• Title/Summary/Keyword: Cognitive science

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The Development of Method for Cognitive Agility of Elementary Sports Gifted Student (초등학생 체육영재의 운동능력 검사를 위한 인지민첩성 측정방법 개발)

  • Kim, Do-Youn;Kim, Won-Hyun;Kim, Young-Wook
    • Journal of Digital Convergence
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    • v.11 no.6
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    • pp.299-309
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    • 2013
  • The purpose of this study was to develop the method of distinction for sports gifted children, which evaluated as well as cognitive capability and physical fitness. For the validation verification of developed method, we measured physique, physical fitness and developed cognitive agility method for 369 children from 2nd grade to 6th grade. Results were followed as below: The frequency of success of sports gifted group was higher than normal group(p<.05). Total time for cognitive agility of gifted child's group in both sex were shorter than normal group(p<.05). There were no significant correlation between physique and cognitive agility time. 50m run and side step test had correlation with cognitive agility time in boys and girls(p<.05). In spatial skills, only higher tendency in sports gifted group showed. Cognitive agility had positive correlation with space perception in both boys and girls of upper grades. With theses results, we concluded that developed cognitive agility test might be synthetic evaluated method for cognitive agility as qualitative capacity for boys and girls in elementary school.

A Preliminary Study on a Performance-Based Cognitive Function Test : With the Normal Elderly (수행기반 인지기능평가를 위한 예비연구 : 정상 노인을 대상으로)

  • Kwak, Ho-Soung;Park, Ji-Hyuk
    • Therapeutic Science for Rehabilitation
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    • v.8 no.3
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    • pp.43-55
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    • 2019
  • Objective: The purpose of this study is to conduct a preliminary research for the development of a Performance-Based Cognitive Function Test (PCFT) to screen the elderly for cognitive function impairment, and examine the reliability and validity of the test. Methods: A draft version of the Performance-Based Cognitive Function Test (PCFT) was developed and utilized in nine healthy elderly individuals. In order to verify its reliability, we analyzed the internal consistency of the PCFT. In order to verify the concurrent validity of the PCFT, this study analyzed the correlation between motor-cognitive dual task assessments and the Korean version of the Mini-Mental State Examination (MMSE-K). Results: The internal consistency of the PCFT for motor and cognitive tasks was 0.871 and 0.959 (Cronbach's ${\alpha}$), respectively. Concurrent validity of the PCFT, which was performed through motor-cognitive dual task assessments, ranged from 0.755 to 0.964 (Spearman's rho statistic, p < 0.05). In addition, correlation between the cognitive assessment tool and the MMSE-K ranged from 0.849 to 0.943 (p < 0.01). Conclusion: This study verified, and established the reliability and validity of the PCFT. Further studies are required to examine other psychometric properties in a modified PCFT, for screening cognitive function impairments in the elderly.

Does sports intelligence, the ability to read the game, exist? A systematic review of the relationship between sports performance and cognitive functions (게임을 읽는 머리, 스포츠 지능이 존재하는가? 스포츠 수행과 관련된 인지기능에 관한 문헌고찰)

  • Yongtawee, Atcharat;Park, Jin-Han;Woo, Min-Jung
    • Journal of the Korea Convergence Society
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    • v.12 no.3
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    • pp.325-339
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    • 2021
  • The purpose of the study is to examine sports-related cognitive functions through a systematic review and to suggest effective instruments to measure the cognitive functions. The present study was conducted based on the systematic review and meta-analysis protocol-the PRISMA. Of 429 articles searched through keywords from 2008 to 2020, 45 articles that met the selection criteria were analyzed. It was revealed that athletes had better cognitive functions than non-athletes, that the higher the sports expertise was, the higher the cognitive functions, and that there were differences in cognitive functions according to the sport types. The primary cognitive functions related to sports performance summarized as executive functions (inhibition ability, cognitive flexibility), information processing speed, spatial ability, and attention. As tasks for measuring each cognitive function, a stop signal task for inhibition ability, a design flexibility task for cognitive flexibility, a simple and choice reaction time test for information processing, a mental rotation task for spatial ability, and an attention network test for attention are appropriate.

Correlation of Cognitive Function and Fall-risk Related Behavioral Factors (노인의 인지기능과 낙상유발 행동요인과의 상관분석)

  • Ju, Yumi;Lee, Heon-Joo
    • Therapeutic Science for Rehabilitation
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    • v.7 no.2
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    • pp.41-50
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    • 2018
  • Objective: This study was conducted to investigate the correlation of cognitive function and fall-risk behavioral factors. Methods: The elderly over than 65 year-old with and without cognitive impairment were recruited in four different regional areas. Total 43 data of K-MoCA and FaB were collected. Pearson correlation of total scores of K-MoCA and FaB was analyzed using SPSS 22. Correlation between total score of K-MoCA and each item of FaB which describes the fall-risk behaviors was analyzed as well. Results: The cognitive function was statistically positive correlated with the fall-related behaviors in pearson correlation analysis (p<.01). Nine items of total 30 items of FaB was significantly correlated with total score of K-MoCA. Conclusion: Fall-risk behaviors were decreased as the cognitive level was improved. If the cognitive function was vulnerable, the insight to fall-risk behaviors deficits and various fall-related behavioral factors exits. The high fall-risk behaviors were correlated with cognitive function, so that the cognitive level should be considered in fall prevention intervention in Occupational Therapy.

Analysis of Observation Characteristics by Cognitive Style : MEG Study (인지양식에 따른 관찰 특성 분석 : MEG 연구)

  • Yang, Il-Ho;Lee, Soon-Joo;Kim, Eun-Ae;Lee, So-Ree;Kwon, Suk-Won
    • Journal of The Korean Association For Science Education
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    • v.30 no.8
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    • pp.1097-1109
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    • 2010
  • The purpose of this study is to analyze the ERF components patterns of observers who have different cognitive styles using magneto-encephalography (MEG). The task was developed based on the CSA (Cognitive Style Analysis) program. Eight right-handed, healthy male college students participated in voluntarily. To investigate college students' ERF components during the task, an MEG system with block design was used to measure magnetic signals in their brains. For examining the observation characteristic by cognitive style, MEG ERF components were analyzed. As a result, four ERF components (M1, M2, M3, M4) were observed. Through the results of this study, the reason for different observation characteristics by cognitive styles was verified in the neurophysiological methods. This study will have implications to establish theories on scientific observation and cognitive styles.

A Study on Antecedents of Cognitive and Affective Trust Leading to IT Service Project Performance (IT서비스 프로젝트에 있어서 인지적 신뢰와 정서적 신뢰를 형성하는 요인들에 관한 연구)

  • Yoon, Jungin;Park, Jun-Gi;Lee, Jungwoo
    • Information Systems Review
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    • v.16 no.1
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    • pp.51-71
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    • 2014
  • This study explores the influence of cognitive and affective trust on IT service project performance. Technology and Business expertise are posited as antecedents for cognitive trust which social bonding and relationship conflict as over for affective trust. Communication is posited as the commons antecedent for both kind of trust. A study was administered among IT Project leading in different projects. Analysis of 169 data point in general supports the research model. For building cognitive trust, Communication is formal to be must important while business expertise the second and technical expertise the third. For affective trust, the influence of antecedent are relatively smaller than the case of cognitive trust. For project performance, Cognitive trust seem to have stronger impact as IT may have direct impact as well as indirect impact via affective trust. Findings trust though the impact is smaller than the cognitive trust. In practice, this means to maintain Balanced approach in fostering trust-cognitive and affective.

Analysis of the Alignment between Elementary Science Curriculum and Teacher Guidebook - Examining Learning Objectives in 2009 Grade 3~4 Science Curriculum - (초등 과학과 교육과정과 교사용지도서 목표 간의 비교 분석 - 2009 개정 교육과정 3~4학년을 중심으로 -)

  • Na, Jiyeon;Yoon, Hye-Gyoung;Kim, Mijung
    • Journal of Korean Elementary Science Education
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    • v.34 no.2
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    • pp.183-193
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    • 2015
  • Teacher guidebooks are practical and commonly used resources for teachers to deliver the goals and contents of science curriculum in classroom teaching. Thus, the alignment of teacher guidebooks and science curriculum could be critical to undertake the effectiveness of curriculum implication in science classrooms. This study is to investigate how the learning objectives of science curriculum are implicated in teacher guidebooks by analyzing the dimensions of knowledge and cognitive process in learning objectives in both documents. Grade 3~4 learning objectives (82 objectives in the curriculum, 459 in the teacher guidebook, 541 in total) in 2009 Revised science curriculum and teacher guidebooks were coded and analyzed based on the Revised Bloom's Taxonomy. The analysis focused on how the knowledge dimensions and cognitive processes of the curriculum were emphasized and restructured in the teacher guidebooks to examine the coalition between the two important documents. The study found: 1) the learning objectives in Grade 3~4 in both documents were skewed to certain knowledge dimension (conceptual) and cognitive process (understand); 2) there was a high coalition between unit objectives and lesson objectives in the teacher guidebooks, however, relatively low coalition between the curriculum and the teacher guidebooks; and 3) learning objectives in the curriculum were delivered in teacher guidebooks in various patterns (similar, detailed, additional, in portion, and the same), and 'detailed' and 'additional' were frequently shown. There also appeared new objectives in the teacher guidebooks, which were not present in the curriculum. The findings in this study could provide some suggestions to the current project of developing 2015 Science Curriculum in regard to understanding the dimensions of knowledge and cognitive process of learning objectives and their alignments with textbooks and teacher guidebooks.

Effects of the Sensory Impairment on Functioning Levels of the Elderly (노인의 감각장애와 기능상태에 관한 연구)

  • 송미순
    • Journal of Korean Academy of Nursing
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    • v.23 no.4
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    • pp.678-693
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    • 1993
  • The purposes of this study were to describe the level of vision and hearing impairments, depression and functional capacity, among Korean institutionalized elderly and to examine the relation-ship between sensory impairments, depression, and functional capacity in these people. The final pupose was to test the cognitive function path model using sensory competencies as predictors. A convenience sample of thirty nine male and 90 female subjects with a mean age of 80.5 were the subjects of this study. The subjects were tested for cognitive function, and vision and hearing impairments. Physical function and social function were measured by observation of designated task performance by the subjects. Their level of de-pression was measured using a Geriatric Depression Scale administered through an interview. Individual subjective ratings of hearing and vision were marked by the subjects, on a ladder scale. The results of the study showed that 48.8% of the subjects had a hearing impairment, 63.5% had a vision impairement, and 36.4% had both a vision and hearing impairement. The four sensory groups (no sensory impairement, hearing impairement, vision impairement, hearing and vision impairement) were tested for differences in depression, physical function, social behavior and cognitive function. The only significant difference that was found was in cognitive function, between the no sensory impairement group and the hearing and vision impairement group(F=3.25, P<.05), Subjective ratings of hearing showed a significant correlation with cognitive function(r=.34, p<.001) and with social behavior(r=.31, p<.001). There was no correlation between subjective vision ratings and cognitive function or social behavior. However there was a significant correlation between vision and hearing(r=.49, p<.001). There was also a significant negative correlation between age and vision(r=-.21, p<.01) and between age and hear-ing(r=-.34, p<.001). There was a significant correlation between depression and physical function (r=-.32, p<.001) but there was no correlation between depression and cognitive function or social behavior. Based on the literature review and the result, this study, a path model of sensory competence-> cognitive function- >social behavior was developed and tested : Perceived vision and perceived hearing were the exogenous variahles and cognitive function and social behavior were the endogeneous variables in the model. The path analysis result demonstrated an accept-able fit (GFI=.997, AGFI=.972, X$^2$=.72 (p=.396), RMSR=.019) between the data and the model. There was a significant direct effect($\beta$=.38) of perceived hearing on cognitive function. There was a significant direct effect ($\beta$=.32) of cognitive function on social behavior. The total effect of hearing on social behavior was $\beta$=.32 including the indirect effect ($\beta$=.12) . However perceived vsion had little effect ($\beta$=-.08) on cognitive function. The result of path analysis confirms that hearing levels influence cognitive function, and both hearing and cognitive function levels influence social behavior. However, vision has little effect on cognitive function or on social behavior. For the next study, a combined model of the pre viously developed environment - >depression- > physical and social function model, and the present cognitive function model, should be tested to further refine the functional capacity model. There also a need for longitudinal study of functional capacity and sencory competence in order to better understand how declining sensory competence influences functional capacity and how it effects in-creasing dependency and nursing needs in the elderly.

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The Analysis of Relationship between Science Contents and Cognitive Domain of Students in Elementary Schools Through Multiple Choice items of TIMSS 2011 (TIMSS 2011의 선다형 공개 문항을 통한 초등학생의 과학 내용영역과 인지영역의 관계 분석)

  • Jeon, Seongsoo;Park, Jong-Ho
    • Journal of The Korean Association For Science Education
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    • v.35 no.3
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    • pp.487-498
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    • 2015
  • This research is for acquiring implications to science education based on learner's characteristics by analyzing the relationship between contents on science learning and cognitive domain of students in elementary schools through TIMSS 2011-based academic achievement test. Forty one multiple choice items from by TIMSS 2011 were used on 317 primary school students, fourth to sixth grade, and according to grade and achievement level of research targets, test results were analyzed. With these data, the relationship between contents on science learning and the score by cognitive domains, and through correlation by items, we drew static and negative correlations, and then compared the value. The result are as follows: First, other fields except for 'physical science' and 'inference' revealed meaningful differences by learners' grade, and the interrelationship between all contents domains and cognitive fields also appeared statically different. Second, both achievement level of contents and cognition of learners presented significant differences, but the correlation between scientific contents and cognitive field of learners showed different aspects. Third, in static and negative correlation by items, the complexity and their aspects could be classified by targets' academic achievement levels.

Middle School Student’s Conceptual Change from Geocentricism to Heliocentricism Using Science History Materials (과학사 자료를 활용한 중학생들의 천동설에서 지동설로의 개념 변화)

  • Choi Jin-Hee;Kim Hee-Soo;Chung Jung-In
    • Journal of the Korean earth science society
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    • v.26 no.6
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    • pp.489-500
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    • 2005
  • The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.