• 한국산학기술학회논문지
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• 제19권12호
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• pp.584-591
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• 2018

본 연구는 우리나라 100세 이상 고령자의 인지기능장애 수준을 알아보고 그의 관련요인을 규명해 보고자 시도하였다. 연구대상은 2016년부터 2017년까지의 기간 동안에 국민건강보험공단에서 시행하는 건강검진 및 장기요양 인정조사를 받은 주민등록상의 100세 이상 고령자 268명(남성 132명, 여성 136명)으로 하였다. 연구결과, 조사대상 100세 이상 고령자의 인지기능장애수준은 남성보다 여성에서(p=0.000), 혼자 산다는 군보다 배우자나 자녀와 함께 산다는 군에서(p=0.019), 가정의 경제 상태가 낮을수록(p=0.001), 비만도가 낮을수록(p=0.000), 비흡연군보다 흡연군에서(p=0.000), 비음주군보다 음주군에서(p=0.013), 규칙적인 운동을 한다는 군보다 하지 않는다는 군에서(p=0.020)에서 유의하게 낮았다. 조사대상 100세 이상 고령자의 확정적 인지기능장애가 나타날 위험비는 남성보다 여성(ORs=9.85, 95% CI=2.88~33.59)에서 유의하게 증가하였고, 저체중군보다 비만군(ORs=0.25, 95% CI=0.07~0.86)에서, 흡연군보다 비흡연군(ORs=0.30, 95% CI=0.10~0.83)에서 유의하게 감소하였다. 조사대상 100세 이상 고령자의 인지기능장애에 영향을 미치는 요인으로는 성, 거주상태, 경제상태, BMI, 흡연상태가 유의한 변수로 선정되었다. 이상과 같은 연구결과를 보면, 조사대상 100세 이상 고령자의 인지기능장애 수준은 여러 인구사회학적 및 건강관련행위특성 변수에 따라 유의한 차이를 보이고 있었다. 특히 흡연, 음주 및 규칙적인 운동 등과 같은 건강관련행위특성이 좋지 않은 군에서 인지기능 수준이 저하됨을 시사하고 있다.

• 한국과학교육학회지
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• 제27권4호
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• pp.354-365
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• 2007

이 연구는 작용 반작용 과제와 전기회로 과제에서 인지갈등 정도와 실험결과 예측에 따른 대학생의 인지갈등 특성을 알아보는 데 목적이 있다. 연구대상은 일반물리실험을 수강중인 공과 대학 학생 147명이었다. 인지갈등 정도와, 예측이 실험결과와 일치하는가를 기준으로 학생들을 네 집단으로 나누어 학생들의 응답을 분석하였다. 첫째, 작용 반작용 과제에서는 실험결과를 의심하고 오류를 찾아내려고 하는 경향을 나타내었으나, 전기회로 과제에서는 현상을 그대로 인정하는 경향이 나타났다. 둘째, 인지갈등 정도에 따라 인지갈등 요인별 응답 원인이 다르다. 학생의 인지갈등은 학생의 과거 지식, 경험, 학습습관, 학습동기, 인식론적 신념 등의 영향을 받는다. 인지갈등 점수가 높은 학생은 불일치 상황을 잘 인식하고 자신이 모르는 것을 지각하고 있었고, 재평가의 의지가 높았다. 반면에 인지갈등 점수가 낮은 학생들은 상황을 의심 없이 받아들이는 경향이 있었고 물리에 대한 관심이 적었다. 결론적으로, 이 연구는 이러한 응답특성을 근거로 학생과 과제의 특성을 파악하고 그에 따른 적절한 인지갈등 전략이 마련될 필요가 있음을 제안하였다.

• 한국과학교육학회지
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• 제24권1호
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• pp.1-16
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• 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.

• 컴퓨터교육학회논문지
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• 제8권6호
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• pp.33-44
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• 2005

본 연구에서는 인지수준과 동기적 측면을 동시에 고려한 마인드 툴인 의미망 프로그램이 인지수준에 따른 학업 성취도와 동기에 미치는 효과를 알아보고, 교육현장에 보다 효과적으로 활용되도록 하는데 목적을 두고 수행되었다. 연구 결과 인지수준별 동기 전략을 적용한 마인드 툴을 활용한 수업은 과도기 학생들의 생물 학업성취도를 향상시켰고, 학습 내용에 시각적인 효과를 보여줌으로써 학생들의 인지구조에 새로운 지식을 효과적으로 연결시켜 주의집중과 자신감을 높일 수 있었다. 또한 형식적 조작기 학생들 보다 과도기 학생들의 의미망 형성에 더 효과적인 것으로 나타났고, 학습내용이 구조지식으로 조직화되어 학습내용의 파지에 효과적이었다.

• 한국과학교육학회지
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• 제21권5호
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• pp.841-854
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• 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.

• 대한의용생체공학회:의공학회지
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• 제43권1호
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• pp.52-60
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• 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.

• 아동학회지
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• 제23권1호
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• pp.71-85
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• 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
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• 제15권2호
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• pp.143-170
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• 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
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• 제11권4호
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• pp.571-578
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• 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.

• 한국학교수학회논문집
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• 제22권2호
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• pp.95-113
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• 2019

본 연구에서는 2015 개정 수학과 교육과정에 따른 고등학교 1학년 <수학>교과서에 제시된 교과 역량을 함양하기 위한 과제의 인지적 요구 수준을 분석하였다. 9종의 <수학>교과서는 4999개의 수학 과제를 포함하였고 그 중 수학 교과 역량을 함양하기 위한 과제는 703개였다. Stein, Smith, Henningsen, & Silver(2000)의 분석틀을 바탕으로 703개의 교과 역량 함양 과제를 분석한 결과, 학생들의 높은 인지적 수준을 요구하는 과제 비율은 61.5%, 학생들의 낮은 인지적 수준을 요구하는 과제 비율은 38.5%였고 그에 따른 과제유형의 비율은 Low-M 1.0%, Low-P 37.5%, High-P 57.8%, High-D 3.7%로 나타나 수학 교과 역량을 함양하기 위한 과제의 대부분이 절차적 과정을 따라 수학적 개념, 원리, 과정 등을 이해하도록 유도하는 과제임을 알 수 있었다.