• Journal of the Ergonomics Society of Korea
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• v.14 no.1
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• pp.25-35
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• 1995

For information processing tasks, it is an important cognitive skill to manipulate and store information, which is known as information intake. One of the tasks which greatly involve this skill would be a spreadsheet calculation task. In this study, a spreadsheet calculation task is analyzed by the cognitive task analysis based on the cognitive factors having been usef for a model of human information processing. By the results of the cognitive task analysis, the spreadsheet calculation tasks to be used in the experiments are designed and the testbattery of cognitive abilities assessment (CCAB ; complex cognitive asssessment battery) are selected. Then, the features of cognitive demands and a human performance model of the spreadsheet calculation task are suggested by means of correlation analysis, principal component factor analysis, and regression analysis of the results of the experiments on task performances and the assessment of cognitive abilities. Also, the application of the results of the study to job placement and further research issues are described.

• Journal of Gifted/Talented Education
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• v.7 no.1
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• pp.77-116
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• 1997

The paper-and-pencil multiplce choise test has been widely used to identify gifted and talented student in Korea. Such test have several drawbacks; such~a s not being able to assess creative problem solving abilities and high level thinking abilities which are important characteristics of gifted students. The Korean Educational Development Institute (KEDI) developed a performance assessment which challenged traditional methods of identification. The 5-day summer camp was held to select gifted students for the Korean Minjok Leadership Academy. 211 students were evaluated in the aspects of creative problem solving abilities, high level thinking abilities, task commitments, and cooperativeness with various performance tasks, such as essay tests, conversations, oral examinations, computer simulations, puzzles, experiments, group discussions, debates, research reports, and games. As a result, it was found that there were several limitations of the performance assessment in terms of low reliability, requiring high costs and many professionals, and taking long times and large spaces. Expanding and continuing research should follow in order for a performance assessment to use widely as an identification methods because it assesses 'true' abilities of each individual student. follow in order for a performance assessment to use widely as an identification methods because it assesses 'true' abilities of each individual student.

• Proceedings of the ESK Conference
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• 1995.10a
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• pp.3-12
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• 1995

In this research, we investigated the effect of three visual feedback conditions (direct viewing, one-monitor viewing, and tow-monitors viewing) on the task performance of human operator in teloperation task. The three different level of task difficulties under each concitions were performed by thirty-six subjects. The result of the experiments was analysed by the task difficulties, and the measurements of performance are the task completion time and the frequency of task errors. In a teleoperator, the participation of a human operator is always required, and the man-machine interface and the operator's abilities is an important issue. Recently, the different types of sensory feedback conditions(force, vision, sound, tactile, etc) for teleoperation is a very active research area in ergonomics. Among them, visual feedback conditon is an important sense that can provide the information of task environment. Therefore, the sufficient understandings and investigation for human ability under various visual feedback conditions is required to establish the efficient man-machine interface of teleoperation. The result showed that the visual feecback conditions and the level of task difficulties have a significant effect on the task performance. For three level of task difficulties, the task completion time was the shortest under the condition of direct viewing. The number of task errors under the conditions of direct viewing and two-monitors viewing were reduced by more than half compare to that of one-monitor viewing.

• Physical Therapy Korea
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• v.21 no.3
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• pp.80-88
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• 2014

Previous studies have reported that decreased cognitive ability has been consistently associated with significant declines in performance of one or both tasks under a dual-task walking condition. This study examined the relationship between specific cognitive abilities and the dual-task costs (DTCs) of spatio-temporal gait parameters in stroke patients. The spatio-temporal gait parameters were measured among 30 stroke patients while walking with and without a cognitive task (Stroop Word-Color Task) at the study participant's preferred walking speed. Cognitive abilities were measured using Computerized Neuropsychological Testing. Pearson's correlation coefficients (r) were calculated to quantify the associations between the neuropsychological measures and the DTCs in the spatio-temporal gait parameters. Moderate to strong correlations were found between the Auditory Continuous Performance test (ACPT) and the DTCs of the Single Support Time of Non-paretic (r=.37), the Trail Making A (TMA) test and the DTCs of Velocity (r=.71), TMA test and the DTCs of the Step Length of Paretic (r=.37), TMA test and the DTCs of the Step Length Non-paretic (r=.36), the Trail Making B (TMB) test and the DTCs of Velocity (r=.70), the Stroop Word-Color test and the DTCs of Velocity (r=-.40), Visual-span Backward (V-span B) test and the DTCs of Velocity (r=-.41), V-span B test and the DTCs of the Double Support Time of Non-paretic (r=.38), Digit-span Forward test and the DTCs of the Step Time of Non-paretic (r=-.39), and Digit-span Backward test and the DTCs of the Single Support Time of Paretic (r=.36). Especially TMA test and TMB test were found to be more strongly correlated to the DTCs of gait velocity than the other correlations. Understanding these cognitive features will provide guidance for identifying dual- task walking ability.

• 대한공업교육학회지
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• v.35 no.2
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• pp.159-181
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• 2010

This study aims to verity effects of project method on the girl students' task performance ability in the unit of 'Energy and Transportation Technology' of Technology' Home Economics Subject in High schools. The task performance ability are composed of collecting information, performing achievement, planning of solving the task, and performance evaluation. The results of this research conducted for girl students of two classes of H high school located in Gyeong-gi Province are as follows: First, the group with the project method was more effective, in general, in learning ability of performing the tasks of 'Energy and Transportation Technology' than the group with traditional teaching. Second, the group with the project method was more effective than the group with traditional teaching in ability of task performance of subordinate elements of performing tasks in the unit of 'Energy and Transportation Technology', such as collecting information and performing achievement. However, in the fields of another subordinate elements of planning of solving the task and performing evaluation, the degree of effectiveness was unknown. After examining the results of all the cases, it was found that project method was more effective than the traditional teaching method in increasing the performing task abilities of the students in the lesson of 'Energy and Transportation Technology' in high schools.

• Physical Therapy Korea
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• v.21 no.2
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• pp.18-27
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• 2014

The purpose of this study was to examine the effects of dual-task training (cognitive and exercise tasks) on the balance and gait performance of chronic stroke patients. Eighteen subjects with chronic stroke were divided equally into two groups, an experimental group and a control group. Subjects in both groups participated in an exercise program, performing the same tasks, for 45 minutes per day, three times per week for four weeks. The experimental group also performed additional cognitive task. The experimental group showed a more significant improvement than the control group on the Berg Balance Scale, the Timed Up and Go Test, the Korean Activities-Specific Balance Confidence Scale, and the Functional Gait Assessment (p<.05). The cognitive task error rates in the final week were significantly less than in the first week in the experimental group (p<.01). These results suggest that dual-task training for chronic stroke patients is effective in improving balance, gait, and cognitive abilities.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.2
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• pp.46-65
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• 2017

Objective : The purpose of this research is to find clinical effects of application of weighted vest during task-oriented training focused on gross motor performance and balance abilities of children with spastic diplegia. Methods : 34 subjects were divided by simple random sampling into two groups; experimental group (male : 9, female : 8, average age : 8.12) and placebo group (male : 9, female : 9, average age : 7.53). Both two groups underwent to 40 minute intervention, twice a week for 12 weeks. The intervention was task-oriented training focused on facilitating closed kinematic chain and multi-joint functional movement pattern. During the training, the experimental group received loaded-resistance weighted vest and placebo group also received weighted vest but without loaded-resistance. Participants in both groups underwent 8 to 10 reps of the task-oriented training and there were 3 minutes break time between tasks. There were pre-test of gross motor performance and balance abilities, and two times of post-tests were performed upon 6 weeks and 12 weeks after the intervention completed. And in final, an additional follow-up test was performed 12 weeks after the evaluation was finished in order to find any difference between the two groups over time. Results : There was significant difference in Gross Motor Performance Measure (GMPM) between two groups. It is found that average score of the experimental group increased more than the placebo group after 6 weeks and 12 weeks intervention (p<.05). There was significant difference in Pediatric Berg's Balance Scale (PBS) between two groups. It is found that average score of the experimental group increased more than the placebo group after 6 weeks and 12 weeks intervention (p<.05). Conclusion : Based on the results in this study, it is proposed that application of weighted vest into task-oriented training to facilitating closed kinematic chain and multi-joint movement can improve gross motor performance and balance abilities of children with cerebral palsy.

• Journal of the Korean Society of Physical Medicine
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• v.12 no.1
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• pp.51-59
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• 2017

PURPOSE: This study compared cognitive task-directed functional motor control ability for reaching and kicking movements in younger and older adults. METHODS: Subjects were divided into two groups of younger and older adults, with 13 subjects in each group. Subjects were required to perform a dual task combining a functional movement and cognitive component. The task consisted of reaching and kicking movements. Participants performed indicated movements when a target appeared on a monitor. The target randomly appeared on the monitor every 10 seconds. The total performance time (TPT), joint angular velocity (JAV), and muscle activation time were used to evaluate motor control ability. RESULTS: There were significant differences in all evaluation factors in a comparison of younger and older adults (p<.05). TPT was significantly shorter in older adults, and JAV and muscle activation time were significantly slower than that in the younger adult group. Although the results for older adults were within the normal range for functional assessment, their motor control abilities were significantly worse for cognitive tasks compared with those of younger adults. CONCLUSION: The results of this study indicated that a motor control assessment tool using a cognitive task would be helpful in assessment of motor control ability in healthy older adults.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.259-273
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• 1999

This studied investigated children's music identification, classification, and seriation cognitive task performance abilities by age and sex. The subjects were l20 six-, eight-, and ten-year-old school children. There were significant positive correlations among music cognition tasks and significant age and sex differences within each of the music tasks. Ten-year-old children were more likely to complete their music identification tasks than the younger children and girls were more likely than boys to complete their music identification tasks. Eight- and 10-year-old children were more likely to complete their music classification tasks than the younger group. Piagetian stage theory was demonstrated in children's music classification task performance. There was an age-related increase in the performance of the music seriation tasks. Developmental sequential theory was demonstrated in music seriation performance.

• School Mathematics
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• v.2 no.1
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• pp.203-241
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• 2000

This study aims to suggest a model of task development for mathematics performance assessment and to develop performance tasks for the fifth graders in the primary school on the basis of this model. In order to achieve these aims, the following inquiry questions were set up: (1) to develop open-ended tasks and projects for the fifth graders, (2) to develop checklists for measuring the abilities of mathematical reasoning, problem solving, connection, communication of the fifth graders more deeply when performance assessment tasks are implemented and (3) to examine the appropriateness of performance tasks and checklists and to modify them when is needed through applying these tasks to pupils. The consequences of applying some tasks and analysing some work samples of pupils are as follows. Firstly, pupils need more diverse thinking ability. Secondly, pupils want in the ability of analysing the meaning of mathematical concepts in relation to real world. Thirdly, pupils can calculate precisely but they want in the ability of explaining their ideas and strategies. Fourthly, pupils can find patterns in sequences of numbers or figures but they have difficulty in generalizing these patterns, predicting and demonstrating. Fifthly, pupils are familiar with procedural knowledge more than conceptual knowledge. From these analyses, it is concluded that performance tasks and checklists developed in this study are improved assessment tools for measuring mathematical abilities of pupils, and that we should improve mathematics instruction for pupils to understand mathematical concepts deeply, solve problems, reason mathematically, connect mathematics to real world and other disciplines, and communicate about mathematics.