• Title/Summary/Keyword: Cognitive Levels

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The Effect of Emotional and Cognitive Empathy on Happiness: The Mediating Role of Cognitive Reappraisal (정서적 인지적 공감이 행복감에 미치는 영향: 인지적 재평가의 매개효과)

  • Cho, Myung Hyun
    • Science of Emotion and Sensibility
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    • v.25 no.3
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    • pp.33-46
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    • 2022
  • This study seeks to verify how empathic concern and perspective-taking predict happiness by investigating the mediating effects of cognitive reappraisal. Online surveys about empathic concern, perspective-taking, cognitive reappraisal, and happiness were conducted by 336 adult subjects. First, the correlation analysis indicated that empathic concern and perspective-taking significantly predicted cognitive reappraisal and happiness, respectively. Second, cognitive reappraisal also significantly predicted happiness. Third, the cognitive reappraisal mediated the association between empathic concern and happiness and between perspective-taking and happiness. Specifically, people who emotionally and cognitively empathize with others reported higher levels of cognitive reappraisal, which allowed them to experience higher levels of happiness. These findings have confirmed that people can increase their happiness by enhancing cognitive reappraisal through emotional and cognitive empathy. Finally, the implications and limitations of the present research are discussed.

The Understanding of Scientific Concept based on the 6th Graders' levels of Logical Thinking in Elementary School (논리적 사고력 수준에 따른 초등학교 6학년 학생의 과학적 개념의 이해 분석)

  • Kang, Cheol-Ung;Kim, Hyoung-Bum;Jeong, Jin-Woo
    • Journal of the Korean Society of Earth Science Education
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    • v.6 no.3
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    • pp.165-173
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    • 2013
  • This study was to analyse the understanding of the concepts of science based on the 6th graders' levels of logical thinking in elementary schools. To achieve the goal of this study, logical thinking test was given to 108 6th graders of elementary school and 32 students were interviewed. The result of this study was as follows. First, 61.1% of students were in concrete operational period in their logical thinking, 27.8% were in their transitional period, and 11.1% were in their formal operational period. By using Flow-Map, 32 students were analyzed and their levels of logical thinking was significantly associated with their understanding of concept. Students' flexibility of cognitive structure was significantly associated with logical thinking and the levels of understanding concepts as well. However, misconception didn't show significant association with levels of logical thinking. Second, the characters of understanding of scientific concept by their levels of logical thinking was that as you get higher levels of logical thinking, their cognitive structure to understand concept was more systemized, in order and more logical. The result of this study suggested the followings in science experiment class. First, 6th graders of elementary schools had various levels of logical thinking and that affected to their understanding of scientific concepts. Therefore, lesson planning and class should be done by reflecting their different levels of logical thinking. Second, since they had different levels of logical thinking, various teaching methods should be utilized to make students understand scientific concepts more systematically.

Relationships between Children's Friendship Quality, Self-Perception and School Adjustment (아동의 친한 친구와의 관계와 자아지각 및 학교적응과의 관계)

  • Moon, Eun Jung;Sim, Hee Og
    • Korean Journal of Child Studies
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    • v.22 no.4
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    • pp.99-113
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    • 2001
  • In this study of the relationships between quality of children's friendships, their self-perception and school adjustment, 434 4th, 5th, and 6th graders replied to a series of questionnaires. Girls reported higher levels of quality of friendship in the areas of emotional security, help, intimacy, and acknowledgement than boys. Boys showed higher levels of self-perception in cognitive competence, athletic ability and social acceptance than girls. Positive friendship quality and friendship satisfaction were related to self-perception and school adjustment. Variables that influenced school adjustment were social behavior, cognitive competence, global self-worth, pleasure in companionship, and athletic ability. For boys, variables which influenced school adjustment were social behavior, cognitive competence, pleasure in companionship, and global self-worth. For girls, the variables were global self-worth, cognitive competence, trust, social behavior, and athletic ability.

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Effect of group integrated intervention program combined animal-assisted therapy and integrated elderly play therapy on live alone elderly

  • Kil, Taeyoung;Yoon, Kyeong-A;Ryu, Hansu;Kim, Minkyu
    • Journal of Animal Science and Technology
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    • v.61 no.6
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    • pp.379-387
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    • 2019
  • The purpose of this study is to identify the effects of a group integrated intervention program that simultaneously conducts cognitive activities, physical activities, emotional activities and social interactions by integrating animal-assisted therapy (AAT) and integrated elderly play therapy based on the cognitive functions and depression of the elderly who live alone. This study follows a pre-test post-test design with a nonequivalent control group, to verify the effectiveness of a group integrated intervention. It applies a group integrated intervention program to 20 elderly people who live alone, aged 65 and above (10 in the experimental group, 10 in the control group), once a week for 90 minutes across eight weeks. The study went through MMSE-K, TMT-A and GDSSF-A to assess cognitive functions and the level of depression. The group integrated intervention increased the cognitive functions of the experimental group and decreased levels of depression. Therefore, this study verified that a group integrated intervention program of AAT and integrated play therapy of the elderly, is an effective for increasing cognitive functions and decreasing depression levels of the elderly who live alone. Based on these findings, the study suggests that there is a need to continuously expand group integrated intervention programs and provide relevant political support.

Relationships between Piagetian Congnitive Modes and Integrated Science Process Skills for High School Students (고교생의 논리적사고력과 과학탐구 기능 사이의 상관관계에 관한 연구)

  • Lim, Cheong-Hwan;Jeong, Jin-Woo
    • Journal of The Korean Association For Science Education
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    • v.11 no.2
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    • pp.23-30
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    • 1991
  • The purpose of this study is to investigate the interrelationships on integrated science process skills and Piagetian cognitive modes for high school students according to the different cognitive reasoning levels. About 509 high school students were randomly selected for the samples of this study. They were identified as concrete, transitional and formal operational stage with the scores of GALT(Group Assessment of Logical Thinking) developed by Roadrangka, Yeaney and Padilla(1982), and TIPS II(Test of Integrated Process Skills) developed by Burns, Wise and Okey(1983). The result of this study were showed that about 11.8% of the samples were in the concrete operational stage and about 24.4% of the samples were in the transitional stage, while about 63.8% of them were in the formal operational stage. It was also found that the achivement scores of the science process skills increase in accordance with the cognitive reasoning levels. The value of the correlation coefficient between science process skills and cognitive reasoning abilities was 0.49, which was significant at the 0.05 level. This finding seems to support previous research that the student's cognitive reasoning abilities appeared to have influenced student's scores of the science process skills No differences to the logical reasoning ability between male and female students according to each cognitive level were found except formal operational stage.

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The Effects of Science Learning with the Levels of Inquiry Requirement in Elementary School Science Experiment Instruction: on Cognitive Domain (초등과학실험수업에서 탐구요구수준에 따른 학습의 효과: 인지적 영역을 중심으로)

  • Lim Chae-Seong;Kim Boon-Sook;Kim Eun-Jin
    • Journal of Korean Elementary Science Education
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    • v.24 no.4
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    • pp.321-328
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    • 2005
  • In this study the effects of science teaming with the level of inquiry requirement in elementary school science experiment instruction were investigated on cognitive domain. We assigned seventy-three students of the fifth grade into two groups according to the levels of inquiry requirement. After each instruction was implemented, the characteristics of the students' tearning science on cognitive domain were compared and analyzed with the levels of them. The higher level (HL) inquiry-required instruction was more effective in increasing and maintaining the memory on the science teaming than the lower level (LL). Especially, in the aspects of the experimental methods and taking cares which the students engage and perform actively rather than do passively, the memory scores of HL group were higher than those of LL. In addition, the memory scores and the degree of maintenance were higher among students who perceived the instruction as easy and interesting. In conclusion, the HL of instruction could stimulate the students to challenge the problems, thereby make them construct meaning actively and improve the amount and degree of maintenance of memory on science teaming.

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The Effect of a Forest Healing Program on Cognitive Function, Depression, Anxiety, and Cortisol Levels in Elderly People

  • Soyeon, Kim;Jungkee, Choi
    • Journal of Forest and Environmental Science
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    • v.38 no.4
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    • pp.290-301
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    • 2022
  • Increasing life expectancy leads to a rise in the prevalence of aging-related mental diseases and a concomitant increase in the financial and societal pressures related to their prevention and management. This issue is attracting increasing attention from researchers. Therefore, this study aimed to determine whether a healing program in a forest environment is effective for improving cognitive function, depression, anxiety, and stress in elderly people. A nonequivalent control group pretest-posttest design was used. The experimental group consisted of 18 males and females aged 60 to 80 years who participated in a forest healing program for seven days, while the comparison group comprised 10 people with similar demographics. For the process of data analysis, this study performed a cross-analysis to determine the homogeneity of the data and carried out the Wilcoxon signed-rank test, a nonparametric statistical test, to verify the significance of each group. Participation in the forest healing program led to a significant improve-ment in cognitive function (p=0.030). The levels of depression decreased, but this result was not statistically significant. The levels of anxiety decreased significantly (p=0.004). The mean cortisol score, a measurement of stress, decreased, but it was not statistically significant. These findings confirmed the effectiveness of this program for improving certain mental conditions of elderly people, and affirmed that the use of long-term forest healing programs can be expected to alleviate national pressures created by aging societies.

An Analysis of Structural Features, Contents, and Cognitive Levels of Questions of Korea and Secondary Textbooks in the Evolution Unit

  • Park, Sung-Il;Kang, Nam-Ha
    • Journal of The Korean Association For Science Education
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    • v.28 no.7
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    • pp.697-712
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    • 2008
  • The purpose of this study was to seek strengths and weaknesses from analyzing Korea and U.S. science textbooks in terms of general structural features, contents, cognitive levels of questions and the purpose of questions used in science textbooks. This provided insight into improvement of textbooks that can effectively assist teaching and learning. To investigate organization of unit in textbooks in-depth, the evolution unit was selected and scrutinized as one example. The results showed that the number of pages, activities, vocabulary words, and vocabulary lists are considerably different between Korean and the U.S. Commonly, U.S. textbooks were more laden with information and lacking in coherence than those of the Korean textbooks. The findings on the cognitive levels of questions showed that the majority of questions in both nations are concerned with knowledge. However, the difference between the two nations is great in the ratios of analysis, synthesis, and evaluation questions. Questions are concentrated in review section (45% of Korean and 60.6% of U.S.) in textbooks. It suggested that well-planned questions in a review section can provide the basic guidance for strength in a science classroom.

Association between nutritional status and cognitive functions of the Korean elderly

  • Chung, Hae Kyung;Shin, Dayeon;Kim, Mi-Hye
    • CELLMED
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    • v.7 no.3
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    • pp.13.1-13.10
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    • 2017
  • Nutrition is one of the factors influencing cognitive functions. But, the role of nutrition on cognitive functions within the elderly is recognized to a lesser degree. The aim of this academic endeavor was to analyze the affiliation between nutritional status and cognitive functions of the elderly in Korea. 316 subjects, of 114 male and 201 female aged above 65 years, were gathered from university hospital clinics, Elderly Welfare Centers, and Health Welfare Centers located in the district of Seoul, Gyeonggi province, and Incheon in Korea. The cognitive function was tested by the Korean-Mini Mental State Examination (K-MMSE) questionnaire. Nutrition intake was assessed by a 24-hour recall, a food frequency questionnaire (FFQ). Nutrition adequacy and quality were assessed by the Nutrition Screening Initiative (NSI) checklist, the nutritional adequacy ratio (NAR), and the mean adequacy ratio (MAR). The elderly with normal cognitive function status displayed significantly higher levels of calcium, riboflavin, thiamin, folate, vitamin C, vitamin E, vitamin B6, phosphorous, potassium, iron, niacin, zinc, animal fat, animal protein, polyunsaturated fatty acids, total protein, vegetable oil, vegetable protein, fiber than levels of the elderly with moderate cognitive impairment. The K-MMSE score positively correlated with of high consumption of pork, white radish, sea mustard, tomato, tangerine, grape, apple, and ice cream, and K-MMSE was negatively associated with high intake of potato, anchovy, fish cake, and mushroom. The findings suggest that nutritional status is affiliated with cognitive function within the elderly of Korea. The consumption of variety of foods and nutrients ensures adequate cognitive function in the Korean elderly.

Teaching Strategy Development of Secondary School Chemistry Based on the Cognitive Levels of Students and the Cognitive Demands of Learning Contents (학습자의 인지수준과 학습내용의 인지요구도를 고려한 중등화학 학습전략 개발에 대한 연구)

  • Kang, Soon Hee;Park, Jong Yoon;Jeong, Jee Young
    • Journal of the Korean Chemical Society
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    • v.43 no.5
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    • pp.578-588
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    • 1999
  • The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

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