• 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.

• Journal of Gifted/Talented Education
• /
• v.7 no.1
• /
• pp.31-50
• /
• 1997

'I'his study investigated students' attitude toward mathematics. and how behavior/cognitive training affects level of math anxietv and level of math achievement. Subjects were all the freshmen attending Taejon Science High School, and they were given Mathematics Attitudes Scale and Attributional Style Questionnaire prior to and post training sessions. Twenty out of 84 freshmen voluntarily participated in nine sessions of training program. Participants were asked to do self-evaluation. Math achievement was measured prior to and post training. and was compared between two groups. Training program utilized behavior/cognitive approach. such as understanding one's feeling through muscle relaxation, breathing and meditation; modifying negative attributional style; imitating effective cognitive strategies for math problem solving, and so on. 'I'he result shows that students' math confidence in general was relatively low out of expectation, a nd they perceived teachers not supporting their math abilities :IS much as expected. On the other hand, students in general had strong math achievelment needs, and considered math utility very high. Sex difference was seen in the attitude toward female math abilities, to result that female students had more positive perception than male students. Female students of 'I'aejon Science High School seem free from conventional idea about female abilities including theirs. Participants' ~attitude change was compared with non-participants. and participants showed statistically significant change in their math confidence, and also in their math achievement. Participants had much higher math confidence and ~achievement than non-participants. And, they showed increased level of perceiving teachers' expectation. more realistic in needs, and more involvement in math. Math achievement was found positively related to math confidence, and participants' math achievement change was explained by their belief in math utility. Not only training program effect hut also participants' voluntary involvement and teacher\ulcorner' support of the program and participation seem to increase their math achievement. Based upon the result of study it was suggested that behavior-/cognitive training program be provided along with academic curricula for gifted students of Korea to help their emotional and psychological development enhance the efficacy of their cognitive learning.

• The Journal of the Korea institute of electronic communication sciences
• /
• v.18 no.6
• /
• pp.1363-1370
• /
• 2023

Globally, the elderly population is increasing, making the primary concern of modern society the healthy aging and welfare and medical facilities for the elderly. However, many seniors experience cognitive decline due to aging, making cognitive activities crucial for them. In this context, a study has developed a cognitive activity support system for the elderly using the metaverse. To achieve this, the characteristics and needs of the elderly were analyzed to design an interface in the metaverse that they can easily use. Additionally, the type and difficulty of cognitive activities were adjusted to engage seniors in a captivating manner. Experimental results showed that the proposed system effectively enhances the cognitive abilities of the elderly. Thus, the personalized metaverse-based cognitive activity support system proposed in this study can be a valuable tool for improving the cognitive abilities of the elderly.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.6
• /
• pp.1-9
• /
• 2009

Programming learning may help to enhance learners' complex problem solving abilities. However, it may cause excessive cognitive loads for learners. Therefore, selection of programming tools and design of teaching and learning strategies to minimize the learners' cognitive loads and to maximize the learning effects. A task centered Scratch programming learning program was developed to enhance problem solving abilities of middle school students. And then, we implemented the developed program in middle school programming classes and analysed the educational effects of the developed program. We found that the developed program was helpful in enhancing learners' problem solving abilities, especially in the element of 'troubleshooting', which explains ability of error detecting and correcting.

• The Journal of the Korea Contents Association
• /
• v.15 no.11
• /
• pp.359-373
• /
• 2015

Cognitive reserve(CR) is the ability to optimize or maximize performance through complementary brain networks. CR is relevant to normal aging in cognitive-linguistic abilities. There are few domestic systematic reviews or meta-analyses that analyze the relationships between multiple CR and cognitive-linguistic domains in healthy older people. This meta-analysis included 32 studies published since 2000. In result, education level topped the list, followed by the occupation, cognitively stimulating activities, and the multilingualism. Most studies were related to memory, global cognition, and language. CR had a modest positive association with cognitive-linguistic performance. Multiple domains including memory and language also showed the significant correlations across most measures of CR. This study provides evidence-based information to support cognitive-linguistic ability in normal aging.

• Journal of the Korean Society of Safety
• /
• v.21 no.5 s.77
• /
• pp.103-111
• /
• 2006

The purpose of this study was to analyse the relationships between cognitive abilities and driving characteristics of elderly drivers. Driving characteristics of elderly and younger drivers who were driving a fixed base driving simulator vehicle were examined. Participants consisted of 12 drivers over age 65 (the 'older' group) and 12 drivers between the ages of 25 and 55 (the "younger" group). As indices of cognitive ability, critical flicker fusion frequency (CFF) tests and cognitive reaction tests were given before the driving task. CFF was also tested after the simulated driving task for both groups. Cognitive reaction tests, which were composed of speed estimation tests, multiple choice reaction tests and obstacle avoidance tests, were developed by the Korean Road Traffic Safety Authority in 2003. CFF values between the two groups exhibited significant differences both before and after the task, with a p-value less than 0.01 and a t-value of -3.01 before the test and a p-value less than 0.031 and a t-value of -2.35 after the test. Older drivers' CFF values were lower than those of the younger. However, there was no difference in older or younger driver CFF values before and after the task within the same group. Except for the multiple choice reaction test, there was no difference in cognitive reaction test results between the two groups. The elderly drivers made more errors though they did not differ from the younger drivers in reaction times. At the simulated driving task the reaction time of the elderly driver was longer than that of the younger; however, the driving speed of the elderly was lower and the number of collisions greater. There was a positive correlation (r=.496) between the number of errors in the multiple choice reaction test and the number of collisions in the driving task. Therefore, it was identified that critical attributes contributing to automobile crashes involving elderly drivers included cognitive difficulty in judging and responding to complex situations.

• Convergence Security Journal
• /
• v.18 no.2
• /
• pp.123-131
• /
• 2018

The goal of this study is to look deeper into a reading education method for improving cognitive abilities of petty officer majoring students in community college level. Lack of the cognitive ability through the passing status of reading information processing highly can cause a problem for understanding information of context. Therefore, this study redefines the reading step to improve the cognitive ability. also, it sets up progress steps; material selection - learning - inspection - practice based on the cognitive abilities. To achieve those goals, there are two major ways. The first, setting up a proper reading assignment that is suitable for petty officer major students in community college level is a key step for this study. Second, the instructor leads the students to judge their own cognitive ability objectively by using a portfolio curriculum which contains a checking list of the portfolio, structuring a curriculum based on weekly achievements, self-checking, and setting up a direction of practice. The two presented ways are the most effective ways to develop students' cognitive ability based on continuous reading and checking. For the last, the study mentions a proposal for further tasks in this field of the study.

• Korean Journal of Child Studies
• /
• v.31 no.6
• /
• pp.107-123
• /
• 2010

The purpose of this study was to evaluate the short term effectiveness of a cognitive ability improvement service for children, which is one of the 'Investment activities for Local Community Services' conducted by the Ministry for Health and Welfare. Results indicate that the longer the period of using cognitive improvement services for children, the more positively significant influence there is on their language abilities in terms of comprehension, expression, and reading-writing. Furthermore, these influences are stronger in children of low-income families than in children from higher income families. Certainly, this type of service improves infants' language abilities regardless of the income level of their families.

• Korean Journal of Child Studies
• /
• v.23 no.1
• /
• pp.55-70
• /
• 2002

The influence of peer collaboration on children's analogical abilities was studied with 120 9-year-old participants. After the pre-test, which determined the analogical level of the children, each child was assigned to 1 of 4 different learning conditions: cued/non-cued peer collaborative learning, or cued/non-cued individual learning conditions. The post-test showed changes in their analogical abilities. That is, results showed that cued peer collaborative learned improved the analogical abilities of the children, but the pattern of improvement was different by prior level of analogical abilities. We explained improvement in analogical ability by the context effect of peer collaborative learning and by the interactive effect of context with basic cognitive abilities of the children. We suggested implications of the present results for educational practice.

• Physical Therapy Korea
• /
• v.21 no.3
• /
• pp.80-88
• /
• 2014

Previous studies have reported that decreased cognitive ability has been consistently associated with significant declines in performance of one or both tasks under a dual-task walking condition. This study examined the relationship between specific cognitive abilities and the dual-task costs (DTCs) of spatio-temporal gait parameters in stroke patients. The spatio-temporal gait parameters were measured among 30 stroke patients while walking with and without a cognitive task (Stroop Word-Color Task) at the study participant's preferred walking speed. Cognitive abilities were measured using Computerized Neuropsychological Testing. Pearson's correlation coefficients (r) were calculated to quantify the associations between the neuropsychological measures and the DTCs in the spatio-temporal gait parameters. Moderate to strong correlations were found between the Auditory Continuous Performance test (ACPT) and the DTCs of the Single Support Time of Non-paretic (r=.37), the Trail Making A (TMA) test and the DTCs of Velocity (r=.71), TMA test and the DTCs of the Step Length of Paretic (r=.37), TMA test and the DTCs of the Step Length Non-paretic (r=.36), the Trail Making B (TMB) test and the DTCs of Velocity (r=.70), the Stroop Word-Color test and the DTCs of Velocity (r=-.40), Visual-span Backward (V-span B) test and the DTCs of Velocity (r=-.41), V-span B test and the DTCs of the Double Support Time of Non-paretic (r=.38), Digit-span Forward test and the DTCs of the Step Time of Non-paretic (r=-.39), and Digit-span Backward test and the DTCs of the Single Support Time of Paretic (r=.36). Especially TMA test and TMB test were found to be more strongly correlated to the DTCs of gait velocity than the other correlations. Understanding these cognitive features will provide guidance for identifying dual- task walking ability.