• Journal of Environmental Science International
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• v.13 no.4
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• pp.327-337
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• 2004

The education effect of environmental impact cognitive instruction on high school students was investigated. Environmental values of students could be classified into egocentric, social-altruistic and biospheric values like those of Schultz’s three kinds of categories. The value distribution of students consists 44.7% of egocentric and biospheric value groups and 12.5% of social-altruistic value group, respectively. The environmental function such as knowledge and skill did not show remarkable differences between value groups. The environmental value only affected the attitude function. The biospheric value group had the higher attitude function than other value groups. The environmental impact cognitive instruction enhanced the environmental functions irrespective of the value group or instruction type. However, significant variables were different according to environmental functions. Environmental functions such as knowledge and skill were influenced by the instruction itself. The attitude function was dependent on instruction itself, value type and instruction type. The optimum application of the environmental impact cognitive instruction can be efficiently achieved through class division into egocentric value group and biospheric value group. Alternatively, the proper combination of instruction methods focused biospheric and egocentric impacts in a class can be recommended.

• Journal of the Korean Data Analysis Society
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• v.20 no.6
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• pp.3069-3085
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• 2018

In this study, we examined the effect of non-cognitive factors on job tenure and tenure using KLIPS. We examine the internal consistency of the big5 personality trait and of the locus of control, and use the parameterized proportional hazards model. As a result, we confirmed that non-cognitive skill such as personality traits and locus of control affect individual labor market performance. Conscientiousness has shown that the job seeking period of adult job seekers is lengthened, thereby lowering the unemployment rate. It can be understood that high attentiveness under uncertainty can misinterpret information, and that lack of decision restricts escape from unemployment. In the tenure analysis, people with internal locus of control tendency were less likely to leave the job due to longer tenure. Those who have internal control can not only be preferred by the organization but also the internal control tendency seems to be the factor that maintains the long-term job because of the motivation and self-control of their actions.

• The Journal of Korean Physical Therapy
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• v.1 no.1
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• pp.47-61
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• 1989

This paper presents the event approach to motor skill acquisition as a theoretical treatment of the learning and relearning of motor skill. 1) The use of norm-referenced developmental assesment tools and standardized qualitative assessment tool is an important component of infant movement evaluation. 2) The kinesthetic modality relaying movement and position imformation to the central nervous system is important for the detection and corretion of movement error. 3) The event approach treats the actor and the environment as inseparable in the acquisition of skills. 4) Motoy learning focuses almost entirely on how the skill is learned, contRolled and reTained. 5) Developmental assessment have needed an assessment of motor development. 6) A significant difference was found between articulation disorders children and motor coordination problem. 7) verbal ability is not essential for the learning of motor skills. 8) The Control of motor skills is a cognitive ability.

• International conference on construction engineering and project management
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• 2009.05a
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• pp.230-236
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• 2009

Double-front construction machinery, which was designed for complicated tasks, requires intelligent systems that can provide the quantitative work analysis needed to determine effective work procedures and that can provide operational and cognitive support for operators. Construction work environments are extremely complicated, however, and this makes state identification difficult. We therefore defined primitive static states (PSS) that are determined using on-off data for the lever inputs and manipulator loads for each part of the grapple and front and that are completely independent of the various environmental conditions and operator skill levels. To confirm the usefulness of PSS, we performed experiments with a demolition task by using our virtual reality simulator. We confirmed that PSS could robustly and accurately identify the work states and that untrained skills could be easily inferred from the PSS-based work analysis. We also confirmed in skill-training experiments that advice information using PSS-based skill analysis greatly improved work performance. We thus confirmed that PSS can adequately identify work states and are useful for work analysis and skill improvement.

• 대한공업교육학회지
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• v.30 no.1
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• pp.1-18
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• 2005

The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.12-23
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• 1994

This study was conducted to investigate the status and the problem of environmental education in schools. For this investigation, sub-goals to the general goal for environmental education such as knowledge, awareness, attitude, skill, participation, and evaluation were classified. The contents and objects of the environment-related chapters in elementary and secondary school science texts and of the materials for environmental education were analyzed. Resultingly, the content and objects focused on the cognitive domain such as knowledge and skill category in science texts($85{\sim}92\;%$) and in the materials for environmental education($70{\sim}84\;%$). The result indicated that the objects of the cognitive domain were heavily emphasized in the present environmental education.

• Journal of muscle and joint health
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• v.18 no.1
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• pp.83-92
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• 2011

Purpose: The purpose of this study was to identify the changes of physical function, perceptual and cognitive function, emotional function, and functional independence in the institutionalized aged according to functional group activity program (self help Tai Chi exercise plus functional task). Methods: Study subjects were 20 institutionalized aged from June to October in 2010. The subjects received functional group activity program two times a week for 15 weeks. Physical function (grip strength, coordination, lower extremity strength, balance, gait, trunk flexibility), perceptual and cognitive function, emotional function(depression, social skill), and functional independence were measured before and after the program. Results: The subjects showed significantly increased physical function (coordination, lower extremity strength, gait, trunk flexibility), perceptual and cognitive function, emotional function (depression, social skill), and functional independence. The functional group activity program may be an effective strategy for institutionalized elders to enhance their functions. Conclusion: The functional group activity program may be effective on elderly institutions which have limitation in human, material, environmental resources.

• Journal of Korean Academy of Nursing
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• v.42 no.5
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• pp.644-658
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• 2012

Purpose: The purpose of this study was to evaluate the cognitive effects of chemotherapy in patients with breast cancer. Methods: Using several databases, prospective studies were collected up to August 2011. Of 2,106 publications identified, 12 met the inclusion criteria, and 8 studies were used to estimate the effect size of chemotherapy on cognitive impairment. Results: Twelve studies were done since 2005 and most of the research was performed in Europe or North America. Eight studies were used to generate effect size across the cognitive domains of attention/concentration, verbal and visual memory, executive function, visuospatial skill, language, and subjective cognitive function. Each of the cognitive domains showed small effect sizes (-0.02 ~ -0.26), indicating diminished cognitive function for the chemotherapy group compared with non-chemotherapy groups. Conclusion: Finding suggests that breast cancer patients who undergo chemotherapy may experience mild cognitive decline. Further study is needed to generate knowledge and guideline for interventions to address chemotherapy related cognitive impairment in these patients.

• Korean Journal of Adult Nursing
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• v.26 no.1
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• pp.34-45
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• 2014

Purpose: The purpose of this study was to investigate the effect of laughter therapy and cognitive reinforcement program on self-efficacy, depression and cognitive functions of the elderly with mild cognitive impairments (MCI). Methods: The study design was a non-equivalent control group pre and posttest design. Thirty-six subjects over the age of 65 with a diagnosis of mild cognitive impairment were assigned either to a treatment or a comparison group. Data were collected from February 7 to March 27, 2012 in the dementia supporting center. An eight week treatment program that included laughter therapy coupled with a cognitive reinforcing program including hand exercise, laughter dance routine, laughter technic and cognitive training for attention, memory, orientation and execution skill. Results: MoCA-K (t=-6.86, p<.001) and Stroop test CW correct (t=-2.54, p=.008), self-efficacy (t=-3.62, p=.001) in the treatment group were significantly higher than those of the comparison group. Reported depression (t=2.29, p=.014), Stroop test CW error (U=53.50, p<.001) in the treatment group was significantly less than the comparison group. Conclusion: In this study, the treatment was effective in improving self-efficacy, cognitive function and reducing depression in the elderly with MCI.

• Science of Emotion and Sensibility
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• v.6 no.3
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• pp.63-72
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• 2003

This study investigated how cognitive style and training context influenced visual discrimination skill acquisition and transfer under time pressure. This experiment consisted of a screening session, a training session, and a transfer session using random polygon comparison tasks. Screening session was designed to separate participants according to their cognitive style (analytic or holistic). Training session was divided into difficult and easy conditions. In transfer session, participants compared polygon pairs in a novel task. The stimuli were presented for 1.5 seconds to examine the influence of time pressure. Through the all sessions, this experiment measured accuracy and response time. According to the results of this study, analytic group responded as quickly as holistic group in the beginning of training session because time pressure induced them to the holistic strategy. However, as training session progressed, their slopes of reaction time increased, suggesting that their own analytic style emerged. Holistic group showed flatter slopes than did analytic group for training session. Of interest is the slopes increased at the beginning of transfer session, suggesting that they developed analytic strategies in difficult training context. It is suggested individuals differently develop strategic processing skills depending on cognitive styles even under time pressure.