• Journal of Korean Academy of Nursing
• /
• v.49 no.4
• /
• pp.375-385
• /
• 2019

Purpose: This study aimed to develop and test a structural model for chemotherapy-related cognitive impairment of breast cancer patients based on a literature review and Hess and Insel's chemotherapy-related cognitive change model. Methods: The Participants consisted of 250 patients who were ${\geq}19$ years of age. The assessment tools included the Menopause Rating Scale, Symptom Experience Scale, Hospital Anxiety and Depression Scale, Everyday Cognition, and Functional Assessment of Cancer Therapy-Breast Cancer. Data were analyzed using the SPSS 21.0 and AMOS 21.0 programs. Results: The modified model was a good fit for the data. The model fit indices were ${\chi}^2=423.18$ (p<.001), ${\chi}^2/df=3.38$, CFI=.91, NFI=.91, TLI=.89, SRMR=.05, RMSEA=.09, and AIC=515.18. Chemotherapy-related cognitive impairment was directly influenced by menopausal symptoms (${\beta}=.38$, p=.002), depression and anxiety (${\beta}=.25$, p=.002), and symptom experiences (${\beta}=.19$, p=.012). These predictors explained 47.7% of the variance in chemotherapy-related cognitive impairment. Depression and anxiety mediated the relations among menopausal symptoms, symptom experiences, and with chemotherapy related cognitive impairment. Depression and anxiety (${\beta}=-.51$, p=.001), symptom experiences (${\beta}=-.27$, p=.001), menopausal symptoms (${\beta}=-.22$, p=.008), and chemotherapy-related cognitive impairment (${\beta}=-.15$, p=.024) had direct effects on the quality of life and these variables explained 91.3%. Conclusion: These results suggest that chemotherapy-related toxicity is highly associated with cognitive decline and quality of life in women with breast cancer. Depression and anxiety increased vulnerability to cognitive impairment after chemotherapy. Nursing intervention is needed to relieve chemotherapy-related toxicity and psychological factor as well as cognitive decline for quality of life in patients undergoing chemotherapy.

• Journal of The Korean Society of Integrative Medicine
• /
• v.10 no.4
• /
• pp.83-91
• /
• 2022

Purpose: The goal of this study was to investigate changes in dual-task performance according to age and difficulty of cognitive tasks for the in community-dwelling elderly populations, as well as to examine their changes in hand dexterity according to age and cognitive function. Methods: A total of 135 people aged 65 years old and over participated in the study. To evaluate each participant's dual-task performance, each participant completed a dual task. To assess their cognitive function, the Korean Mini-Mental State Examination (MMSE-K) and the Korean version of Montreal Cognitive Assessment (MoCA-K) were the tools used. Participants were divided into three groups based on their age: 65-69 years, 70-79 years, and 80-89 years. Results: The findings showed that age groups and the difficulty of the cognitive task significantly affected the amount of time required for dual-task performance (p<.001). Additionally, the dual-task correct response rate (CRR) decreased significantly with age groups and the difficulty of the cognitive task (p<.001). The amount of time required for finger dexterity performance increased significantly with age groups (mean score±standard deviation [SD]; 19.46±2.26 in subjects aged 65-69 years; 21.92±2.61 in subjects aged 70-79 years; and 23.82±2.92 in subjects aged 80-89 years; p<.001). Moreover, as a result of the correlation between hand dexterity and cognitive function, MoCA-K was -0.563 and MMSE-K was -.412, showing a statistically significant correlation (p<.001). Conclusions: Age and the difficulty of the cognitive task affect the community-dwelling elderly populations in terms of dual-task performance and dual-task CRR. In addition, aging and general cognition have an impact on hand dexterity. Based on the results of this study, it is anticipated that the results will serve as a reference for domestic clinical trials that confirm cognitive decline in the elderly using dual task and hand dexterity evaluation.

• Korean Journal of Cognitive Science
• /
• v.24 no.1
• /
• pp.49-69
• /
• 2013

While we interact with other people or objects, the brain continuously updates our own body schema to recognize the agent of observed actions. The Extrastriate Body Area (EBA) provides an initial interface for the sense of agency by integrating visual inputs of body parts with internal signals related to self-generated body movements. Less is known, however, about how the functional use of tools contributes to such processes. Here, we investigated whether tool-specific affordance would differentially affect the neural responses in the EBA depending on the agency of imaginary actions. In each trial we presented a picture of an object in a rectangular frame. Objects were either the tools typically brought towards the body (body tools; e.g., telescope, earphones) or away from the body (world tools; e.g., pen, dice; Rueschemeyer, Pfeiffer, & Bekkering, 2010). Depending on the color of the frame, participants imagined either themselves or the other person using the tool (self vs. other conditions). These four types of trials were randomly intermixed with blank trials. As results, independently localized right EBA regions of interest showed greater activation when participants imagined themselves using body tools than using world tools whereas no such differential activations were found when they imagined the other person using the tools. The postscan test revealed no significant difference in vividness of imagery between the self and other conditions. Our results suggest that the EBA incorporates functional affordance of tools into the body schema in order to enhance the sense of agency and to guide our own actions.

• PNF and Movement
• /
• v.10 no.4
• /
• pp.1-7
• /
• 2012

Purpose : The purpose of this study was to evaluate the relationship between physical performance, such as gait and postural control, and cognition on as assessed by clinical tools in individuals with chronic hemiparetic stroke. Methods : Twenty-six patients who had hemiparetic stroke participated in this study, and were evaluated four common clinical measurements, including the Berg balance scale (BBS), 10 meter walk test (10MWT), 6 minute walking test (6MWT), and Montreal cognitive assessment (MoCA). Multiple regression analysis was used BBS score, 10MWT, and 6MWT as the dependent variables; MoCA score, post-stroke duration, age, and affected side as independent variables. Results : In the regression equation of the BBS score, the correlation coefficient (r) was 0.875, the coefficient of determination (R2) was 0.786, and the MoCA score was the most important variable for determining the BBS score. In the regression equation for the 10MWT, ther was 0.888, the R2 was 0.999, and the MoCA score was the most important variable for determining 10MWT. Finally, the r was 0.777, the R2 was 0.998, and the MoCA score was the most important variable for determining 6MWT in the regression equation of the 6MWT. Conclusion : The results show that cognitive abilities affect gait proficiencies in individuals with chronic hemiparetic stroke. Therefore, these results suggest that cognitive tests are necessary for examining and evaluating the abilities of postural control and gait performance for chronic stroke patients in research and clinical environments.

• Korean Journal of Adult Nursing
• /
• v.16 no.2
• /
• pp.245-255
• /
• 2004

Purpose: this study was to evaluate Cognitive Function Test for the Korean population. Digit Forward (DF), Digit Backward (DB) and Trail Making Test-A(TMT-A) and the translated version of the Trail Making Test-B (TMT-B) were used. The study examined the performance of Korean normal adult population whose age ranged from 20 to over 80. It was predicted that performances of the Korean population would be different from that of the United States population due primarily to their differences in language, and education. Method: Normal Korean adults at the Daejeon Metropolitan City and Chungchung Province (N=298) participated in this study. Seven age scores were evaluated; 20~29, 30~39, 40~49, 50~59, 60~69, 70~79, & >80s. The effects of age, gender, and years of education was examined, which yielded significant age and education effects. The scores were further specified accordingly in terms of years of education (0, 1~6, 7~12, 13~16, & >17), and gender. Result: As the age increased cognitive function score decreased. As the years of education increased, cognitive function scores increased. There was no difference in cognitive function scores according to gender. Age and year of education had significant effects on cognitive function and explained 52-58% of variants of each test. Conclusion: The data of the cognitive function tests are expected to be utilized for research purposes such as basic and clinical studies, as well as practical purpose such as cognitive assessment for traumatic brain injury, stroke, and elderly and nursing education for assessment tools.

• Journal of The Korean Society of Integrative Medicine
• /
• v.8 no.4
• /
• pp.107-115
• /
• 2020

Purpose: This study aims to systematically review the dual-task evaluation applied to the screening of mild cognitive impairment. It also aims to present various evaluation items and results analysis methods for dual tasks applied to patients with mild cognitive impairment. Methods: We conducted a systematic search of published studies in PubMed databases and KISS from January 2000 to August 2020 using the main keywords such as "Dual task," "Mild Cognitive impairment," "Elderly," and "Screening." We selected a total of 10 studies for the analysis from 1314 searched articles. Results: We analyzed the qualitative level of 10 studies that were nonrandomized two-group studies with evidence level II (100.0%). These results suggest that the evidence level of the studies was high. We analyzed 10 studies and identified 12 motor tasks and 19 cognitive tasks. Walking was the most commonly used evaluation motor task and counting backward by ones and naming animals were the most commonly used evaluation cognitive tasks. Moreover, the velocity speed was the most used result analysis method. The results indicate that there were significant differences in dual-task performance between patients with normal and mild cognitive impairment. Conclusion: The results of this study can be used as a basis for the selection of dual-task evaluation items and methods of analyzing the results for screening mild cognitive impairment. Furthermore, they are expected to be used for research on the development of dual-task evaluation tools. It is necessary to compare and analyze the usage trends of dual-task evaluation by cultural differences in future studies.

• The Journal of the Korean dental association
• /
• v.54 no.11
• /
• pp.908-916
• /
• 2016

Psychological and cognitive development in child and adolescent periods is key knowledge for understanding children and adolescents' behavior and inducing their actions. So far, psychoanalytic approaches have been primarily researched by Freud's analytical tools and Piaget's analysis on cognitive developments have been mainly employed to explore children and adolescents' psychological developments. In addition, other various theories have been suggested in order to explain children and adolescents' psychological developments. However, in reality, it is difficult to integrate diverse theoretical lens to investigate children and adolescents' psychological developments. Considering this constraint, in clinical dentistry, the conventional theoretical instruments have been still widely employed to guide children and adolescents' behavior.

• Korean Journal of Child Studies
• /
• v.26 no.3
• /
• pp.127-139
• /
• 2005

The subjects of this study were 86 eight- and 76 ten-year-old children(total: 162). Experimental procedures and tools included pre- and post- learning tests and controls for intelligence (Draw-a-Man-Test) and for cognitive styles(Children's Embedded Figures Test). The content of the learning task was the lightning generation process. After various types of seven-minute color animation multimedia presentations about the generation of lightning were screened, post-hoc analysis showed that the rehearsal strategy was effective with field-dependent learners but not with field-independent learners.

• Cross-Cultural Studies
• /
• v.19
• /
• pp.295-311
• /
• 2010

The concept of frame in semantics has implications for our understanding of such problematic terms as "meaning" and "concept". It is conventional to say that a particular word corresponds to a particular "concept" and to assume that concepts are essentially identical across speakers. In contrast, the notion of frame accepts that the frame for a particular word can vary across speakers as a function of their particular life experience. To say, instead of thinking in terms of words as expressing "concepts", we should think of them as tools, like frames, that cause listeners to activate certain areas of their knowledge base, with different areas activated to different degrees in different contexts of use. This notion is Fillmore's most crucial contribution to current cognitive linguistic theories, and his frame semantics is built on such a notion. This paper discusses the basic assumptions and goals of frame semantics, and examines the notion of frame and illustrates various framing words of English and Korean under such a notion.

• Korean Journal of Cognitive Science
• /
• v.30 no.1
• /
• pp.1-30
• /
• 2019

The main goal of this paper is to understand the underlying cognitive mechanisms of collaborative learning and how it can be supported by technology. The paper first overviews changes in conceptions of learning and distinguishes different types of joint works including collaborative learning. Cognitive mechanisms of collaborative learning are examined in terms of resource pooling, facilitation of constructive activities, knowledge co-construction, and supports for monitoring and regulation. Socio-emotional mechanisms of collaborative learning moderate the directions and strengths of these cognitive mechanisms. Technology supports these mechanisms in a number of different ways. Seven major supports technology provides for collaborative learning are discussed. A deeper understanding of the cognitive mechanisms of collaborative learning can help us to harness the benefits of collaborative learning better and also to develop more sophisticated tools supporting collaborative learning.