• Science of Emotion and Sensibility
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• v.11 no.1
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• pp.105-112
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• 2008

This study investigated the effect of 40% oxygen administration on the addition task performance in three levels of difficulties and physiological signals. Ten male and female college students were selected as the subjects for this study. The experiment consisted of two runs: one was a addition task, with normal air (21% oxygen) administered and the other was with hyperoxic air (40% oxygen) administered. The experimental sequence in each run consisted of Rest1 (3 min), Task1 (1 min, one digit addition task), Task2 (1 min, two digit addition task), Task3 (1 min, three digit addition task), and Rest2 (4 min). Blood oxygen saturation and heart rate were measured throughout the five phases. The accuracy rates of the addition task were enhanced with 40% oxygen administration compared to 21% oxygen. Difference in the accuracy rates grew higher with the rise of difficulty. When 40% concentration oxygen is supplied, blood oxygen saturation increased and heart rate was decreased comparing to 21%. This study showed that the supply of high concentration oxygen increases blood oxygen saturation, which in turns accelerates brain activation resulting from cognitive process and enhances arithmetic abilities. Particularly when difficulty is high, demand for oxygen increases and, as a result, the effect of high concentration oxygen becomes more significant.

• Physical Therapy Rehabilitation Science
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• v.1 no.1
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• pp.1-5
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• 2012

Objective: Dual-task walking deficits impact functional daily life, which often requires walking while performing simultaneous tasks such as talking, thinking or carrying an object. This study is to find out the latest trend of dual-task training's influence on ambulatory abilities of a stroke patient. Design: Systematic review of randomized controlled trials. Methods: This literature review was conducted in Pubmed and Sciencedirect with the follwing key words:stroke, cerebro-vascular accident, hemiplegia, gait, rehabilitation, exercise. 7 studies were chosen in findings by search tool. 3 studies were case study, 3 studies were cross sectional observational study and 1 study was randomized controlled trial. Results: It was found that stroke patients have difficulties in doing 2 motor tasks simultaneously and when they do 2 tasks, one is done in a naturally preferred activity areas. Moreover, when simply applying dual-tasks, the walking speed decreased. Meanwhile, when applying them through training, the speed increased. This showed the improvement of effective task-implementation abilities after dual-task training using task-integration models. Conclusions: In the beginning of the 2000s, dual-tasks were implemented by simply combining walking and cognition or exercise task, and the results of this study suggest that subjects with stroke have difficulty performing dual task. However, the latest trend is to let patients do the dual-task training by combining it with virtual reality. Therefore, dual task training could be performed in a safe in the environment such as virtual reality or augment reality.

• IE interfaces
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• v.17 no.1
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• pp.113-120
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• 2004

The increased use of computers has introduced a variety kind of human-computer interfaces. Mouse is one of the useful interface tools to place the cursor on the desired position on the monitor. This paper suggested a foot controlled isotonic mouse which was similar to the ordinary hand-controlled mouse except that positioning was controlled by the right foot and the clicking was performed by the left foot. Experimental results showed that both the index of difficulty(IOD) and the display-control gain(DC gain) varied the total movement time in a target acquisition task on the monitor. The present authors also drew the optimal display-control gain of the foot-controlled isotonic mouse over the index of difficulty of 1.0 to 3.0. The optimal display-control gain, i. e., 0.256, could be used when designing a foot-controlled isotonic mouse.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.31-68
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• 2006

The present research investigates the acquisition of the English locative alternation by Korean EFL learners, which poses a learnability paradox, taking Pinker's framework of learnability theory as its basis. It addresses two questions (1) how lexical knowledge is represented initially and at different levels of interlanguage development and (2) what kinds of difficulty Korean learners find in the acquisition of English locative verbs and their constructions. Three groups of learners at different proficiency levels with a control group of English native speakers are examined by two instruments: elicited production task and grammaticality judgment task. According to different levels of proficiency, the learners exhibit gradual sensitivity to a change-of-state meaning and obtain complete perception of the meanings of locative verbs (manner-of-motion and change-of-state) and their constructions. Overgeneralization errors are observed in their performance. The errors are due to misinterpretations of particular lexical items in conjunction with the universal linking rules. More fundamental cause of difficulty is accounted for by partial use of learning mechanisms, caused by insufficient L2 input.

• 제어로봇시스템학회:학술대회논문집
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• 1997.10a
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• pp.1840-1843
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• 1997

The task environment of a robot is changing rapidly and task itself becomes complicated due to current industrial trends of multi-product and small lot size production. A convenient user-interfaced off-line programming(OLP) system is being developed in order to overcome the difficulty in teaching a robot task. Using the OLP system, operators can easily teach robot tasks off-line and verify feasibility of the task through simulation of a robot prior to the on-line execution. However, some task errors are inevitable by kinematic differences between the robot model in OLP and the actual robot. Three calibration methods using image information are proposed to compensate the kinematic differences. These methods compose of a relative position vector method, three point compensation method, and base line compensation method. To compensate a kinematic differences the vision system with one monochrome camera is used in the calibration experiment.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2001.05a
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• pp.15-19
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• 2001

This paper describes effectiveness and characteristics of 3 P(point) task analysis as a new Ergonomic and Kansei design method for extracting user demand especially. The key point in 3 P task analysis is to describe the flow of tasks and extract any problems in each task. A solution of a problem means a user demand. 3 P task analysis cal eliminate an oversight of check items by examining the users' information processing level. The suers' information processing level was divided into the following three stages for problem extraction: acquirement of information ---> understanding and judgment ---> operation. Three stages has fourteenth cues such as difficulty of seeing, no emphasis, mapping for extracting problems. To link analysis results to the formulation of a product concept. I added a column on the right side of the table for writing the requirements (user demand) to resolve the problems extracted from each task. The requirements are extracted by using seventh cues. Finally 3 P task analysis was compared with group interview to make the characteristics of 3 P task analysis, especially extracting user demand, clear.

• Korean Journal of Cognitive Science
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• v.25 no.4
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• pp.385-416
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• 2014

In this study, memory for emotional words was compared between extraverts and introverts, employing signal detection analysis to distinguish differences in discriminative memory and response bias. Subjects were presented with a study list of emotional words in an encoding session, followed by a recognition session. Effects of task difficulty were examined by varying the nature of the encoding task and the intervals between study and test. For an easy task, with a retention interval of 5 minutes (Study I), introverts exhibited better memory (i.e., higher d') than extraverts, particularly for low-frequency words, and response biases did not differ between these two groups. For a difficult task, with a one-month retention period (Study II), performance was poor overall, and only high-frequency words were remembered; also extraverts adopted a more liberal criterion for 'old' responses (i.e., more hits and more false alarms) for positive emotional-valence words. These results suggest that as task difficulty drives down performance, effects of internal control processes become more apparent, revealing differences in response biases for positive words between extraverts and introverts. These results show that extraversion can distort memory performance for words, depending on their emotional valence.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.51-58
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• 2020

The purpose of this study was to provide research results on how teacher background variables and teacher efficacy affect the teacher's instructional behavior of elementary school teachers in student participatory classes. A survey was conducted on 122 elementary school teachers in the G area and a regression analysis was conducted to analyze the relationship of influence between variables. As a result of the regression analysis, self-regulation efficiency and task difficulty preference had a significant impact on elementary teachers' instructional behavior. As for teaching knowledge, class motivation, which are sub-variable factors in class behavior, self-regulating efficacy had a higher influence than task difficulty preference and for class communication, task difficulty preference had a higher influence than self-regulating efficacy. Based on the results of the study, we considered ways to show desirable teaching behavior of elementary school teachers in student participatory classes.

• Journal of Families and Better Life
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• v.29 no.6
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• pp.71-87
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• 2011

The purpose of this study was to investigate perceptions of the self-efficacy of youth (self-confidence, self-regulatory efficacy, and task difficulty preference) and the subjective quality of life. The participants in this research were 697 university students 314 males and 383 females. All respondents submitted their answers on a self-report questionnaire. The data were analyzed with descriptive statistics, t-tests, Pearson's correlations, and multiple regression analyses. The major results of this study were as follows: (a) Young males exhibited higher levels of self-efficacy perception compared to young females. Regarding the subjective quality of life, gender was not a significant factor. (b) The subjective quality of life was highly correlated with the self-efficacy of youth (self-confidence, self-regulatory efficacy, and task difficulty preference). (c) Self-satisfaction, self-confidence regarding one's career, satisfaction with one's friends, satisfaction with one's parental relationship, quantity of reading, and the amount of study-time all had significant influences on the self-efficacy of youth, whereas the family's socioeconomic status and campus life satisfaction were not significant factors. (d) Self-efficacy had the strongest influence on the youth subjective quality of life. Self-satisfaction, campus life satisfaction, and satisfaction with friends all had significant influences on the youth subjective quality of life, whereas the quantity of reading, the amount of study-time, self-confidence with one's career, the family's socioeconomic status, and satisfaction with one's parental relationship were not significant factors. However, self-confidence with one's career, satisfaction with one's parental relationship, the family's socioeconomic status, and quantity of reading all had different levels of influence on the subjective quality of life for young males and females.

• Asia Marketing Journal
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• v.17 no.2
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• pp.63-71
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• 2015

In this research, we explore whether mere exposure to external cues with vertical progress (e.g., moving upward or moving downward) can influence individuals' persistence to complete focal tasks. Drawing on the theory of embodied cognition, we propose that, a moving-upward (vs. downward) cue activates the abstract concept of difficulty, which is associated with the physical experience of climbing uphill (vs. downhill). Due to this association between moving uphill and difficulty, merely exposing individuals to the moving-upward cue can induce greater feeling of difficulty and this greater difficulty, in turn, reduce individuals' persistence, compared to exposing individuals to the moving-downward cue. Across three studies, we find supporting evidence for the effect of the external cues with vertical progress on individuals' performance both in physical tasks and in a cognitive task.