• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.12
• /
• pp.584-591
• /
• 2018

This study was conducted to determine the levels of cognitive impairment (MMSE-K) among centenarians, and to reveal their association with related variables. The study subjects were 268 centenarians who received medical check-ups from the National Health Insurance Corporation during the period of 2016-2017. The levels of cognitive impairment were significantly reduced among females as well as those living with spouses and children, lower monthly income, lower BMI and individuals who engaged in smoking and alcohol consumption without regular exercise relative to their respective counterparts. The risk of definitive cognitive impairment in study subjects was significantly higher among women (ORs=9.85, 95% CI=2.88-33.59) than men and was lower in obese group (ORs=0.25, 95% CI=0.07-0.86) than in low weight groups, as well as in non-smoking (ORs=0.30, 95% CI=0.10-0.83) than smoking groups. The factors influencing the cognitive impairment of study subjects were sex, living status, monthly income, BMI and smoking status. Taken together, these results suggest that the levels of cognitive impairments among centenarians differed significantly in response to socio-demographic characteristics and health related variables. Especially, the levels of cognitive impairments decreased among those with poor health related variables such as smoking, alcohol consumption and regular exercise.

• Journal of The Korean Association For Science Education
• /
• v.27 no.4
• /
• pp.354-365
• /
• 2007

The purpose of this study was to understand the undergraduate students' response characteristics by their cognitive conflict levels and result predictions when they were confronted with the learning tasks of action & reaction and electric circuits. The 147 engineering college students who were enrolled at the introductory physics classes were selected as the subjects for this study. The students were grouped by cognitive levels and result predictions. First, in action and reaction task, the trend of suspecting experimental results and finding the reasons was dominant; however, in electric circuits, the trend of accepting the results was dominant. Second, the reasons for the responses on the subcategories of cognitive conflict were different by the level of cognitive conflict. The responses were influenced by students' preexisting knowledge, former experiences, learning habits, learning motivation, and epistemological beliefs, etc. The high conflict group recognized what they do not consider and was positive to reappraise their preconceptions, while the low conflict group showed the tendency of accepting the situation without doubt and low interest on learning physics. In conclusion, students responses showed differences in cognitive conflict levels, result predictions and presented conflict tasks. The research results, especially the response characteristics, suggest that more research on effective cognitive conflict strategies appropriate for different tasks and students' conflicts are necessary for effective physics teaching.

• Journal of The Korean Association For Science Education
• /
• v.24 no.1
• /
• pp.1-16
• /
• 2004

The purpose of this study was to examine the role of cognitive conflict in the conceptual change process. Ninety-seven high school students in Korea participated in this study. Before instruction, we conducted pretests to measure learning motivation and learning strategies. During instruction, we tested the students' preconceptions about Newton's 3rd Law and presented demonstrations. After this, we tested the students' cognitive conflict levels and provided students learning sessions in which we explained the results of the demonstrations. After these learning sessions, we tested the students' state learning motivation and state learning strategy. Posttests and delayed posttests were conducted with individual interviews. The result shows that cognitive conflict has direct/indirect effects on the conceptual change process. However, the effects of cognitive conflict are mediated by other variables in class, such as state learning motivation and state learning strategy. In addition, we found that there was an optimal level of cognitive conflict in the conceptual change process. We discuss the complex role of cognitive conflict in conceptual change, and the educational implications of these findings.

• The Journal of Korean Association of Computer Education
• /
• v.8 no.6
• /
• pp.33-44
• /
• 2005

This study lets you know how semantic network programs called mind tools have an effect on students' learning achievements and learning motives regarded students' cognitive levels. It helps improve the education in the real situation of the classroom. It shows that the class applied by mind tools regarded transitional students' cognitive levels and motive strategies increases students' biologies-learning achievements because it improves students' concentration and confidence efficiently connected with new knowledge by using visual effects. Also, it shows that transitional students' semantic network learning is superior to students' in formal operation stage and it is effective in forming learning contents in the structural organization with students' knowledge.

• Journal of The Korean Association For Science Education
• /
• v.21 no.5
• /
• pp.841-854
• /
• 2001

The purpose of this study was to find the effect of these variables on the duration of the momentum effect. To examine the momentum effect for gravitational field concepts, an intensive time series design was used. We collected data every day except Sundays and holidays for 50 days; 5 days for baseline, 30 days for intervention, and 15 days for the follow up We adopted cognitive levels and styles as students characteristics and two item characteristics(quantity versus quality, and word versus picture) as the item representation patterns. In this study, the momentum effect was influenced by students characteristics and item representation patterns. The results showed that two variables, cognitive style and quantity/quality, were the most influential factors for the duration of momentum effect. Field independent students showed a longer duration than field dependent students did. In addition, students showed a longer duration in quality items than in quantity items. However, students cognitive levels(formal or preformal) and word/picture presentations seemed to have relatively weak effect on the duration of the momentum effect.

• Journal of Biomedical Engineering Research
• /
• v.43 no.1
• /
• pp.52-60
• /
• 2022

Purpose: For now, cognitive load is assessed based on survey-based methods, which can be difficult to track the amount of cognitive load in real-time. In this study, we investigated the difference in electrophysiological activation due to different levels of cognitive load not only at sensor-level but also at source-level using electroencephalogram that might be potentially used for quantitative cognitive load evaluation. Materials and Methods: In this study, ten healthy subjects (mean age 24.3 ± 2.1, three female) participated the experiment. All participants performed 4 sessions of n-back task in different difficulties: 0-, 1-, 2-, and 3-back during electroencephalogram recording. For sensor-level analysis, we calculated the event-related potential and event-related spectral perturbation while low resolution brain electromagnetic tomography (LORETA) to estimate the source activation. Each result was compared between different workload conditions using statistical analysis. Results: Statistical results revealed that the accuracy of the task performance was significantly different between different cognitive loads (p = 0.018). The post-hoc analysis confirmed that the accuracy of the 3-back task was significantly decreased compared to 1-back condition (p = 0.018), but not with 2-back condition (p = 0.180). ERP results showed that P300 target amplitude between 1-back and 3-back had a marginal difference in Cz (p = 0.059) and Pz(p = 0.093). A significant inhibition in Cz high-beta activation (p = 0.017) and decrease in source activation of right parahippocampal gyrus was found in 3-back condition compared to 1-back condition (p < 0.05). Conclusion: In this study, we compared the sensor- and source-level differences in electroencephalogram between different levels of cognitive load, that were found to be in line with the previous reports related to cognitive load evaluation. We expect that the outcome of the current study can be used as a feature to establish a quantitative cognitive load assessment system.

• Korean Journal of Child Studies
• /
• v.23 no.1
• /
• pp.71-85
• /
• 2002

This study examined the effects of different interaction styles, that is, interaction with an object and interaction with an adult, on young children's cognitive level. Subjects were 150 5-year-old children. The task required children to predict the working of a mathematical balance beam. Seven cognitive levels were identified based on the logic of prediction. Data were analyzed by t-test, F-test, Duncan Test and Wilcoxon Matched-Pairs Test. Results showed that both interaction styles caused improvement in children's cognitive level, but when interaction with an adult was divided into two categories, i.e., interaction with the higher group and interaction with the lower group, the latter experienced decline in cognitive level. Regardless of sex, interactions within the Zone of Proximal Development and with the object were found to be effective methods for children's cognitive improvement.

• Educational Technology International
• /
• v.15 no.2
• /
• pp.143-170
• /
• 2014

As it was argued that students' cognitive engagement can be, at least in part, modified by individual or learning environmental factors, prior studies have attempted to identify the factors explaining the variability of students' cognitive engagement. This literature review has shown that students' cognitive engagement can be altered by various elements in the learning environment design such as factors related students' perceptions of teaching quality, characteristics of tasks and learning activities, teachers' behaviors during instruction, classroom goal structures, the integration of student oriented learning, action learning, problem-based learning, and constructivist learning, and academic disciplines. Based on the review, this study suggests that more studies are required to focus on understandings how the integration of instructional design principles into courses and the levels of student cognitive engagement in these courses are related. Also, an investigation of direct and indirect effect of learning environments taking into account students' personal factors would provide a more accurate picture of the relationship between learning environmental factors and students' cognitive engagement.

• Physical Therapy Rehabilitation Science
• /
• v.11 no.4
• /
• pp.571-578
• /
• 2022

Objective: Cognitive-motor trainings had a positive impact on cognitive function and dual-task trainings led to improvements of global cognitive function. The brain activity of the prefrontal cortex (PFC) is another indicator that can infer cognitive function. This study aims to confirm the usability of the interactive system cognitive-motor training program and the changes in the prefrontal cortex through training. Design: Cross-sectional study Methods: In this study, two cognitive tasks were randomly applied to 20 adults as cognitive-motor training using an interactive system, and the same task was performed using the original method. During all tasks, the brain activity of the prefrontal cortex was measured by the change in oxyhemoglobin (HbO) in real-time using Functional Near-Infrastructure. After performing the tasks, the usability of the developed interactive system was evaluated by a usability questionnaire which consists of five items, and each item consists of a 7-point Likert scale that responds from 1 point to 7 points. Results: The HbO levels were increased during cognitive task performance than at the resting phase. And evaluating the usefulness of the interactive system, a questionnaire result showed that it would be useful for cognitive-motor programs. Conclusions: The cognitive-motor training using the interactive system increased the activity of the prefrontal cortex, and the developed wearable sensor-based interactive system confirmed its usefulness.

• Journal of the Korean School Mathematics Society
• /
• v.22 no.2
• /
• pp.95-113
• /
• 2019

In this paper, we analyzed the levels of cognitive demand of the tasks for developing t he mathematical core competencies presented in the "Mathematics" textbook of the first y ear of high school developed according to the 2015 revised mathematics curriculum. "Mathematics" textbook included 4999 mathematics tasks, of which 703 were tasks for developing the mathematical competency. Analysis of 703 mathematical tasks according to the analysis framework of Stein, Smith, Henningsen, and Silver (2000) showed that 61.5% of students required high cognitive levels, 38.5% required low cognitive levels, and the types of tasks were as follows: Low-M 1.0%, Low-P 37.5%, High-P 57.8%, High-D 3.7%. It w as found that most of the tasks for the purpose were tasks that led to understanding mathematical concepts, principles, and processes along procedural processes.