• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.545-562
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• 2019

The purpose of this study is to develop cognitive scaffolding tools and to explore their effects on integrated science process skills of high school students. For this purpose, we developed cognitive scaffolding tools including one kind of classroom instruction for training integrated process skills and two kinds of individual learning materials that students can selectively study according to their level of inquiry ability. In addition, we developed hypothetico-deductive inquiry tasks as a tool to investigate the level of students on the integrated process skills for pre-test and post-test respectively. In order to verify the effectiveness of the cognitive scaffolding tools, we conducted inferential statistics on the pre-and post-tests of the experimental group and control group to examine statistical significance of students' inquiry level change depending on the usage of the cognitive scaffolding tools. We also produced Wrightmaps based on Rasch model to compare the change of inquiry ability depending on usage of the cognitive scaffolding tools. As a result, the experimental group using the cognitive scaffolding tools showed a significantly higher scores in all the components of integrated process skills namely, designing inquiry, collecting data, analyzing data, and forming conclusion than the control group. In addition, students who used cognitive scaffolding tools improved their inquiry ability and showed a distinct transition to higher level in each component of the integrated process skills. The results of this study suggest that high school students need cognitive scaffolding to alleviate or eliminate the functional barriers they face in conducting scientific inquiries.

• Journal of Korean Clinical Health Science
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• v.8 no.2
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• pp.1426-1435
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• 2020

Objective: This study aims to develop CFT, a screening test for dementia that can be conducted on patients with mild cognitive impairment or early dementia. Methods: This study was conducted on therapists working at occupational therapy hospital in Gyeongsangnam-do. The data collection period is two months from July to September 2020, and the research participants were briefed on the purpose, significance, and anonymity of the research in consideration of ethical issues. A total of 33 copies of the data were finally analyzed, excluding those containing insufficient answers and errors, by distributing 40 copies of the data. SPSS Data Access pack 8.0 was used for data analysis, Cronbach's α value was evaluated for internal consistency reliability of each item, and Pearson Correlation coeffient between the lower scales of the assessment tool was measured. Results: The Cronbach's α value of the CFT was shown as .892 and the reliability of the assessment paper was shown to be quite high. The Cronbach's α value for each item in the cognitive assessment tool was the highest at .899 in the subtraction item, with exercise control (mook Chi Pa) at 888, visual memory, plus .887. The correlation of each item of cognitive assessment tools was found to be most correlated with the number of sustained concentrates and word2 to .934; in the stop word-numeric item and visual memory to be .85; and in the addition to the auditory memory item .739. Conclusion: Therefore, this study developed cognitive evaluation tools that can distinguish the diversity and cognitive level of screening tests and clarify standards, which are different from the existing dementia screening tools in Korea. Furthermore, the cognitive assessment tools of this study can be verified by applying them to patients with mild cognitive impairment and early dementia, and the criteria for generalization can be established.

• Journal of Science Education
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• v.47 no.2
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• pp.154-166
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• 2023

It has been known that the tool characteristics embedded in physical tools and virtual tools act with different underlying mechanisms in a user's knowledge acquisition and conceptual understanding. This overview study examines the learning process through the use of physical and virtual tools from the perspective of conceptual frameworks, affordability that tools present, and the depth of cognitive engagement that occurs in the process of learning concepts through various learning activities. Based on the conceptual frameworks, the results of previous comparative studies were reinterpreted. It was found that what mattered for learning is the amount of new information that a tool provides and the different level of cognitive engagement that students use through various learning activities. Finally, the implications to be considered when teachers use physical and virtual tools to help students better understand various concepts are discussed.

• Journal of Information Management
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• v.30 no.1
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• pp.48-67
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• 1999

In an advanced computer and information network technologies, users are rapidly approaching environment in which information will be created, delivered, managed and stored, using vastly different methods to traditional pap r based systems. Information seeking behavior contains not only physical access, but also cognitive process in which reading, viewing, analyzing, reasoning etc. The most Important factor determining the usability of electronic documents is cognitive process. But, currently Navigation tools for using electronic documents depend on physical searching without considering cognitive process. Therefore, this study examined feasibility of using overal cognitive process in developing navigation tools. Six cognitive process style have been analyzed to find common skill of information seeking process. Also this study suggests skills that needs to introduce to functions of navigation tool, such as searching, filtering, visualization, traversal, content structure.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.33-44
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• 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 Communications and Networks
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• v.18 no.5
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• pp.744-761
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• 2016

For about the past decade and a half research efforts into cognitive radio networks (CRNs) have increased dramatically. This is because CRN is recognized as a technology that has the potential to squeeze the most out of the existing spectrum and hence virtually increase the effective capacity of a wireless communication system. The resulting increased capacity is still a limited resource and its optimal allocation is a critical requirement in order to realize its full benefits. Allocating these additional resources to the secondary users (SUs) in a CRN is an extremely challenging task and integer programming based optimization tools have to be employed to achieve the goals which include, among several aspects, increasing SUs throughput without interfering with the activities of primary users. The theory of the optimization tools that can be used for resource allocations (RA) in CRN have been well established in the literature; convex programming is one of them, in fact the major one. However when it comes to application and implementation, it is noticed that the practical problems do not fit exactly into the format of well established tools and researchers have to apply approximations of different forms to assist in the process. In this survey paper, the optimization tools that have been applied to RA in CRNs are reviewed. In some instances the limitations of techniques used are pointed out and creative tools developed by researchers to solve the problems are identified. Some ideas of tools to be considered by researchers are suggested, and direction for future research in this area in order to improve on the existing tools are presented.

• Clinical and Experimental Pediatrics
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• v.64 no.9
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• pp.436-442
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• 2021

This article aimed to summarize the impact and burden of pediatric postintensive care syndrome (PICS-p) in the physical, mental, cognitive, and social health domains after a review of the current pediatric literature in MEDLINE and PubMed. We also aimed to elucidate the limitations of the current evaluation tools used in limited-resource settings. PICS-p can impact a child's life for decades. Most validated tools are time-consuming, require qualifications, and expertise, are often limited to older children, and can evaluate only one domain. A novel, simple, and comprehensive surveillance tool can aid healthcare providers in the early detection and intervention of PICS-p. Further studies should validate and refine the parameters that will enhance the outcomes of pediatric intensive care unit survivors.

• Educational Technology International
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• v.10 no.1
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• pp.1-23
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• 2009

Learners are often posited in a paradoxical situation where they are not fully involved in decision making processes on how to learn, in designing their tools. Cognitive artifacts in e-learning are supposed to effectively support learner-centered e-learning. The purpose of the study is to analyze cases of cognitive artifacts and to inquire those design principles for facilitating the learner-centered e-learning. Four research questions are suggested: First, it will be analyzed the characteristics of learners with respect to design of cognitive artifacts for supporting the learner-centered e-learning. Second, characteristics of four cases to design cognitive artifacts in learner-centered e-learning environment are analyzed. Third, it will be suggested the appropriate design principles of cognitive artifacts to facilitating learner-centered learning in e-learning environment. Four cases of cognitive artifacts design in learner-centered e-learning was identified as follows: Wiki software as cognitive artifacts in computer-supported collaborative learning; 'Play Around Network (PAN)' as cognitive artifact to monitor learning activities in knowledge community; Knowledge Forum System (KFS) as a cognitive artifact in knowledge building; cognitive artifacts in Courses-as-seeds applied meta-design. Five design principles are concluded as follows: Promoting externalization of cognitive artifacts to private media; Helping learners to initiate their learning processes; Encouraging learners to make connections with other learners' knowledge building and their cognitive artifacts; Promoting monitoring of participants' contributions in collaborative knowledge building; Supporting learners to design their cognitive artifacts.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.298-308
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• 2020

This study was designed to verify reliability and feasibility by analyzing elderly drivers' ability test tools for older drivers aged 65 or older, which were improved in 2018 and are currently being conducted by the Korea Highway Traffic Authority. Only those aged 65 or older who voluntarily applied to the elderly driving ability evaluation system implemented by the Seoul branch of the Korea Highway Traffic Authority. The research was conducted for about 50 days until Aug. 31, 2018, starting with the registration and inspection of the first study subjects. The analysis performed a correlation analysis with existing tools and cognitive testing tools (MMSE_K) to determine their feasibility and reliability as an improved tool in 2018. As a result, the first, the speed distance, time-space memory, and dispersionism of each sub-component of the old version showed statistically significant static correlation with the sub-factor of the current version. Persistence, on the other hand, was not statistically significant to the current version. The limitations of this study were as follows. Most of the people in the study were highly educated and residents in the metropolitan area. Therefore, it is likely that the results of MSE_K, which checks cognitive and judgment skills, have been upgraded. Also, cognitive tools that are measured by computers are likely to have real measurement errors for generations who are not familiar with computers. Therefore, it is expected that improvement and development of tools for improving the limit points at the site and assessing actual operation capability will be required.

• Journal of Korean Clinical Health Science
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• v.5 no.3
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• pp.936-942
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• 2017

Purpose. The purpose of this study was to determine the effect of cognitive based programs on cognitive functions in elderly people. Methods. The participants included a group of 9 elderly people in Changwon, from the period of May 2016 to July 2016. The test tools used were MMES-K. SADL. and GDS. The statistics used was the 20.0 version. Results. According to the results of this study, the MMSE, GDS mean scores improved after implentation of the program, but no significant improvement was shown with SADL. The MMSE of the correlation coefficient was 0.785, and the GDS of the correlation coefficient was 0.916. Both of these scores were significant in their correlation. Conclusion. In conclusion, cognitive based programs were effective among mildly cognitive-impaired elderly people, and that suitable programs must be developed on a case by case basis.