• Journal of the Korean School Mathematics Society
• /
• v.12 no.2
• /
• pp.151-170
• /
• 2009

The purpose of the study is to analyze the sixth graders' understanding of concepts and operation about fraction. The test was administered and analyzed to 707 sixth graders' performance on fractions after the fraction instructions in elementary schools in Seoul, Korea. The participants are asked to answer two sets of questions for 40 minutes. First, they are asked to answer to 16 problems about the concepts of fraction with respect to part-whole, ratio, operator, measure, quotient, equivalent, and operations. Second, specially, to investigate sixth graders' ability of drawing and describing the situation of division including fraction, the descriptive problem asked students (1) to describe $3\;{\div}\;\frac{1}{2}$ into pictorial representation and (2) to write the solving process. The participants of this study didn't show deep understandings about the concepts and operation of fraction. The degree of understanding of subconstructs of fraction shows that their knowledge of ratio concept with respect to fraction was highest while their understanding of measure with respect to fraction was lowest. Considering their wrong answers, about 59% of participants showed misconception to the question of naming one fraction that appears between $\frac{1}{5}$ and $\frac{1}{6}$. Further, they didn't explain their understanding with drawing about the division of fraction ($3\;{\div}\;\frac{1}{2}$).

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.27 no.2
• /
• pp.109-118
• /
• 2016

Objectives: The aim of this study was to develop the computerized Comprehensive Learning Test-Reading (CLT-R) to evaluate the cognitive processes and achievements related to their basic reading ability and identify dyslexia in children and adolescents in South Korea. We also obtained the normative data and evaluated the reliability and validity of the test. Methods: We developed the CLT-R, including the word attack/nonword decoding, paragraph reading, sound blending, nonword repetition, rapid automatized naming, letter-sound matching, visual attention, orthography awareness, and digit span tests, for the purpose of diagnosing dyslexia. We investigated the reliability and validity of the tests and gathered the normative data from 399 subjects (male 48.9%), aged 5-14 years, from the last grade in kindergarten to middle school, dwelling in Seoul and Gyeonggi Province, South Korea. Results: No statistical differences were observed between the means of the tests and retests of the CAT. The mean of the correlation coefficient of the test-retest scores was 0.85. According to the construct validity test calculated by principal constant analysis using the oblique rotation method, 4 factors explained 70.0% of the cumulative variances. In addition, the normative data were obtained for all of the CLT-R subtests. Conclusion: The computerized CLT-R can be used as a reliable and valid tool to evaluate the reading achievement and reading related cognitive process in Korean children and adolescents in schools, clinics, and research institutes.

• The Journal of Internal Korean Medicine
• /
• v.39 no.6
• /
• pp.1105-1115
• /
• 2018

Objectives: The aim of this review is to investigate clinical studies on Oriental medicine treatment for aphasia after cerebrovascular disease. Methods: Using the keywords 'Aphasia', 'Oriental medicine', 'Stroke' 'Cerebral infarction', 'Cerebral hemorrhage', and 'Clinic', we searched domestic databases, including "NDSL (National Discovery for Science Leaders)", "Korean Traditional Knowledge Portal", "OASIS (Oriental Medicine Advanced Searching Integrated System)", and "RISS (Research Information Sharing Service)". Each keyword was not searched individually, but combined in various ways. To investigate recent trends, we limited our search to papers published after 2000. Papers that did not include a specific treatment method or did not match the subject "Aphasia after stroke" were excluded. Results: Using the searching method, 13 studies were found. Of these, 12 studies were in the form of case reports, while one was in the form of a non-randomized controlled trial. These studies showed positive results for the use of Oriental medicine in terms of the Korean version of the Western Aphasia Battery (K-WAB), the evaluation form on functional performance capability and accuracy of articulatory organs developed by Lee, aphasia screening test refered in 'Assessment in Speech-Language Pathology' and adapted properly to Korean, the Communicative Ability in Daily Living Test (CADLT), the Korean Version-Boston Naming Test (K-BNT), and language assessment items included in CNS, and NIHSS. Conclusions: Of the 12 case reports, 11 studies showed positive results of the use of Oriental medicine for treatment of aphasia after cerebrovascular disease. However, more sophisticated and large-scale clinical research on aphasia should be conducted.

• Journal of architectural history
• /
• v.9 no.1 s.22
• /
• pp.7-25
• /
• 2000

The purpose of this study is focused to the historic changes of Yungnam-Ru(嶺南樓), which are based on the site layout, and architectural forms in architectural building history and historic periods analyzed with the historic reference, paintings, and photos. This study is to search the alteration of the types of axis and the formation of spaces in Yungnam-Ru which is the Ru-Gak(樓閣) The conclusion of the architectural changes from the historic period and architectural form which is the belows. The first Yungnam-Ru by name had been used to be called, before it was re-called Yungnam-Ru by Kim Ju in 1365. Therefore, the hypothesis in naming Yungnam-Ru form assumption that the building under the name of Yungnam-Ru was re-named by Kim Ju from the Old Budist Temple called Yungnam-Sa, should re-considered in history. The second, it is considered that Milyang-Sibyi-Kyungdo(密陽十二景圖) as the painting can only be seen the site layout in 1542. It could be compared the differences of the site layouts from in 1542 to the present time. At that time Nyungpadang(凌派堂) was connected the main buildings called Yungnam-Ru Chimrudang(沈流堂),building was seperated with the Yungnam-Ru at that period. In 1542, the main Building(Yungnam-Ru) was consist of 5 spans of columns(from the front) and 2 spans of columns(from the side). Now, the main Building(Yungnam-Ru) has the 5 spans of columns from the front, and two spans of columns short from the side, compared to the present facade. At the past, Chimrudang(building) has the two spans of columns and one span of columns short, compared to the present facade. The third, It supposed that main building, Nyungpadang and Chimrudang in the composite of facade was connected with Wolrang(月廊) and Hunrang(軒廊) after invatioin from japan in 1592. 1844, (Chosun dynasty, Hunjong 10) the Yungnam-Ru was re-builted by maintaining the same concept in site layout of the past, and finally the three buildings was put together with Wolrang and Hunrang. As a result, the plan of the Yungnam-Ru was expanded with many aspects. From 1542 to 1844, the present site-layout gradually completed with three buildings which was spatially connected. The forth, in the middle age of Chosun dynasty, after added Gaeksa(客舍), the building is for the government officer staying temporally from outside province) in the site, the site layout was greatly changed with volume of building. In 1844, the Yungnam-Ru as the Nugak belongs to Miljukwan(密州館) was expanded spacially and formally. After that time, the burned buildings could not have been re-built because of aspects in government ability and economical ability.

• The Korean Journal of Elementary Counseling
• /
• v.7 no.2
• /
• pp.101-115
• /
• 2008

The purposes of this study were to consist an anger control program in order to help children confirm and modify their cognitive errors in peer anger-provoking situations(Lee Mi-gyeong, 2006), that and to examine the effects of this program on anger-provoking experience, anger controllability and peer relationship. The cognitive-behavioral anger control program was consisted of 16 sessions. The focus of the program were placed on perceiving angry feelings, confirming automatic thinking and cognitive errors and acquiring how to correct the cognitive errors(1st-10th sessions), and checking cognitive errors in 13 anger-provoking situations and practicing way to correct the errors(11th-15th sessions). To examine the effects of the program, 10 children who had a lot of anger-provoking experiences, and were poor at anger control and faced difficulties with peer relationship were selected. The cognitive-behavioral anger control program was implemented for eight weeks, twice a week, 40 minutes each. The collected data were analysed by the ANOVA method using the SPSS and Kwakstat(Kwak Ho-wan, 1993). What cognitive errors children made and how they modified the errors during the program were checked. The findings of the study were as follows: The cognitive-behavioral anger control program served to cut down on the anger-provoking experiences, to improve their anger controllability, to boost their peer relationship, and that effect lasted till six weeks later. And the cognitive errors they made during the program were in the order as follows: stating the oughtness of their behavior, followed by naming, seeing everything in black and white, emotional judgment, mind reading, linking the situation to themselves, overgeneralizing, and hasty conclusion. The ways to correct the cognitive errors were in the order as follows: putting oneself in another's place, explaining in a different manner, looking for proof, thinking of it is so difficult to indure, thinging of there is moral to it, and thinking of how angry after passing time.