• Communications of Mathematical Education
• /
• v.31 no.2
• /
• pp.187-201
• /
• 2017

The study in this paper, which is part of a bigger study investigating non-cognitive characteristics of Korean students at the 4-12 grade levels, aims to identify the influential characteristics that explain students' decision to give up on mathematics learning. We consider seven non-cognitive student characteristics: value, interest, attitudes, external motivation, internal motivation, learning conation and efficacy. Data were collected from 21,485 Korean students, and were analyzed with a logistic regression method using SPSS. The findings show that efficacy was the most significant indicator of students' decision to give up on mathematics learning in all three grade level bands: elementary (4th-6th), middle (7th-9th) and high (10th-12th). In particular, the causal model analysis shows that students who highly value mathematics tend to have stronger internal and external motivation, which bring about stronger interest and learning conation, which in turn lead to positive attitudes and strong efficacy regarding the learning of mathematics. It was further found that while external motivation was a significant indicator of upper grade level students' decision to give up on mathematics learning, it was only a moderate indicator for lower grade level students. The findings of this study provide useful information about which non-cognitive areas need to be focused on, in what grade levels, to help students stay on track and not fall behind in learning mathematics.

• Journal of Gifted/Talented Education
• /
• v.23 no.3
• /
• pp.335-354
• /
• 2013

The purpose of this study was to investigate cognitive development and logical thinking formation levels of elementary gifted students and to compare with those of elementary regular students. For this purpose, 79 gifted elementary school students and 114 regular elementary school students in Kyunggi Province were participated, and GALT(Group Assessment of Logical Test) was administered to them. The results obtained in this study were as follows. First, the logical thinking scores of elementary gifted students were significantly higher than general students'(p<.05). Comparing the distribution of cognitive development level, elementary gifted students showed higher ratio in formal operation and lower ratio in concrete operation compared to the general students. It was interpreted that the cognitive development of gifted students preceded general students'. Second, analyzing according to the grade of elementary gifted students, logical thinking scores were significantly different between 5th graders and 6th graders(p<.05). Compared to 5th graders, logical thinking and formal operation ratio of 6th gifted graders showed significantly higher. The scores of four logical thinking areas except for conservational logic and correlational logic of 6th gifted graders showed significantly higher than 5th gifted graders'. Both 5th and 6th graders showed the highest formation ratio in combinational logic, and the lowest ratio in correlational logic. Third, logical thinking scores of gifted students according to gender did not show a significant difference(p>.05). The gifted boys reached formal operation more than gifted girls, but stayed more in the concrete operation. There was gender difference in correlational logic. The gifted girls showed significantly higher than gifted boys in correlational logic(p<.05).

• Journal of Digital Contents Society
• /
• v.19 no.6
• /
• pp.1051-1060
• /
• 2018

This study aims to propose instituting the serious games of language-based cognitive enhancement for the BIF children. The program consists of 4 cognitive areas (perception, attention, working memory, knowledge inference) in 4 language dimensions (phoneme, word, sentence, discourse). 16 games of 4 areas/2 dimensions with 3 difficulty levels were implemented in a mobile station and pilot-tested to children including BIFs. The results from the pilot tests supported for the validity and effectiveness of our games: Children's game performance correlated with their IQ scores (overall and sub-areas) revealing significant differences between the groups. The stroop scores in pre-and-post training hinted the increase of children's cognitive control.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.20 no.1
• /
• pp.29-38
• /
• 2009

Objectives : This preliminary study evaluated the efficacy of two short-term programs for reducing depressive symptoms in female adolescents with depressive disorder. Methods : The participants were 23 middle school students who were randomly assigned to three groups : the cognitive-behavioral program group, the psycho education-program group and the no-intervention control group. Results : At postintervention, the students in cognitive-behavioral program group reported significantly lower levels of depressive symptoms, negative self-statement, automatic thought and psychiatric symptoms than did those in the no-intervention group and those in the psychoeducation-program group. Conclusion : The results suggest that the cognitive-behavioral program for female adolescent with depressive disorder was more effective in reducing depressive symptoms than the psychoeducation-program.

• Journal of The Korean Association For Science Education
• /
• v.22 no.1
• /
• pp.132-140
• /
• 2002

The purpose of this study was to find the influence of students' cognitive styles and cognitive levels on chemistry problem solving. 322 11th grade students were administered Group Embedded Figures Test(GEFT), Group Assesment of Logical Thinking(GALT), and chemistry problem solving task about mole and stoichiometry. Chemistry task was made of ten items, 5 items of them include misleading factor(irrelevant information). The students who are field-independent and in formal operational stage got higher scores than those who are field-dependent and in transitional stage. In 5 items which have no misleading factor GALT had significantly contributed to the regression equation, while in 5 items which have misleading factor GEFT was significant contribution to the regression equation. In two items of misleading items, students who used the irrelevant information were significantly more field dependent than those who did not use this information.

• Korean Journal of Biological Psychiatry
• /
• v.12 no.2
• /
• pp.173-180
• /
• 2005

Purpose:We investigated the effect of menopausal duration on cognitive function using adjunctive hormone replacement therapy(HRT) in postmenopausal women with depression. Method:Twelve postmenopausal women with depressive disorder were enrolled. Six patients having menopausal duration of less than 3 years was assigned to the short duration group and six patients of more than 3 years to the long duration group. Each patient was treated with conjugated equine estrogen(1.25mg) plus medroxyprogesterone(5mg) for 8 weeks. Cognitive performance was measured by the Verbal Memory Test, Visual Memory Test, Trail Making Test, Digit Symbol Test, and Attention Shift Test. The Beck Depression Inventory was used for evaluation of depressed mood. The reproductive hormone levels were also measured. Results:The long duration group showed the lower performance only in Trail Making Test B compared with the short duration group at baseline. After 8 weeks, the long duration group performed significantly better in the Trail Making Test B compared with the short duration group. The differences in change of depressive mood and gonadal hormone level between two groups were not significant. Conclusion:Menopausal duration before HRT may influence the effect of estrogen on cognition in some cognitive domains. This might be related with estrogen receptor hypersensitivity which induced by the longer estrogen deficiency.

• The Korean Journal of Physiology and Pharmacology
• /
• v.21 no.1
• /
• pp.55-64
• /
• 2017

Progressive memory impairment such as that associated with depression, stroke, and Alzheimer's disease (AD) can interfere with daily life. In particular, AD, which is a progressive neurodegenerative disorder, prominently features a memory and learning impairment that is related to changes in acetylcholine and abnormal ${\beta}$-amyloid ($A{\beta}$) deposition in the brain. In the present study, we investigated the effects of dehydroevodiamine HCl (DHED) on cognitive improvement and the related mechanism in memory-impaired rat models, namely, a scopolamine-induced amnesia model and a $A{\beta}_{1-42}$-infused model. The cognitive effects of DHED were measured using a water maze test and a passive avoidance test in the memory-impaired rat models. The results demonstrate that DHED (10 mg/kg, p.o.) and Donepezil (1 mg/kg, p.o.) ameliorated the spatial memory impairment in the scopolamine-induced amnestic rats. Moreover, DHED significantly improved learning and memory in the $A{\beta}_{1-42}$-infused rat model. Furthermore, the mechanism of these behavioral effects of DHED was investigated using a cell viability assay, reactive oxygen species (ROS) measurement, and intracellular calcium measurement in primary cortical neurons. DHED reduced neurotoxicity and the production of $A{\beta}$-induced ROS in primary cortical neurons. In addition, similar to the effect of MK801, DHED decreased intracellular calcium levels in primary cortical neurons. Our results suggest that DHED has strong protective effects against cognitive impairments through its antioxidant activity and inhibition of neurotoxicity and intracellular calcium. Thus, DHED may be an important therapeutic agent for memory-impaired symptoms.

• Korean Journal of Cognitive Science
• /
• v.24 no.1
• /
• pp.1-24
• /
• 2013

The elderly population continues to increase in Korea and there has been a growing interest in understanding normal aging. In response to this public interest, the present paper reviewed human aging research focusing on recently published neuroimaging studies. For the first half of the paper, I reviewed the effects of aging on the brain and cognition. In normal aging, structural changes in the brain include atrophy and volume reduction in the prefrontal and temporal cortices. Functional changes are exhibited in the form of overactivation of the brain. Moreover, age-related cognitive decline is particularly observed in inhibition and memory, which are also associated with the age-related structural changes in the brain. For the second half of the paper, I introduced physical exercise studies showing that exercise played a protective role in the age-related neurocognitive decline. More specifically, engaging in physical exercise (particularly, aerobic exercise) for a relatively long period of time (e. g., > 6 mon.) protected older adults from volume loss in the prefrontal cortex and the hippocampus, and induced better inhibition and memory. These exercise-induced benefits appear to be associated with changes in neuronal levels, indicating that the aging brain is still plastic and this plasticity can be enhanced by physical exercise.

• The Journal of the Korea Contents Association
• /
• v.19 no.12
• /
• pp.425-439
• /
• 2019

This study looks at the social implications of gaming disorder by considering the situation in Korea. Focusing on specificity of game genres, this study analyzed two aspects of the game playing effect-positive(cognitive needs) and negative(game addiction)-and suggested directions for game regulation policies and game addiction studies, since game playing effects are closely related to game regulatory policy. To analyze game effects and attitudes to regulations, this study performed regression analysis based on the online survey. Results show that game playing effects and attitudes toward game regulation differ based on the nature of game genres. While longer gaming increased the effect of addiction, it also increased cognitive needs. Playing roleplaying, Aeon of Strife, and strategy game genres(RAS), which are subject to game regulation, increased game addiction levels but simultaneously contributed to increased cognitive needs. While playing augmented reality genres positively affected cognitive needs, it also showed favorable attitudes to general game regulation.

• Human Ecology Research
• /
• v.56 no.5
• /
• pp.447-460
• /
• 2018

This study determines whether certain cognitive biases (i.e., time preference, goal attainment expectation, unrealistic optimism, and overconfidence) and a specific negative mood-state (i.e., anxiety) influence credit misuse among college students. Data were collected from fourth-year college students (N=1,146), all of whom attended the same university in the southwest United States. Hierarchical multiple regression analyses and moderator analyses were employed to test the research hypotheses. Results showed that specific cognitive biases and anxiety were directly associated with credit misuse. We found that the longer goal attainment was delayed, the greater the students' unrealistic optimism concerning future income; in addition, the more overconfident they became with respect to financial knowledge, the more frequently they engaged in credit misuse. The study also showed that the higher a student's level of anxiety, the more often that students engaged in credit misuse. We also found that cognitive bias factors and anxiety interact to influence credit misuse. Anxiety interacted with time preference and unrealistic optimism such that present-oriented time preference was negatively related to credit misuse while optimism toward future income was positively related to credit misuse, but only for students with high anxiety levels. The findings of this study are discussed in the context of understanding and preventing irresponsible financial behavior among young adults.