• Physical Therapy Rehabilitation Science
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• 제10권1호
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• pp.69-75
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• 2021

Objective: This study was aimed at investigating the effects of lumbar stabilization exercise according to correct verbal instructions in pain and muscle strengthening of the low back pain patients. Design: A randomized controlled trial. Methods: Twenty subjects with low back pain were selected. They were randomly assigned to one of two groups (10 in each group): namely the lumbar stabilization exercise and lumbar stabilization exercise according to the correct verbal instructions group. The lumbar stabilization exercise group performed lumbar stabilization exercises for 6 weeks (5 times a week). The lumbar stabilization exercise according to correct verbal instructions group performed lumbar stabilization exercise according to correct verbal instructions for 6 weeks (5 times a week). We measured pain, muscle power, proprioception, and body balance before and after exercise by using visual analog scale (VAS), digital handheld dynanometer, Joint repositioning error, time up and go test respectively. Results: We found statistically significant differences in pain, muscle power, proprioception, and body balance in lumbar stabilization exercise and lumbar stabilization exercise according to correct verbal instructions group, before and after (p<0.05). Conclusions: We confirmed the effect of lumbar stabilization exercise according to correct verbal instructions. Thus we thought these results could be used as basic data and reference for low back pain. But we need more study effect of correct verbal instructions on other exercises.

• 한국초등과학교육학회지:초등과학교육
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• 제30권1호
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• pp.51-60
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• 2011

The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.

• Physical Therapy Rehabilitation Science
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• 제11권1호
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• pp.88-96
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• 2022

Objective: Purpose of this study was to compare muscle activity ratio of multifidus to erector spinalis according to various cueing including tactile stimulation to provide an effective strategy to provide verbal and tactile feedback during exercise to provoke multifidus muscle activation. Design: Cross-sectional study. Methods: Participants of this study included 28 healthy adults. Muscle activities of the multifidus and erector spinalis were measured while the participants performed tasks according to the three different methods of verbal cueing and three different tactile stimulation. Surface EMG was used to measure the muscular activity of the muscles during all the tasks. Results: Tactile stimulation to abdomen and lumbar vertebrae showed no significant difference in the muscle activity ratio (p>0.05). However, muscle activity ratio of the multifidus in relation to the erector spinalis was increased when subjects were given verbal instructions to make lumbar curvature with little force and to make lumbar curvature while pulling navel (p<0.05). However, it was decreased when they were provided with verbal instruction to make lumbar curvature with strong force (p<0.05). Conclusions: According to the results, proper verbal instruction was an effective tool to increase the muscular activity of multifidus. This study aimed to find and provide the most appropriate verbal cueing while doing exercises to activate multifidus.

• 한국과학교육학회지
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• 제32권2호
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• pp.402-414
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• 2012

이 연구에서는 포화 용액 개념 학습에서 비유 표현방식과 언어적 학습 양식에 따른 비유 사용 수업의 효과를 대응 관계 이해도, 대응 오류, 수업에 대한 인식 측면에서 조사했다. 1개 초등학교 5학년 학생 123명을 선정하여 VA 집단(n=63)과 VPA 집단(n=60)으로 배치했다. 사전 검사로 언어적 학습 양식 검사를 실시했다. VA 집단의 학생들은 글로만 표현된 비유로 목표 개념을 학습했고, VPA 집단의 학생들은 글과 그림으로 표현된 비유로 목표 개념을 학습했다. 목표 개념 학습 후, 대응 관계 이해도 검사를 실시했다. VPA 집단 학생들에게는 수업에 대한 인식 검사도 실시했으며, 일부 학생들을 대상으로 심층 면담도 실시했다. 연구 결과, 언어적 학습 선호 학생들의 경우 VPA 집단의 점수가 VA 집단의 점수보다 낮았으며, 그 차이가 통계적으로 유의미했다. 반면, 언어적 학습 비선호 학생들의 경우에는 두 집단 간 점수 차이가 통계적으로 유의미하지 않았다. 대응 불이행, 부적절한 대응, 무분별한 대응, 불가능한 대응, 표면적 속성 대응의 다섯 가지 대응 오류 유형이 나타났다. 언어적 학습양식에 따라 두 집단의 대응 오류 유형별 발생 빈도가 다른 양상을 보였다. 언어적 학습 양식에 관계없이 VPA 집단의 많은 학생들이 글과 그림으로 표현된 비유를 통해 학습하는 것에 대해 다양한 인지적 동기적 측면에서 긍정적으로 인식했으나, 일부 학생들은 몇 가지 어려움을 지적하기도 했다. 이에 대한 교육학적 함의를 논의했다.

• 한국과학교육학회지
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• 제29권4호
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• pp.359-372
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• 2009

이 연구에서는 과학 영재를 위한 토론수업을 위해 새로운 FPHER (problem finding, prediction & discussion, hands-on & experiment, explanation & arrangement, enrichment) 수업 모형을 개발하고, 이를 적용하는 과정에서 나타나는 언어적 상호작용의 특징을 분석하여, 수업 과정에서 나타난 언어적 상호작용의 전반적인 특징 및 수업단계별 특징을 알아보았다. 연구를 위해 과학고등학교 1학년 화학수업 시간을 이용하여 학생들에게 수업 처치를 하였으며, 각 모둠별로 학생들의 토론 내용을 녹음하고, 분석하였다. 연구 결과, 개발된 FPHER 수업 모형은 대부분 과제와 관련된 인지적 영역의 상호작용을 유도하였으나, 의견받기 보다는 의견제시가 우세하였다. F 단계에서 전반적으로 상호작용이 적었고, P 단계에서는 과제해결 관련 제안과 자신감 부족이 많았다. H 단계에서는 과제진행 관련제안이 많고 지시가 많았다. E 단계에서는 질문과 설명, 불만과 자신감 부족이 많았다. R 단계는 상위수준 상호작용을 유도하였으며, 주로 활동지와 상호작용을 하며 상당히 수준 높은 문제 해결력을 보였다. 앞으로 FPHER 수업 모형에 따른 학생-학생 간 상호작용과 교사가 학생의 설명에 반론을 제기하거나 정교화나 정당화를 요구함으로써 사고를 유도하는 형태의 수업에 익숙해 질 수 있도록 교사와 학생 간의 상호작용이 활발할 수 있는 수업전략의 심층적인 연구가 필요하다.

• 지식경영연구
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• 제12권2호
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• pp.81-90
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• 2011

This paper aims at the application of knowledge management in teaching Korean traditional dance (KTD) for elderly people. KTD has been taught using the traditional method of individual verbal instructions. Applying the traditional method in teaching a group of elderly people has limitations for both instructors and for the elderly people. Because there is no uniform method in teaching KTD, each instructor has to create his or her own teaching plan. Also, due to diminishing memory among the elderly people, it is difficult for them to recall what they were verbally instructed. To overcome these limitations in teaching KTD, we propose the application of knowledge management (KM) process. The KM process will allow collecting, storing, sharing, and optimizing the tacit knowledge of KTD. The findings and implications in this study would provide insights not only for the KTD instructors but for the silver industry as well.

• 대한교통학회지
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• 제14권2호
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• pp.89-118
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• 1996

The development and implementation of a real-time, traffic adaptive control scheme based on fuzzy logic through Video Image Detector systems (VIDs) is presented. Through VIDs based image processing, fuzzy logic can be used for a real-time traffic adaptive signal control scheme. Fuzzy control logic allows linguistic and inexact traffic data to be manipulated as a useful tool in designing signal timing plans. The fuzzy logic has the ability to comprehend linguistic instructions and to generate control strategy based on a priori verbal communication. The implementation of fuzzy logic controller for a traffic network is introduced. Comparisons are made between implementations of the fuzzy logic controller and the actuated controller in an isolated intersection. The results obtained from the application of the fuzzy logic controller are also compared with those corresponding to a pretimed controller for the coordinated intersections. Simulation results from the comparisons indicate the performance of the system is between under the fuzzy logic controller. Integration of the aforementioned schemes into and ATMS framework will lead to real-time adjustment of the traffic control signals, resulting in significant reduction in traffic congestion.

• 한국컴퓨터정보학회논문지
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• 제22권5호
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• pp.51-56
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• 2017

The purpose of this study was to identify differences in cognitive function according to the presence or absence of apraxia and the tasks most relevant to the cognitive function among the various types of tasks in the apraxia test. The subjects were 42 community residents who participated in a cognitive rehabilitation program related to dementia in a Chungbuk area. MMSE-K and BCoS(Birmingham Cognitive Screen) apraxia test were administered to all subjects. The apraxia test includes three types of tasks, gesture production tasks that make meaningful movements according to verbal instructions, gesture recognition tasks that display behavior after make sense of meanings, and meaningless imitation task. Apraxia group(n=30, MMSE-K mean score: 25) showed lower cognitive function than group without apraxia(n=12, MMSE-K mean score: 28). All tasks in the apraxia test showed a significant correlation with cognitive function, but the meaningless imitation task had a negligible correlation. The apraxia test is a good way to assess cognitive function, and it may be more effective to use meaningful behavior to replace cognitive testing.

• 한국과학교육학회지
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• 제20권4호
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• pp.505-509
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• 2000

담화단위의 연관도를 측정하는 평균기본계수 $(\bar{B}_1)$, 평균가중계수 $(\bar{B}_2)$ 그리고 진행도 (P)는 다음과 같다. T1($\bar{B}_1$, 0.21: $\bar{B}_2$, 0.86: P. 0.79), T2($\bar{B}_1$, 0.02:$\bar{B}_2$, 0.85: P. 0.80), T3($\bar{B}_1$, 0.22: $\bar{B}_2$, 0.83: P.0.78) and T4($\bar{B}_1$, 0.14: $\bar{B}_2$, 0.82: P. 0.86), T4 교사는 다른 교사들에 비해 낮은 역동적 구조를 나타냈으나 수업은 빠른 진행도를 보였다. 총 담화단위 수, 어소의 총 빈도 수, 어소의 종류 수는 T1, T2, T3,T4 교사의 순으로 나타났다. 결과적으로 T4 교사는 다른 교사에 비해 수업 내용의 역동적 구조가 전체적으로 볼 때 낮은 수준을 보였는데, 그 주된 이유는 T4 교사는 수업 준비를 체계적으로 하지 않아, 수업내용이 상대적으로 적었기 때문으로 추측된다. 게다가 T4 교사가 담당하고 있는 학급이 1개 학급이기에 반복적인 수업이 이루어지지 않아 자기 분석의 기회가 없었고, 수업의 내용이 전공 영역과의 관련성이 적었으며 교직 경력 또한 다른 교사보다 낮았기 때문으로 사료된다.

• 대한물리의학회지
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• 제11권1호
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• pp.53-60
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• 2016

PURPOSE: This study aimed to identify differences in the thickness of the transverse abdominis (TrA) and pelvic floor muscles (PFM) between those with (LBP) and without low back pain (non-LBP). The standardized methods of contraction for the TrA and PFM were used to perform the abdominal draw-in maneuver (ADIM) and pelvic floor muscle contraction (PFC), respectively. METHODS: This study included 27 young men and women, who were verbally instructed regarding the maneuvers (LBP, n=14; non-LBP, n=13). For all subjects, TrA and PFM thickness were evaluated by ultrasonography during ADIM and PFC. RESULTS: The results of this study showed that TrA thickness increased during ADIM and PFC to a greater degree in the non-LBP group than in the LBP group (p < 0.01). PFM thickness increased more during PFC in the non-LBP group than in the LBP group (p < 0.05). Both groups showed greater increases in TrA thickness during ADIM than during PFC (p < 0.01), and greater increases in PFM thickness during PFC than during ADIM (p < 0.05). CONCLUSION: These results suggest that receiving verbal instructions on how to use each muscle for a specific maneuver was more beneficial than other verbal instruction. Further studies are needed determine how our results may be applied beneficially in research on this topic.