• Journal of Korean Physical Therapy Science
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• v.19 no.4
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• pp.35-40
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• 2012

Background : The purpose of this study is to provide the basic data. Elderly cognitive identify the difference between dynamic balance and quality of life according to the performance level of the clinical exercise therapy and cognitive training. Methods : This study was conducted to collect data from October 17th in 2011 until October 28th, to target seniors who living in Yong-in, Gyeonggi-do. Results : The results of the statistical analysis according to the cognitive ability to function. Higher cognitive functions, the dynamic balance ability was higher, and higher quality of life. Also showed that the dynamic balance ability and a high quality of life to the higher cognitive functions(p<.05). Conclusion : For the maintenance and promotion of cognitive function in the elderly, physical therapy approach seems to improve the quality of life and still plays an important role, as well as the promotion of dynamic balance ability. Therefore, to improve cognitive function is thought to be the appropriate intervention methods and approaches to be developed.

• The Proceeding of the Korean Institute of Electromagnetic Engineering and Science
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• v.17 no.2 s.58
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• pp.19-27
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• 2006

Technologies to utilize the limited frequency resource more efficiently in spatial and temporal are accelerated. In this paper cognitive algorithms as brain of cognitive radio, kind and characteristics of databases which are necessary parts for algorithm were reviewed and summarized. And an example of cognitive engine on which database and algorithm are executed was described also. Because the current status of development of technologies relating to cognitive radio is at the initial stage, the best database, algorithm and engine for a cognitive radio were not suggested, but the direction of development and factors to be considered during development of relating technologies were explained.

• Korean Journal of Biological Psychiatry
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• v.14 no.2
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• pp.122-128
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• 2007

Objectives : The aim of this study was to investigate relationships between psychotic symptoms and cognitive functions in schizophrenia. Methods : The study group was composed of 36 schizophrenic patients. Positive, negative, and disorganization symptoms were assessed using the PANSS. Verbal, visuospatial, attention, memory, and executive functions were assessed using a battery of cognitive tests. Results : Correlation analysis between symptom vs. cognitive measures showed that (a) positive symptoms were significantly correlated with no cognitive measures, (b) negative symptoms were significantly correlated with all cognitive measures, and (c) disorganization symptoms were significantly correlated with executive and memory measures. Correlation analyses between symptom vs. cognitive factors showed that negative-disorganization factor is significantly correlated with executive-memory factor. Conclusion : Significant relationships were confined mostly to frontal symptoms vs. frontal cognitive functions. Thus, the relationships may be mediated mainly by variations in severity of frontal pathology among patients.

• Journal of the Ergonomics Society of Korea
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• v.28 no.3
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• pp.73-79
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• 2009

Driving is a complex psychomotor task often interrupted by secondary activities that increase cognitive workload and divert attention away from the roadway. The risk of inattentive driving is known to vary with age. To assess the characteristics of advancing age on driver's cognitive workload under dual task condition, we evaluate the performance of 96 drivers divided into three age groups: 20's, 40's, and 60's. This study considers driver's cognitive workload in the context of urban and highway driving. Error rate & Dual task cost are used to measure driver's cognitive workload. Results indicate that age impacts cognitive workload during dual task driving conditions.

• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.404-416
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• 1995

The purpose of this study was to investigate the relationship of the cognitive levels and the science process skills based on the cognitive styles. The subjects of the study were 5-6th grade 790 students sampled by random cluster sampling method in three schools from large cities, small cities, and rural areas respectively. The results are as follows. 1) The field independent students showed significantly higher(p< 0.001) cognitive level than the field dependent ones. 2) The field independent group showed higher formation rate of subskills of the logical thinking skills than the field dependent groups. 3) It was found out that the field independent group attained significantly higher scores of science process skills than the field dependent group in 5th and 6th grade students. 4) The more cognitive levels became higher, the more science process skills were significantly higher(p< 0.001). 5) There were significant(p<0.001) differences among the science process skills for grade levels and three regions. And that there were not significant differences in the science process skills between males and females, 6) The science process skills of the field independent and the formal operational group could be acquired better scores in the science process skills than those who belong to another combinations.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.360-374
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• 2019

The purpose of this study is to investigate the self-perceptions of the elementary school students' on the affective, behavioral and cognitive domains in science class. To see if there are differences in students' perceptions according to grade levels, a self-perception questionnaire was applied to third and fifth grade students in Seoul, Korea. The major results of the study are as follows. First, the perception level of the affective domain was higher than that of the cognitive domain in third grade students. There was no significant difference in the self-perception level of the fifth grade students. Both third and fifth grade students perceived the greatest improvement in the cognitive domain through one year of science teaching. Second, in the life science class, the same tendency was also observed. The students in the third and fifth grade reported that cognitive domains were the most improved through the one-year life science class. Third, when the students' perceptions were compared by grades, the third grade students showed higher self-perception scores than fifth grade students. As the grade increased, the perception scores of the students' lowered. Based on these findings, implications for science education research and teaching and learning at school are discussed.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2006.06a
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• pp.39-41
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• 2006

A modifiedPosner cue-target paradigm in which neutral, positive and negative (threat) words were presented in peripheral location for cue was used to investigate the difference of engagement component of attention across emotional valence and anxiety level of participants. Results showed an interaction effect between anxiety level of participants and emotional valence of cue in valid trial. This indicates that the engage component of attention is not encapsulated and influenced by anxiety level of participant.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2010.05a
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• pp.2-7
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• 2010

Formally, we may define cognitive science as the convergent study between symbolic and connectionist approaches at macro and micro levels. Since what we refer to as the human mind is regarded as a mathematical product of the human brain and the computing machine, we can obtain two mathematical dynamical projections: one from the set of human brains to the set of mind, the other from the set of computing machines to the set of mind. Then, we are having a new projection from the classical models to the quantum mind.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.1-7
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• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.284-290
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• 1995

This study examined the effects of the learning cycle model by learner's characteristics such as I.Q., cognitive levels, inquiry skins, cognitive style, activity, reflectiveness. To see the effects of the learning cycle model, nonequivalent control group pretest-posttest multiple treatment designs was used in the study. 99 middle school second-graders(female) were divided into two groups. One group was selected as the experimental group (n=50), the other served at the comparison group(n=49). During the eight-month period, the students in the experimental group were instructed according to the learning cycle model, while the students in the comparison group were instructed according to the traditional instruction methods. Achievement data from science achievement test were analyzed by an ANOVA technique. The results of the study are as follows : 1. Science knowledge achievement. For the lower level students of activity, the learning cycle model is superior to the traditional approaches in science knowledge achievement. 2. Science inquiry skills. For the upper level students of I.Q., cognitive levels, inquiry skills, cognitive style and reflectiveness, the learning cycle model is superior to the traditional approaches in science inquiry skills. 3. Attitudes toward science. For the lower level students of I.Q., cognitive levels, inquiry skills, cognitive style, activity and reflectiveness, the learning cycle model is superior to the traditional approaches in attitudes toward science.