• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.639-653
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• 2019

The purpose of this study is to design an instructional framework and cognitive learning environment for AI education based on computational thinking in order to ground the theoretical rationale for AI education. Based on the literature review, the learning model is proposed to select the algorithms and problem-solving models through the abstraction process at the stage of data collection and discovery. Meanwhile, the instructional model of AI education through computational thinking is suggested to enhance the problem-solving ability using the AI by performing the processes of problem-solving and prediction based on the stages of automating and evaluating the selected algorithms. By analyzing the research related to the cognitive learning environment for AI education, the instructional framework was composed mainly of abstraction which is the core thinking process of computational thinking through the transition from the stage of the agency to modeling. The instructional framework of AI education and the process of constructing the cognitive learning environment presented in this study are characterized in that they are based on computational thinking, and those are expected to be the basis of further research for the instructional design of AI education.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.252-260
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• 2002

The types and the characteristics of students' responses to anomalous data in studying 'boiling point' were investigated, and the degree of cognitive conflict and conceptual change were compared by students' cognitive variables. Tests regarding field dependence-independence and logical thinking ability, a preconception test, and a test of responses to anomalous data were administered to 137 sixth graders. Among them, 90 students whose preconceptions were consistent with the presented initial theory were selected. After learning the scientific concept, students' conceptual change was examined. Six types of responses identified were as follows: Rejection, reinterpretation, exclusion, uncertainty, belief decrease, and theory change. The main responses were rejection (33%) and theory change (39%). The results of Mann-Whitney U test indicated students who were field independent and had higher logical thinking abilities felt more cognitive conflict and exhibited more conceptual change.

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

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.32 no.2
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• pp.69-99
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• 2021

This study aims at exploring what kinds of factors affect university students to choose video contents as information sources of serious leisure activities. Among other, It focuses on the effect of information quality and cognitive authority. This study analyzed 209 sets of data collected by conducting an online survey of university students from across the country. The implications and results of this study are as follows: First, among the sub-components of information quality, timeliness, relevance, and accuracy had a positive effect significantly on the intention of video contents use as an serious leisure information source, and among those of cognitive authority, the characteristics of platforms was the most influential one. Second, the multiple regression analysis was used to figure out that, some sub-components of cognitive authority turned out to have a positive effect significantly on the evaluation of information quality. This study has a significant meaning in that it investigated the intention of video content use with the two factors (information quality and cognitive authority), especially at this time when more and more people are enjoying video contents as an serious leisure information source.

• Korean Journal of Radiology
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• v.24 no.11
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• pp.1131-1141
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• 2023

Objective: Cortical iron deposition has recently been shown to occur in Alzheimer's disease (AD). In this study, we aimed to evaluate how cortical gray matter iron, measured using quantitative susceptibility mapping (QSM), differs in the clinical cognitive impairment spectrum. Materials and Methods: This retrospective study evaluated 73 participants (mean age ± standard deviation, 66.7 ± 7.6 years; 52 females and 21 males) with normal cognition (NC), 158 patients with mild cognitive impairment (MCI), and 48 patients with AD dementia. The participants underwent brain magnetic resonance imaging using a three-dimensional multi-dynamic multi-echo sequence on a 3-T scanner. We employed a deep neural network (QSMnet+) and used automatic segmentation software based on FreeSurfer v6.0 to extract anatomical labels and volumes of interest in the cortex. We used analysis of covariance to investigate the differences in susceptibility among the clinical diagnostic groups in each brain region. Multivariable linear regression analysis was performed to study the association between susceptibility values and cognitive scores including the Mini-Mental State Examination (MMSE). Results: Among the three groups, the frontal (P < 0.001), temporal (P = 0.004), parietal (P = 0.001), occipital (P < 0.001), and cingulate cortices (P < 0.001) showed a higher mean susceptibility in patients with MCI and AD than in NC subjects. In the combined MCI and AD group, the mean susceptibility in the cingulate cortex (β = -216.21, P = 0.019) and insular cortex (β = -276.65, P = 0.001) were significant independent predictors of MMSE scores after correcting for age, sex, education, regional volume, and APOE4 carrier status. Conclusion: Iron deposition in the cortex, as measured by QSMnet+, was higher in patients with AD and MCI than in NC participants. Iron deposition in the cingulate and insular cortices may be an early imaging marker of cognitive impairment related neurodegeneration.

• International Journal of Computer Science & Network Security
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• v.24 no.2
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• pp.178-188
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• 2024

In the near future, it is expected that there will be billions of connected devices using fifth generation (5G) network services. The recently available base stations (BSs) need to mitigate their loads without changing and at the least monetary cost. The available spectrum resources are limited and need to be exploited in an efficient way to meet the ever-increasing demand for services. Device to Device communication (D2D) technology will likely help satisfy the rapidly increasing capacity and also effectively offload traffic from the BS by distributing the transmission between D2D users from one side and the cellular users and the BS from the other side. In this paper, we propose to apply D2D overlay communication with cognitive radio capability in 5G networks to exploit unused spectrum resources taking into account the dynamic spectrum access. The performance metrics; throughput and delay are formulated and analyzed for CSMA-based medium access control (MAC) protocol that utilizes a common control channel for device users to negotiate the data channel and address the contention between those users. Device users can exploit the cognitive radio to access the data channels concurrently in the common interference area. Estimating the achievable throughput and delay in D2D communication in 5G networks is not exploited in previous studies using cognitive radio with CSMA-based MAC protocol to address the contention. From performance analysis, applying cognitive radio capability in D2D communication and allocating a common control channel for device users effectively improve the total aggregated network throughput by more than 60% compared to the individual D2D throughput without adding harmful interference to cellular network users. This approach can also reduce the delay.

• Journal of Korean Dental Hygiene Science
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• v.1 no.2
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• pp.21-39
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• 2018

The purpose of this study was to examine the learning competencies of students at a college from September 1 to November 30, 2017, in an effort to provide some information on how to foster learning competencies in college years, which lay the foundation for work and social lives. 1. The learning competencies of the subjects consisted of academic vision, student identity, cognitive regulation, emotional regulation, learning management and creating learning environments. Out of five points, they scored the highest in academic vision and student identity with 3.34, followed by learning management with 3.20, creating learning environments with 3.18, emotional regulation with 3.16 and cognitive regulation with 3.14. 2. There were statistically significant differences in academic vision according to age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 3. There were statistically significant differences in student identity and cognitive regulation according to gender, age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 4. There were statistically significant differences in emotional regulation according to age, the area of major, the academic credential of their fathers, commuting time, career plans and daily mean study hours. 5. There were statistically significant differences in learning management according to gender, age, the area of major, grade point average, the academic credential of their fathers, career plans and daily mean study hours. 6. There were statistically significant differences in creating learning environments according to gender, age, the area of major, the academic credential of fathers, commuting time, career plans and daily mean study hours. As they were poorest at the cognitive regulation area among the areas of learning competencies, self-directed learning programs that deal with how to study, learning process, how to take notes and arrange them, how to link different pieces of acquired knowledge and how to map out study plans should be developed to give support to students.

• Journal of Korean Physical Therapy Science
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• v.31 no.1
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• pp.98-109
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• 2024

Background: The purpose of this study is to investigate changes in physical and cognitive function according to the level of independence in performing activities of daily living in stroke patients. Design: Retrospective study. Method: This study is a retrospective study analyzing medical records. This study utilized data collected from 123 stroke patients at admission in a local rehabilitation hospital between 2019 and 2022. Stroke patients were classified into 5 groups based on the scores of the Korean Modified Barthel index (K-MBI) evaluated at the time of hospitalization at a rehabilitation hospital, and investigated the change in physical (spasticity (modified Ashworth scale), muscle strength (manual muscle test), gait ability (functional ambulation category), upper extremity function (manual function test), and balance function (berg balance scale)) and cognitive function (Korean mini mental status examination) according to the level of independence in performing activities of daily living. Result:: As a results, significant differences were observed in the physical (muscle strength, gait ability, upper extremity and balance functions) and cognitive functions of stroke patients according to the level of independence in performing activities of daily living (p<0.05). However, there was no significant difference in upper and lower extremities spasticity. Conclusions: Through the results of this study, we found that the physical (muscle strength, gait ability, upper extremity and balance functions) and cognitive function were influenced by the level of independence in performing activities of daily living in stroke patients.

• Korean Journal of Cognitive Science
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• v.17 no.4
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• pp.375-398
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• 2006

Humans learn by observing, hearing, imitating, doing, and feeling. The brain(cortex) is the central tore of this process. The recent rapid progress of brain science and the active interdisciplinary collaboration between brain science and cognitive science opens a new possibility. That is a new research Held called 'Brain-Based learning Science', 'Edutational Neuroscienre', or 'NeuroEduration' This study reviews the nature and basic assumptions of brain-based learning science, current directions in educational neuroscience research, the neuro-myths, educational implications of neuroscience, and a possibility of making a meaningful connection between brain science and education. Also the future prospects and limitations of the brain-based learning science are discussed.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.75-82
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• 2008

The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.