ratio of decrease on post-test than nonformal level students. Momentum effects is not artifact but the essential characteristics of science study.

  • PDF

Dual-Task Training Effect on Cognitive and Body Function, β-amyloid Levels in Alzheimer's Dementia Patients: A Randomized Controlled Trial

  • Nam, Seung-Min;Kim, Seong-gil
    • The Journal of Korean Physical Therapy
    • /
    • v.33 no.3
    • /
    • pp.136-141
    • /
    • 2021
  • Purpose: Dementia is a disease in which cognitive function declines, leading to deterioration of body functions and activities of daily living. The purpose of this study is to explore the effects of dual-task training, including cognitive tasks, on cognitive and body function and β-amyloid levels in Alzheimer's dementia patients. Methods: 34 inpatients diagnosed with Alzheimer's dementia at a nursing hospital located in South Korea. The patients were randomly divided into a dual-task group (n=16) and a single-task group (n=18). Each group was trained for 30 minutes three times a week for eight weeks. The MMSE-K was used to measure the patients' cognitive function. To assess the patients' static balance ability, their LOS was measured using BioRescue. while dynamic balance was measured using the BBS. The 10MWT were conducted to evaluate the patients' walking ability. Blood analysis was performed to measure levels of β-amyloid. Results: Both groups exhibited statistically significant improvements in gait function after the training (p<0.05). The dual-task group exhibited statistically significant differences in cognitive function, static and dynamic balance function, and β-amyloid levels after training (p<0.05). A significant difference was observed between the two groups (p<0.05). Conclusion: Dual-task training were found to be effective in improving cognitive and bodily functioning and reducing β-amyloid levels in Alzheimer's dementia patients. Thus, this may be suggested as an effective exercise method for the treatment and early prevention of Alzheimer's dementia.

An Analysis of the Effects of Learning Stress for Inquiry Activities in College Earth Science Course

  • Cho, Jae-Hee;Kim, Hak-Sung;Shin, Hyun-Chul
    • Journal of the Korean earth science society
    • /
    • v.39 no.4
    • /
    • pp.349-360
    • /
    • 2018
  • This study analyzed variations of learning stress by comparing the salivary cortisol levels of students who participated in Earth Science inquiry activities. The cortisol concentrations between the pre- and post-inquiries of the sample of 34 university students, who had taken the course of 'Basic Earth Science and Experiments', were analyzed. The Earth Science inquiries consisted of geology and astronomy activities. The observational geology activities consisted of a session of 'structure contours and map patterns' and the cognitive astronomy activities consisted of a session of 'representations of horizontal and equatorial coordinates'. These Earth Science inquiry activities were found to cause students to have anxiety, and the thought processes that these activities involved were found to cause learning stress. The variations in cortisol concentrations of students increased by $1.6{\pm}5.9ng\;mL^{-1}$ after conducting observational activities in geology compared with $2.1{\pm}6.2ng\;mL^{-1}$ after doing cognitive activities in astronomy. The analysis of the observational activities in the geology inquiry activities indicated that they were consistent with low levels of learning stress. Conversely, the analysis of the cognitive activities in the astronomy inquiry activities showed significant individual variations in cortisol concentrations. Furthermore, individual differences in cognitive ability were reflected in the astronomy inquiry activities. While students, who received high scores, exhibited low levels of stress in the geology inquiry activities, they showed high levels of stress in the astronomy inquiry activities. It was concluded that, in the case of students with high scores in the study, the level of learning stress increased due to the raised anxiety in cognitive inquiry activities. In contrast, students, who received low scores in the study, exhibited high levels of stress in the geology inquiry activities, and low levels of stress in the astronomy inquiry activities.

An Analysis on the Relationship between Cognitive Levels and Science Inquiry Skills in High School Students (고등학생의인지수준과 과학탐구 능력과의 관계 분석)

  • Woo, Jong-Ok;Kim, Jong-Eal
    • Journal of The Korean Association For Science Education
    • /
    • v.13 no.2
    • /
    • pp.296-307
    • /
    • 1993
  • The purpose of this study was to identify concretely how to improve inquiry learning. To put the purpose in detail : 1) to define the inquiry skills 2) to select the factors of inquiry skills appropriate to the content of Science I (earth science) textbook 3) to develop items which consist of experimental inquiry and concept inquiry in due proportion, to evalute inquiry skills 4) to analyze the relationship between high school students' cognitive levels and the achievement of science inquiry skills. To achieve these objectives, the investigator sampled 558 students in eleventh grade, living in Seoul, Chung-Ju and Kwang-Ju, and evaluated their cognitive levels and the achievement of science inquiry skills. The results of this study showed that the cognitive levels of students were lower than those identified in Piaget's work and that the achievement of science inquiry skills were low also. It may be thought that one of most important reasons to bring about those results is lacking in adaptation capability of science inquiry items and inquiry learning. So, it can be recommended as a way to heighten cognitive levels to make inquiry learning using the textbook content. In conclusion, the investigator make suggestions as follows : 1) to give inquiry learning which consist of experimental inquiry and concept inquiry in due proportion 2) to develop inquiry items to include content for evaluating inquiry learning, and test items for psycho-motor areas 3) to publish textbooks which motivate students' inquiry activities and develop their creative thinking, considering students' cognitive levels and inquiry skills.

  • PDF

The Effect of Risperidone on Serum Prolactin Concentrations (Risperidone이 혈청 Prolactin 농도에 미치는 영향)

  • Cheon, Jin-Sook;Cho, Woong;Oh, Byoung-Hoon
    • Korean Journal of Biological Psychiatry
    • /
    • v.5 no.2
    • /
    • pp.253-262
    • /
    • 1998
  • Objectives : Risperidone, an atypical antipsychitics which blocks both dopaminergic and serotonergic receptors, have a good response to the negative symptoms as well as positive symptoms, and improve cognitive dysfunction of schizophrenic patients. Furthermore, it has few extrapyramidal side effects and tardive dyskinesia. Although it had been reported that the atypical antipsychotics have less effect on prolactin(PRL) than the classical antipsychotics, we could experience PRL-associated symptoms such as amenorrhea, galactorrhea and hyperprolactinemia in practice. Therefore, we tried to identify the sex differences of risperidone-induced hyperprolactinemia, to evaluate factors affecting PRL levels, and to know the association between cognitive disorders and PRL. Methods : The baseline levels of PRL and TSH prior to risperidone administration were measured by enzyme immunoassay method for 50 patients(25 ma-les and 25 females) admitted with schizophrenia, schizoaffective disorder or schizophreniform disorder according to the DSM-IV classification, and the measurements of PRL were repeated on the 2nd and the 4th wks of risperidone administration. Concomitantly, the severity of psychotic symptoms using CGI, BPRS and PANSS, and the cognitive dysfunction using PANSS-CF were assessed prior to, on the 2nd and the 4th wks of risperidone administration. The PRL and TSH levels of 54 healthy controls(29 males and 25 females) who had no medical, neurological and psychiatric illnesses were also evaluated. Furthermore, the correlation with the psychiatric diagnosis, education, age, sex, duration of illnesses, risperidone dosage, duration of risperdone administration, TSH concentration, cognitive function, severity of psychotic symptoms were also identified. Results : 1) The baseline PRL levels of female schizophrenics($74.3{\pm}49.6ng/ml$) were significantly(p<0.005) higher than those of males($36.3{\pm}24.6ng/ml$), which were significantly(p<0.0001 respectively) higher than those of controls(females $16.9{\pm}6.1ng/ml$, males $13.3{\pm}4.9ng/ml$). The PRL levels measured on the 2nd wks(females $133.7{\pm}47.8ng/ml$, males $56.9{\pm}23.6ng/ml$) and on the 4th wks(females $146.1{\pm}45.9ng/ml$, males $70.0{\pm}31.5ng/ml$) after risperidone administration were significantly(p<0.0001 respectively) higher in females. The mean dosages of risperidone on the 2nd wks were $3.8{\pm}1.7mg$(2-6mg) for the females and $4.0{\pm}1.6mg$(2-6mg) for the males, and on the 4th wks were $4.5{\pm}2.1mg$(2-8mg) for the females and $5.4{\pm}2.2mg$(2-8mg) for the males. 2) The rise of PRL levels were positively correlated with increased risperidone dosage in males(${\gamma}$=0.307 on the 2nd wks and ${\gamma}$=0.280 on the 4th wks), while they were not correlated with dosages in females. For the females, the PRL levels were negatively correlated(${\gamma}$=-0.320) with decrease of TSH concentration. The baseline PRL levels were not correlated with age, education, duration of illnesses, psychopathology, cognitive disorders in both males and females, while it was negatively correlated with TSH levels only in females(${\gamma}$=-0.320). 3) The cognitive dysfunction was not correlated with PRL levels in males, while PANSS-CF scores were negatively correlated with PRL levels(${\gamma}$=-0.220 on the 2nd wks and ${\gamma}$=-0.366 on the 4th wks) in females. The psychopathology was positively correlated with cognitive dysfunction in both males and females. Therefore, the risperidone-induced cognitive improvement seemed to be correlated with improvement of psychopathology in both males and females, and with increase in PRL levels only in females. Conclusions : The fact that the serum PRL levels of schizophrenics were higher than those of controls, especially in females suggested that it could be related with risperidone dosage in males and with primary pathological process in females. The risperidone-associated cognitive improvement seemed to be related with general improvement of psychopathology as well as the rise of PRL levels especially in females. The facts that the effect of risperidoneinduced hyperprolactinemia and the cognitive function were more in females suggested that somewhat different mechanisms could be exerted on them.

  • PDF

The Effect of Cognitive Emotional Control on Happiness Levels

  • Kim, Jungae;Kim, Milang
    • International Journal of Advanced Culture Technology
    • /
    • v.9 no.1
    • /
    • pp.143-151
    • /
    • 2021
  • This study was a cross-sectional descriptive research to analyze the effects of sub-factors of cognitive emotional control on happiness levels. The participants of the study were 201 men and women in their 20s, and data were collected online from January 1 to 15 collected data were, 2001 using structured cognitive control and happiness level questionnaires. The collected data were conducted Independent t-test, Pearson correlation analysis, simple regression analysis, multiple regression Analysis, hierarchical regression analysis using SPSS 18.0 statistic program. As a result, the study appeared that the level of happiness by gender does not differ, and cognitive emotional control affected 58.5%. The average of cognitive emotional control was higher for all men, but women were higher than men in criticized others. Also, acceptance was the sub-factor of emotional control that most affected the level of happiness (β=-.587, p<0.01). Based on the results of this study, it is suggested that a systematic program on subject of acceptance, a sub-factor of cognitive emotional control, should be developed to improve the level of happiness.

The Effect of Cognitive Stimulation Training on Elderly Persons with Dementia (치매노인을 대상으로 한 인지 자극 훈련의 효과)

  • Kim, Jung-Soon
    • Research in Community and Public Health Nursing
    • /
    • v.8 no.2
    • /
    • pp.197-210
    • /
    • 1997
  • This study was conducted to test the effect of cognitive stimulation training on elderly persons with dementia. The design of the research was one group in pre-test-post-test design. The subjects were nine demented persons over sixty years, with mild to moderate cognitive impairment. Training was administered by research assistants on a one to one basis for thirty to forty minutes, three times a week for eight weeks. In order to evaluate the effect of cognitive stimulation training, we measured cognitive function before and after three training sessions each. Data were analyzed using descriptive statistics and a paired t-test analysis using a spss pc package, The results are as follows: 1) The recipients of the training program showed improvement in overall cognitive functioning. The MMSK - K score, recall levels of concepts, daily tasks, personal past history and performance of word fluency were significantly increased after training. 2) There was a significant improvement in cognitive functioning over the training period: recall levels of concepts, daily tasks, past personal history and performance of word fluency significantly increased over the training period progessively, The results suggest that cognitive stimulation training is effective in improving and maintaining overall cognitive function of elderly persons with dementia.

  • PDF

The Effects of the Learning Cycle Model by Learner's Characteristics in Junior High School (중학교 과학수업에서 학습자 특성에 따른 순환학습 모형의 효과)

  • Jeong, Jin-Su;Chung, Wan-Ho
    • Journal of The Korean Association For Science Education
    • /
    • v.15 no.3
    • /
    • pp.284-290
    • /
    • 1995
  • This study examined the effects of the learning cycle model by learner's characteristics such as I.Q., cognitive levels, inquiry skins, cognitive style, activity, reflectiveness. To see the effects of the learning cycle model, nonequivalent control group pretest-posttest multiple treatment designs was used in the study. 99 middle school second-graders(female) were divided into two groups. One group was selected as the experimental group (n=50), the other served at the comparison group(n=49). During the eight-month period, the students in the experimental group were instructed according to the learning cycle model, while the students in the comparison group were instructed according to the traditional instruction methods. Achievement data from science achievement test were analyzed by an ANOVA technique. The results of the study are as follows : 1. Science knowledge achievement. For the lower level students of activity, the learning cycle model is superior to the traditional approaches in science knowledge achievement. 2. Science inquiry skills. For the upper level students of I.Q., cognitive levels, inquiry skills, cognitive style and reflectiveness, the learning cycle model is superior to the traditional approaches in science inquiry skills. 3. Attitudes toward science. For the lower level students of I.Q., cognitive levels, inquiry skills, cognitive style, activity and reflectiveness, the learning cycle model is superior to the traditional approaches in attitudes toward science.

  • PDF

Analysis of the Relationship between Cognitive Levels and Achievement of Science Process Skills by Practical Assessment (실험 평가를 통한 탐구과정 기능의 성취도와 인지 수준과의 관계 분석)

  • Min, Hye-Young;Paik, Seoung-Hey;Kang, Dae-Hun
    • Journal of The Korean Association For Science Education
    • /
    • v.19 no.2
    • /
    • pp.256-265
    • /
    • 1999
  • The purpose of this study is to investigate the relationship between cognitive levels and achievement of science process skills. A science laboratory process skills test based on optional instrument of the SISS was administered to a sample of 162 students in the 8th grade. Practical assessment tasks consisted of the contents about acid, base, density, and a property of cobalt chloride. The format of this practical test was the station type that students had to conduct a short activity. Science process skills included three sub-skills which were categorized as designing, performing, and reasoning. As cognitive levels develop from concrete operational stage to transition stage and formal operational stage. total scores of science process skills and mean scores of sub-skills were significantly increased. Regardless of cognitive levels. all students were more successful on performing than designing or reasoning. In case of being controlled cognitive levels, gender differences and area differences were not detected in achievement of science process skills. According to these results. there was a strong relationship between cognitive levels and achievement of science process skills by practical assessment. This study implies that considering student's cognitive levels is very important for improving science process skills.

  • PDF

The moderating effect of Health Literacy on the association between Dementia Service and Cognitive function (치매 서비스 경험과 인지기능 간의 관계 연구: 건강정보이해능력 집단 비교를 중심으로)

  • Shin, Hye-Ri;Kim, Young-Sun;Lee, Sang-Hwa;Choi, Eun Young;Maeng, Sungho
    • Journal of Digital Convergence
    • /
    • v.18 no.11
    • /
    • pp.395-407
    • /
    • 2020
  • The current study aims to examine whether dementia service utilization is associated with cognitive function and whether health literacy moderates the relationship between dementia service utilization and cognitive function. Data were drawn from the 2016 Dementia Literacy Survey collected by K University. The final analytic sample included 522 community-dwelling older Koreans aged 60 to 79. Results from multivariate regression analyses showed that both dementia service use and higher levels of health literacy were related to better cognitive function and that health literacy had significant moderating effects. When older adults used dementia service, those with higher levels of health literacy reported higher levels of cognitive function than those with lower levels of health literacy. Our findings suggest that health literacy plays an important role in determining the cognitive health benefits arising from dementia service utilization.