• Journal of the Korean Home Economics Association
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• v.40 no.2
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• pp.57-66
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• 2002

This study investigated institutionalized children's behavior problems depending on their cognitive abilities. Subjects were 185 institutionalized children in 15 child-welfare facilities in Seoul (132 preschooler and 153 primary schoolers; 106 boys and 79 girls). Institutionalized children's cognitive abilities were measured using the Comprehension and Picture Completion Assessment, two subsets of K-WPPSI (Park et al., 1996) Comprehension and Picture Completion Assessment belong to verbal and performance scale, respectively. Measures of behavior problems included anxiety, immaturity, social withdrawal, physical symptom, hyperactivity, and aggression. Data were analyzed with mean, standard deviation, and t-test. Results showed that institutionalized children had higher scores in Picture Completion Assessment than Comprehension Assessment. Furthermore, institutionalized children with low scores in Comprehension Assessment were higher in anxiety and social withdrawal than children with high scores in Comprehension Assessment.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.339-353
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• 2008

This study examined how cognitive style in young children affects mathematical problem-solving performance. Findings showed that the types of patterns presented were linked to the degree of difficulty of the tasks and that disparity between field-independent and field-dependent in cognitive style was broader when subjects worked with more complicated pattern problems. Subjects' marks varied by cognitive style when dynamic assessment was conducted, but cognitive style made no difference in their mathematical learning capability. Cognitive style had an impact not only on the task performance of the learners but on the extent to which they were in need of help during the problem-solving process. Yet, it exercised no influence on how much progress the subjects made when fully assisted.

• Journal of the Korean Society of Safety
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• v.18 no.2
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• pp.104-118
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• 2003

It has been criticized that conventional human reliability analysis (HRA) methodologies for probabilistic safety assessment (PSA) have been focused on the quantification of human error probability (HEP) without detailed analysis of human cognitive processes such as situation assessment or decision-making which are crticial to successful response to emergency situations. This paper introduces a new human reliability analysis (HRA) methodology, AGAPE-ET (A guidance And Procedure for Human Error Analysis for Emergency Tasks), focused on the qualitative error analysis of emergency tasks from the viewpoint of the performance of human cognitive function. The AGAPE-ET method is based on the simplified cognitive model and a taxonomy of influencing factors. By each cognitive function, error causes or error-likely situations have been identified considering the characteristics of the performance of each cognitive function and influencing mechanism of PIFs on the cognitive function. Then, overall human error analysis process is designed considering the cognitive demand of the required task. The application to an emergency task shows that the proposed method is useful to identify task vulnerabilities associated with the performance of emergency tasks.

• 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.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.229-252
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• 2008

The purpose of this research was to make fair assessment methods which took into account characteristics of mathematically underachievers. The researchers devised an descriptive tests and interviews and applied them to the mathematics underachievers who could not reveal their achievements in the traditional assessment and then analyzed their cognitive and affective characteristics in the alternative assessments. After selecting three students by the normal assessment made of simple subjective and multiple choice questions, the cognitive and affective characteristics found in the general assessment were reflected to the descriptive tests and interviews. The descriptive tests and interviews are comprised of descriptive narrations and informal interview questions. After the assessment, the teacher and students gave feedbacks one another. All the assessment activities were recorded by a camcorder to analyze cognitive and affective characteristics of the children. Throughout the research, the following conclusions were made. The mathematics underachievers showed the characteristics which didn't appeared in the normal assessment. They showed normal abilities of problem solving and communication In the cognitive area. Also they brought in positive result in most parts in the affective area. However, the student B displayed considerable ability of mathematical thinking that is over the average level of mathematical underachievers. This implies that we can definite the mathematical underachievers differently when we use the detailed and relief assessment method instead of the traditional assessment. On the other hand, one student tended to depend on the teacher and another student overheard what the others talk during the study. This defect should be complemented by the further studies about assessment method for the mathematical underachievers. Also appropriate assessment methods should be made for applying to the various mathematical underachievers. Many studies have been concentrated on the learning for mathematical underachievers but there is little concern about the assessment for the mathematical underachievers. However it is the fundamental way to reduce the number of mathematics underachievers that we construct consistent learning methods and assessments for the mathematical underachievers.

• Journal of Korea Entertainment Industry Association
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• v.15 no.3
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• pp.279-287
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• 2021

The purpose of this study is to analyze the changes of the cognitive function and health-related quality of life. Study subjects were 35 elderly living alone and they participated in the cognitive program for 8 weeks regularly. The assessment of cognitive function was used by the Loewenstein occupational therapy cognitive assessment battery and the orientation, visual attention, spatial perception, motor praxis, visuomotor organization, thinking operation, and attention. The assessment of health-related quality of life was used by the Short form-8 health survey and the gerneral health condition, physical function and role, pain, vitality, social function, mental health, and emotional role. As the results, all the results of variables showed the statistically significant increase after the participation in the cognitive program. To improve the cognitive function and health quality of life of the elderly living alone, the participation in the cognitive program should be considered.

• Journal of the Ergonomics Society of Korea
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• v.14 no.1
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• pp.25-35
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• 1995

For information processing tasks, it is an important cognitive skill to manipulate and store information, which is known as information intake. One of the tasks which greatly involve this skill would be a spreadsheet calculation task. In this study, a spreadsheet calculation task is analyzed by the cognitive task analysis based on the cognitive factors having been usef for a model of human information processing. By the results of the cognitive task analysis, the spreadsheet calculation tasks to be used in the experiments are designed and the testbattery of cognitive abilities assessment (CCAB ; complex cognitive asssessment battery) are selected. Then, the features of cognitive demands and a human performance model of the spreadsheet calculation task are suggested by means of correlation analysis, principal component factor analysis, and regression analysis of the results of the experiments on task performances and the assessment of cognitive abilities. Also, the application of the results of the study to job placement and further research issues are described.

• Journal of Science of Art and Design
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• v.1
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• pp.95-123
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• 1999

The goal of this research is a visual and auditory tool development enabling designers to have the same emotional value with users in the process of user centered design. Through the research, we intend to show the aid measure for making cognitive gaps narrow between users and designer in the process of transforming and understanding the emotional needs as a verbal image. because In the business practice of design, most of tools and techniques for assessment and analysis of emotional needs are those used usually in the marketing fields. So the information generated and transformed from users to designers have a form of physical words. When the designer's understanding of the emotional needs is considered as a product mediated communication process, the morphologic and cognitive information gaps become obvious. This difference could be a false basis in designing with emotional user needs. So the alternative needs assessment sub-tools of visual and auditory information form was embodied mainly for designer's cognitive gaps and inter-cultural emotional needs assessment. As the method of embodiment, Firstly, adjectives related to emotion were classified in their cognitive dimension. Secondly, visual and auditory data were extracted, and then the relativity verified. Finally, the practicality and effectiveness were tested through the database generation. In view of the results so far achieved, 1. We could find being of the big information cognitive gaps in the verbal assessment of emotional needs between designers and users. 2. With the visual and auditory assessment tool, we could make the big cognitive gaps narrower than we expected. 3. Also, we could find the chance that the fidelity, recognition, and friendliness of design for emotional user needs would become better.

• Dementia and Neurocognitive Disorders
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• v.23 no.3
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• pp.136-145
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• 2024

Background and Purpose: We developed a new digital cognitive assessment called Seoul Cognitive Status Test (SCST), formerly called Inbrain Cognitive Screening Test. The purpose of this study was to validate the clinical utility of the SCST by comparing its scores of those with subjective cognitive decline (SCD), amnestic mild cognitive impairment (aMCI), and dementia diagnosed by the Korean version of the Consortium to Establish a Registry for Alzheimer's Disease Assessment Packet (CERAD-K). Methods: All participants (n=296) who completed the CERAD-K, SCST, and Instrumental Activities of Daily Living tests were included in this study. Total score, cognitive domain scores, and subtest scores of the SCST were compared among the 3 groups (SCD, aMCI, and dementia). Additionally, correlations between SCST and CERAD-K subtests were examined. Results: Cognitive domain scores and total score of the SCST showed significant differences among the three groups, with scores being the highest in the order of SCD, aMCI, and dementia (p<0.001). Most subtests of the SCST also showed higher scores in the order of SCD, aMCI, and dementia (p<0.001). However, SCD and aMCI groups showed no significant differences in scores of the Phonemic Word Fluency Test (p=0.083) or Korean Trail Making Test-Elderly version Part A (p=0.434). Additionally, there was no significant difference in the score of Place Recognition (p=0.274) of the Word-Place Association Test between aMCI and dementia groups. Conclusions: In conclusion, differences in total score, cognitive domain scores, and subtest scores of the SCST among the 3 groups of participants diagnosed using CERAD-K confirm the clinical utility of the SCST for cognitive assessment.

• School Mathematics
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• v.1 no.1
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• pp.123-133
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• 1999

For an appropriate assessment in mathematics, students should play an active role in their learning by becoming aware of what they have learned in mathematics and by being able to assess their attainment of mathematical knowledge. The process of actively examining and monitoring students' own progress in learning and understanding of their mathematical knowledge, process, and attitude is called self-assessment, Researchers in mathematics education have found some important facts about the meta-cognitive process which is related to self-assessment : i. e. meta-cognition progress is composed of being aware of ones' own personal thinking of content knowledge and cognitive process(self-awareness) and engagement in self-evaluation. Tipical method for self-assessment in mathematics developed upon above finding about meta-cognitive progress is describing about students' knowledge and their problem solving strategies. In the beginning of the description in mathematics about themselves, students are required to answer which part they know and which part they don't know. Self-assessment of students' attitudes and dispositions can be just as important as assessment of their specific mathematical abilities. To make the self-assessment method a success, teachers should let students' have confidence and earn their cooperation by let them overcoming fear to be known the their ability to other students. In conclusion, self-assessment encourages students to assume an active role in development of mathematical power. For teachers, student self-assessment activities can provide a prism through which the development of students' mathematical power can be viewed.