• 대한수의학회지
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• 제62권3호
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• pp.25.1-25.9
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• 2022

Canine cognitive dysfunction syndrome (CDS) is a neurodegenerative disease that causes cognitive and behavioral disorders and reduces the quality of life in dogs and their guardians. This study reviewed the complementary and alternative medicine (CAM) for CDS and compared the diagnosis and therapy of CAM between CDS in canines and dementia in humans. The evaluation tools for the diagnosis of CDS and dementia were similar in the neurological and neuropsychiatric examinations, daily life activity, cognitive tests, and neuroimaging, but the evaluation for dementia was further subdivided. In CAM, pattern identification is a diagnostic method for accurate, personalized treatment, such as herbal medicine. For herbal medicine treatment of cognitive impairment in canines and humans, a similar pattern identification classified as deficiency (Qi, blood, and Yin) and Excess (phlegm, Qi stagnation, and blood stasis) is being used. However, the veterinary clinical basis for verifying the efficacy and safety of CAM therapies for CDS is limited. Therefore, based on CAM evidence in dementia, it is necessary to establish CDS-targeted CAM diagnostic methods and therapeutic techniques considering the anatomical, physiological, and pathological characteristics of dogs.

• 지역사회간호학회지
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• 제32권3호
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• pp.254-267
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• 2021

Purpose: The purpose of this study was to identify the effects of brain-wave biofeedback training nursing intervention (NFT) upon enhancing self-regulation response in adolescence with emotional behavior problems in school. Methods: A quasi-experimental design was conducted. The participants were assigned to the experimental group (n=24) or the control group (n=24). The experimental group additionally received NFT. The NFT was conducted 10 sessions for 30 minutes per session with the band reward and inhibit training which matched their Quantitative Electroencephalography (QEEG), participant's demand and chief complaint. Data were collected with QEEG and heart rate variability (HRV) in physiological response, self-efficacy in cognitive response, depression in emotional response, impulsivity and delay gratification in behavioral response of self-regulation. Results: The general characteristics and the pre-test scores of two groups were all homogeneous. The experimental group was reported to be significantly higher in QEEG homeostasis, HRV homeostasis, self-efficacy, and delay gratification than the control group. The experimental group was reported to be significantly lower in depression and impulsivity. Conclusion: The results indicate that NFT using brain cognitive neuroscience approach is effective in enhancing self-regulation response. Therefore, this nursing intervention using brain cognitive neuroscience approach can be applied as an effective self-regulation nursing intervention for adolescents with emotional behavior problems in communities for adaptive life.

• 생물정신의학
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• 제23권3호
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• pp.108-115
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• 2016

Aggression and aggressive behaviors, often explained as harmful social interaction with the intention of hurting or inflicting damage upon another, have been considered as an adaptive mechanism from the evolutionary psychological point of view. However, various studies on aggression and aggressive behaviors have been done with psychopathological approach as the extreme aggressive behaviors may harm themselves and others at the same time. Recently, researchers have attempted to explain aggression in terms of neurobiological substrates rather than based on traditional psychopathological and/or behavioral concept. In this regard, there have been findings of differences in neurotransmitters and their receptors, and genetic polymorphisms. In this review article, we provide a brief overview of the literature about seven most frequently reported neurotransmitters including neurohormones (serotonin, norepinephrine, dopamine, gamma-aminobutyric acid, nitric oxide, oxytocin and vasopressin) and an associated enzyme (monoamine oxidase A), which are known to be related with aggression and aggressive behaviors.

• 한국환경생태학회지
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• 제30권2호
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• pp.277-286
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• 2016

본 연구는 숲에서 치유를 경험한 사람들의 체험수기 115편을 질적 분석하여, 숲 치유로 나타나는 핵심 심리현상과 치유의 과정을 추적하기 위하여 수행되었다. 숲 치유 과정에서 경험하는 핵심 심리현상은 <행복감> <편안함> <깨달음>의 순이었으며, 숲 치유의 과정은 <정서적 변화>를 먼저 경험한 후에 <인지적 변화>와 <행동의 변화>로 이끌어지는 경향을 나타내었다. 숲에서의 치유단계는 시간의 흐름에 따라 <자극단계> <수용단계> <정화단계> <통찰단계> <채움단계> <변화단계>의 6단계 과정을 거쳤으며, 이러한 과정은 <자연과의 교감> <자신과의 교감> <세상과의 소통>이라는 기제를 통해 치유가 진전되는 것으로 확인되었다. 기존의 연구는 주로 집단프로그램에 의한 비교 연구와 체험후의 일시적 상태의 측정으로 결과를 도출하여 효과의 지속성이나 심리적 변화 과정을 검증할 수 없는 한계가 존재하였다. 본 연구는 기존의 양적 연구의 한계를 보완하여 개인적 심리현상과 치유과정 등을 통합적으로 이해할 수 있는 방법을 제안하였으며, 연구 결과가 산림치유의 메커니즘을 밝히고 산림치유 프로그램 개발이나 실행에 기초자료로 활용될 수 있을 것으로 기대한다.

• Journal of Computing Science and Engineering
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• 제7권2호
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• pp.112-121
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• 2013

The last years have seen a rise of interest in using electroencephalography-based brain computer interfacing methodology for investigating non-medical questions, beyond the purpose of communication and control. One of these novel applications is to examine how signal quality is being processed neurally, which is of particular interest for industry, besides providing neuroscientific insights. As for most behavioral experiments in the neurosciences, the assessment of a given stimulus by a subject is required. Based on an EEG study on speech quality of phonemes, we will first discuss the information contained in the neural correlate of this judgement. Typically, this is done by analyzing the data along behavioral responses/labels. However, participants in such complex experiments often guess at the threshold of perception. This leads to labels that are only partly correct, and oftentimes random, which is a problematic scenario for using supervised learning. Therefore, we propose a novel supervised-unsupervised learning scheme, which aims to differentiate true labels from random ones in a data-driven way. We show that this approach provides a more crisp view of the brain states that experimenters are looking for, besides discovering additional brain states to which the classical analysis is blind.

• Educational Technology International
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• 제25권1호
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• pp.27-65
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• 2024

The purpose of this study was to identify differences in learning patterns according to content complexity in video-based learning environments and to derive variables that have an important effect on learning achievement within particular learning contexts. To achieve our aims, we observed and collected data on learners' cognitive processes through perceived affordances, using behavioral logs and eye movements as specific indicators. These two types of reaction data were collected from 67 male and female university students who watched two learning videos classified according to their task complexity through the video learning player. The results showed that when the content complexity level was low, learners tended to navigate using other learners' digital logs, but when it was high, students tended to control the learning process and directly generate their own logs. In addition, using derived prediction models according to the degree of content complexity level, we identified the important variables influencing learning achievement in the low content complexity group as those related to video playback and annotation. In comparison, in the high content complexity group, the important variables were related to active navigation of the learning video. This study tried not only to apply the novel variables in the field of educational technology, but also attempt to provide qualitative observations on the learning process based on a quantitative approach.

• Safety and Health at Work
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• 제11권2호
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• pp.178-186
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• 2020

Background: Cognitive impairment is a public health burden. Our objective was to investigate associations between work hours and cognitive function. Methods: Multi-Ethnic Study of Atherosclerosis (MESA) participants (n = 2,497; 50.7% men; age range 44-84 years) reported hours per week worked in all jobs in Exams 1 (2000-2002), 2 (2002-2004), 3 (2004-2005), and 5 (2010-2011). Cognitive function was assessed (Exam 5) using the Cognitive Abilities Screening Instrument (version 2), a measure of global cognitive functioning; the Digit Symbol Coding, a measure of processing speed; and the Digit Span test, a measure of attention and working memory. We used a prospective approach and linear regression to assess associations for every 10 hours of work. Results: Among all participants, associations of hours worked with cognitive function of any type were not statistically significant. In occupation-stratified analyses (interaction p = 0.051), longer work hours were associated with poorer global cognitive function among Sales/Office and blue-collar workers, after adjustment for age, sex, physical activity, body mass index, race/ethnicity, educational level, annual income, history of heart attack, diabetes, apolipoprotein E-epsilon 4 allele (ApoE4) status, birth-place, number of years in the United States, language spoken at MESA Exam 1, and work hours at Exam 5 (β = -0.55, 95% CI = -0.99, -0.09) and (β = -0.80, -1.51, -0.09), respectively. In occupation-stratified analyses (interaction p = 0.040), we also observed an inverse association with processing speed among blue-collar workers (adjusted β = -0.80, -1.52, -0.07). Sex, race/ethnicity, and ApoE4 did not significantly modify associations between work hours and cognitive function. Conclusion: Weak inverse associations were observed between work hours and cognitive function among Sales/Office and blue-collar workers.

• 의료ㆍ복지 건축 : 한국의료복지건축학회 논문집
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• 제21권2호
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• pp.25-33
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• 2015

Purpose: This study is to suggest a direction for comprehensive planning of educational environment in which children's cognitive development and emotional needs are achieved in childcare facilities. The importance of educational environment in childcare facilities has increased since it was discovered that high quality educational environment can not be guaranteed in current childcare facilities while the number of women participating in labor force, hence the number of children spending most of their time in these facilities is rapidly increasing. Methods: Correlation analysis on Reggio Emilia Approach to education environment and Max Luscher's psychological healing theory, and case study. Results: The result of the correlation analysis, the 4 key elements of educational environment and the 4 emotional status have significant relationship. Based on the elements of educational environment in Reggio Emilia Approach, case studies were pursued in 3 different childcare facilities in Korea. Implications: Evaluation of these case studies addresses the important elements to be considered in comprehensive planning of the educational environment in childcare facilities.

• 한국콘텐츠학회논문지
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• 제10권1호
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• pp.286-294
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• 2010

복합부위통증증후군은 외상, 신경 손상, 골절, 뇌졸중, 척수 손상과 수술 등에 의해 부적합하게 발생하는 만성 신경병성 통증증후군으로, 질환의 경과, 치료법 등 모든 면에서 생물심리사회적 요인의 영향을 받는다. 작업치료에서는 생물학적, 심리적, 사회적 요소를 고려한 다학제적인 치료적 접근이 유용할 것이다. 생물학적 치료는 모든 영역에서의 독립성을 향상시키기 위해 사지의 기능적 사용을 증가시키는 것이다. 심리적 치료는 이완/바이오피드백 훈련과 인지행동치료를 제공하고, 사회적 치료는 레크리에이션 치료와 직업 재활을 실시할 수 있다. 복합부위통증증후군에 대한 작업치료는 다양한 전문 분야의 협조적인 치료과정을 통해 기능 회복과 통증 관리, 심리적 요인들의 회복을 이끌어 내야 할 것이다.

• 한국과학교육학회지
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• 제29권8호
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• pp.990-1010
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• 2009

이 연구에서는 뇌기반 진화적 교육 원리를 도출하기 위하여, 인간 뇌의 구조적 기능적 특징, 개체간과 개체내에서 일어나는 생물학적 진화, 뇌내에서 일어나는 진화적 과정, 과학 자체와 개별 과학자의 과학적 활동에 내재된 진화적 속성에 관한 연구물을 리뷰하였다. 이렇게 하여 도출된 인간 뇌의 주요 특징과 생성-선택-파지를 핵심 요소로 하는 보편 다윈주의 혹은 보편 선택주의를 토대로, 뇌기반 진화적 과학 교수 학습 모형을 개발하였다. 이 모형은 세 가지 요소와 세 가지 단계 및 평가로 이루어진다. 세 가지 요소는 정의적, 행동적, 인지적 요소이고, 각 요소를 구성하는 세 단계는 다양화 $\rightarrow$ 비교 선택 $\rightarrow$ 확장 적용(ABC-DEF; Affective, Behavioral, Cognitive components - Diversifying$\rightarrow$Emulating, Estimating, Evaluating $\rightarrow$ Furthering steps)이다. 이 모형에서 정의적 요소 (A)는 인간 뇌에서 감성을 관장하는 대뇌변연계에 토대를 두고 자연 사물과 현상에 대한 학습자의 흥미 호기심과 관련된다. 행동적 요소(B)는 시각 정보를 처리하는 후두엽, 언어 정보의 이해.생성과 관련된 측두엽, 감각운동 정보를 처리하는 감각운동령을 수반하고 과학적 활동의 직접 해보기와 관련된다. 인지적 요소(C)는 사고, 계획, 판단, 문제해결과 관련된 전두엽합령에 토대를 둔다. 이 모형은 이러한 측면에서 '뇌기반(brain-based)'이다. 이 모형의 세 가지 각 요소를 구성하는 세 단계에서, 다양화 단계(D)는 각 요소에서 다양한 변이체를 생성하는 과정이고, 가치나 유용성에 비추어 비교.선택하는 단계(E)는 변이체들 중 유용하거나 가치 있는 것을 검증하여 선택하는 과정이며, 확장.적용 단계(F)는 선택된 것을 유사한 상황으로 확장하거나 적용하는 단계이다. 이 모형은 이러한 측면에서 '진화적(evolutionary)'이다. ABC 세 요소에 대해, 과학적 활동에서 감성적 요인이 출발점으로 갖는 중요성과 뇌에서 사고 기능과 관련되는 신피질에 비해 감성을 관장하는 대뇌변연계의 우세한 역할을 반영하여 DARWIN (Driving Affective Realm for Whole Intellectual Network) 접근법을 강조한다. 이 모형은 학교 현장에서 다루는 과학 주제와 학생의 특징에 따라 다양한 형태와 수준으로 융통성 있게 실행될 수 있다.