• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.10
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• pp.634-641
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• 2017

This case study investigated the effects of sensory integration therapy on social behaviors and feeding of children with intellectual disabilities who lack sensory processing abilities. The study was conducted done from September to December, 2016, and an ABA(two sessions, nine sessions, two sessions/total 13 sessions) design was used among Single Subject Research Design. Nine sessions of sensory integration program were conducted for 50 minutes each, and Wilbarger's Protocol was employed 2-3 times per day. To understand children's basic development levels, observation evaluation of each area and social maturity scale were conducted in the early stage. To Understand the children's sensory processes ability, a Sensory Profile(SP) was developed, while the activities of daily living and task performance ability scale were evaluated using the Functional Independence Measure for children(WeeFIM) and Canadian Occupational Performance Measure(COPM), respectively. Search behavior and feeding, which are social behaviors of children, were evaluated through observation. The results showed that the sensory integration program improves social behaviors of children and enables them to eat. The children's feeding was stable from the 5th session after the intervention, and the search behaviors started to change from 3 weeks after the intervention and became stable after 7 weeks. These results indicate that the sensory integration program is effective in mediating difficulties that children with intellectual disabilities who lack sensory processing ability experience in daily living.

• Korean Journal of Cognitive Science
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• v.28 no.1
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• pp.65-90
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• 2017

Rewards or penalties become informative only when contingent on an immediately preceding response. Our goal was to determine if the brain responds differently to motivational events depending on whether they provide feedback with the contingencies effective for learning. Event-related fMRI data were obtained from 22 volunteers performing a visuomotor categorical task. In learning-condition trials, participants learned by trial and error to make left or right responses to letter cues (16 consonants). Monetary rewards (+500) or penalties (-500) were given as feedback (learning feedback). In random-condition trials, cues (4 vowels) appeared right or left of the display center, and participants were instructed to respond with the appropriate hand. However, rewards or penalties (random feedback) were given randomly (50/50%) regardless of the correctness of response. Feedback-associated BOLD responses were analyzed with ANOVA [trial type (learning vs. random) x feedback type (reward vs. penalty)] using SPM8 (voxel-wise FWE p < .001). The right caudate nucleus and right cerebellum showed activation, whereas the left parahippocampus and other regions as the default mode network showed deactivation, both greater for learning trials than random trials. Activations associated with reward feedback did not differ between the two trial types for any brain region. For penalty, both learning-penalty and random-penalty enhanced activity in the left insular cortex, but not the right. The left insula, however, as well as the left dorsolateral prefrontal cortex and dorsomedial prefrontal cortex/dorsal anterior cingulate cortex, showed much greater responses for learning-penalty than for random-penalty. These findings suggest that learning-penalty plays a critical role in learning, unlike rewards or random-penalty, probably not only due to its evoking of aversive emotional responses, but also because of error-detection processing, either of which might lead to changes in planning or strategy.

• Journal of Oriental Neuropsychiatry
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• v.21 no.4
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• pp.163-173
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• 2010

Objectives : The objective of this study was to assess the effects of acupuncture applied at 114 and Liv3 points on heart rate variability (HRV) in normal subjects under mental stress. Methods: 36 healthy male and female subjects were recruited and randomized to a treatment group(18 subjects) or a control group (18 subjects). After 10-minutes rest period and instrumentation, both groups performed a mental stress test(Stroop color word test, Arithmetic test. four rule of arithmetic task) for l6-minutes. HRV was recorded before and after the mental stress. And then acupuncture needles were inserted on 114 and Liv3 for the study group. In the control group, they rested for l5-minutes. And Heart rate variability(HRV) was measured. Results: In the both groups, low frequency(LF) power, normalized low frequency power(LF(norm)) and ratio of low frequency to high frequency(LF/HF) was significantly increased after mental stress. Acupuncture induced significant decrease in low frequency(LF) power, normalized low frequency power(LF(norm)) and ratio of low frequency to high frequency (LF/HF) which was increased after mental stress test. In contrast, control group induced no changes. Conclusions : Acupuncture on 114 and Liv3 could be useful to decrease sympathetic activity and prevent the alteration of autonomic nervous system due to mental stress.

• Biomolecules & Therapeutics
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• v.21 no.4
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• pp.299-306
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• 2013

In the present study, we investigated the effect of ethanolic extract of the seed of Zizyphus jujuba var. spinosa (EEZS) on cholinergic blockade-induced memory impairment in mice. Male ICR mice were treated with EEZS. The behavioral tests were conducted using the passive avoidance, the Y-maze, and the Morris water maze tasks. EEZS (100 or 200 mg/kg, p.o.) significantly ameliorated the scopolamine-induced cognitive impairment in our present behavioral tasks without changes of locomotor activity. The ameliorating effect of EEZS on scopolamine-induced memory impairment was significantly reversed by a sub-effective dose of MK-801 (0.0125 mg/kg, s.c.). In addition, single administration of EEZS in normal naive mouse enhanced latency time in the passive avoidance task. Western blot analysis was employed to confirm the mechanism of memory-ameliorating effect of EEZS. Administration of EEZS (200 mg/kg) increased the level of memory-related signaling molecules, including phosphorylation of extracellular signal-regulated kinase or cAMP response element-binding protein in the hippocampal region. Also, the time-dependent expression level of brain-derived neurotrophic factor by the administration of EEZS was markedly increased from 3 to 9 h. These results suggest that EEZS has memory-ameliorating effect on scopolamine-induced cognitive impairment, which is mediated by the enhancement of the cholinergic neurotransmitter system, in part, via NMDA receptor signaling, and that EEZS would be useful agent against cognitive dysfunction such as Alzheimer's disease.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.329-350
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• 2019

Productive struggle is a student's persevering effort to understand mathematical concepts and solve challenging problems that are not easily solved, but the problem can lead to curiosity. Productive struggle is a key component of students' learning mathematics with a conceptual understanding, and supporting it in learning mathematics is one of the most effective mathematics teaching practices. In comparison to research on students' productive struggles, there is little research on preservice mathematics teachers' productive struggles. Thus, this study focused on the productive struggles that preservice mathematics teachers face in solving a non-routine mathematics problem. Polya's four-step problem-solving process was used to analyze the collected data. Examples of preservice teachers' productive struggles were analyzed in terms of each stage of the problem-solving process. The analysis showed that limited prior knowledge of the preservice teachers caused productive struggle in the stages of understanding, planning, and carrying out, and it had a significant influence on the problem-solving process overall. Moreover, preservice teachers' experiences of the pleasure of learning by going through productive struggle in solving problems encouraged them to support the use of productive struggle for effective mathematics learning for students, in the future. Therefore, the study's results are expected to help preservice teachers develop their professional expertise by taking the opportunity to engage in learning mathematics through productive struggle.

• Journal of Korean society of Dental Hygiene
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• v.12 no.1
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• pp.93-101
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• 2012

Objectives : The purpose of this study was to examine the educational effect of cooperative learning, which enables learners to make portfolio by taking advantage of their knowledge and skills acquired through practice, on an oral prophylaxis practice course in an attempt to stir up the spontaneous learning of learners, their learning interest and problem-solving skills. Methods : The selected dental hygiene students engaged in cooperative learning in oral prophylaxis practice III class in the second semester of their sophomore year by utilizing portfolio that was prepared by altering an inclusive dental hygiene practice model. They completed all the 15-week practice course, and then their portfolio was evaluated. They were divided into eight nonequivalent groups whose members were all different in academic standing, and their learning strategies and academic self-efficacy were checked before and after the instruction was provided. And their satisfaction with the class was investigated after the instruction was provided. Results : 1. There were significant gaps to $0.36{\pm}0.07$ in the charge of learning strategies after they engaged in cooperative learning(p<0.01). There were the broadest differences in cognitive strategies to 3.61, followed by metacognitive strategies to 3.19, and significant differences were found in all the subfactors(p<0.01). 2. There were significant gaps in the charge of self-efficancy to $0.13{\pm}0.06$ after they engaged in cooperative learning(p<0.01). There were the widest differences in self-regulating efficancy to 3.49, followed by confidence to 3.03 and task difficulty preference to 2.97, and significant differences were found in all the subfactors(p<0.01). 3. When their satisfaction level was analyzed after engaging in cooperative learning, there were significant gaps to 3.94 in the satisfaction level with all of the lectures(p<0.01). There were significant gaps in the satisfaction level with lecture to 4.20, with ensuring academic achievement to 4.13 and with cooperative learning to 3.48 (p<0.01). Conclusions : The above-mentioned findings indicated that cooperative learning had a positive impact on the learning strategies, academic self-efficacy and class satisfaction of the learners, and this study is expected to lay the foundation for the development of new teaching methods for dental hygiene.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.199-219
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• 2011

In this thesis, we designed a experimental learning-teaching plan of 'decimal fraction concept' at the 4-th grade level. We rest our plan on two basic premises. One is the fact that a essential concept of decimal fraction is 'polynomial of which indeterminate is 10', and another is the fact that the origin of decimal fraction is successive measurement activities which improving accuracy through decimal partition of measuring unit. The main features of our experimental learning-teaching plan is as follows. Firstly, students can experience a operation which generate decimal unit system through decimal partitioning of measuring unit. Secondly, the decimal fraction expansion will be initially introduced and the complete representation of decimal fraction according to positional notation will follow. Thirdly, such various interpretations of decimal fraction as 3.751m, 3m+7dm+5cm+1mm, $(3+\frac{7}{10}+\frac{5}{100}+\frac{1}{1000})m$ and $\frac{3751}{1000}m$ will be handled. Fourthly, decimal fraction will not be introduced with 'unit decimal fraction' such as 0.1, 0.01, 0.001, ${\cdots}$ but with 'natural number+decimal fraction' such as 2.345. Fifthly, we arranged a numeration activity ruled by random unit system previous to formal representation ruled by decimal positional notation. A experimental learning-teaching plan which presented in this thesis must be examined through teaching experiment. It is necessary to successive research for this task.

• Science of Emotion and Sensibility
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• v.21 no.1
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• pp.71-82
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• 2018

Stress involves changes in behavior, autonomic function and the secretion of hormones. Autonomic nervous system (ANS) contributes to physiological adaptive process in short durations. In particular, heart rate variability (HRV) analysis is commonly used as a quantitative marker depicting the ANS activity related to mental stress. The aim of this study is to investigate correlations between psychological responses to stress and HRV indices induced by the cognitive stressor. Thirty-three participants rated their mental and physical symptoms occurred during the past two weeks on Stress Response Inventory (SRI), which is composed of seven stress factors that may influence the status of mental stress levels. Then, they underwent the psychophysiological procedures, which are collected electrocardiogram (ECG) signals during a cognitive stress task. HRV indices, the standard deviation of R-R interval (SDNN), root mean square of successive R-R interval difference (RMSSD) and low frequency (LF)/high frequency (HF) ratio were extracted from ECG signals. Physiological responses were calculated stress responses by subtracting mean of the baseline from the mean of recovery. Stress factors such as tension, aggression, depression, fatigue, and frustration were positively correlated to HRV indices. In particular, aggression had significant positive correlations to SDNN, RMSSD and LF/HF ratio. Increased aggressive responses to stress correlated with the increases of all HRV indices. This means the increased autonomic coactivation. Additionally, tension, depression, fatigue, and frustration were positively associated with RMSSD reflecting increases in parasympathetic activation. The autonomic coactivation may represent an integrated response to specific cognitive reactions such as the orienting response.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.107-130
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• 2010

The purpose of this study is to investigate the characteristics that indicate scientifically gifted students by analyzing the verbal interactions in developmental biology inquiry-experimental classes. The subjects were 20 first-grade middle school students who were participating in SNU Science Gifted Education Center. In these experimental classes which were developed based on the CPS Model, we conducted a total of four experimental sessions of small group discussions, and the students' verbal interactions were both taped and video recorded, and observed. From the transcriptions, the patterns of question-answer and the characteristics of scientifically gifted students were analyzed. In the case of question-answer patterns, thinking questions appeared 3~6 times more frequently than the standard information questions. Especially, the case of experimental class I showed 40% more thinking questions as well as standard information questions that the other 3 classes. Through the results of analysing verbal interactions, we were able to find more detailed aspects to creativity that were not identifiable in paper-pencil examinations, as well as affective characteristics such as task commitment and leadership. We believe our findings upon inquiry will be of substantial significance in substituting for the paper-pencil examination in distinguishing and selecting scientifically gifted students.

• Journal of the Ergonomics Society of Korea
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• v.33 no.6
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• pp.565-575
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• 2014

Objective: The aim of this study is to evaluate the effect of weight of load and time on the physical workload of repetitive upper-limb tasks with handling light weight loads using EMG and perceived discomfort, and to investigate the relationship between EMG and perceived discomfort for those repetitive tasks of moving light weight loads. Background: Repetitive upper-limb motion is known as one of the main risk factors of musculoskeletal disorders, and a lot of repetitive tasks are carried out while handling light weight loads in the industry. In evaluating the workload of repetitive tasks handling light weight loads, EMG and perceived discomfort can be used, though their relationship in those work conditions are not much investigated. Method: A laboratory experiment with 18 healthy males were conducted to record EMG signals from 5 muscle sites of the right arm and shoulder and rate perceived discomforts for the body parts and the whole body while carrying out repetitive materials-handling tasks for 52min. The subjects were divided into 3 groups which handled the loads of 1kg, 2kg and 3kg, respectively. ANOVAs were conducted to analyze the effects of the weight and time on RMS of EMG amplitude (normalized RMS: NRMS), median frequency of power spectrum of EMG (normalized MDF: NMDF) and perceived discomfort. The correlations between NRMS and NMDF and perceived discomfort were also analyzed. Results: Statistically significant muscular fatigue effects were not found from NRMS and NMDF in most muscles, while there were significant increases of discomfort as the task time elapsed. It was shown that there were an increasing trend of the muscular activity as the weight of load increased and a decreasing trend of median frequency of EMG of upper and lower arms as time elapsed. It was found that there were significant negative correlations between NMDFs from the lower arm and discomfort ratings, though the relationships were weak. Conclusion: It can be concluded that the working conditions adopted in this study were not enough to induce muscular fatigue, while there was significant increase in perceived discomfort. A further study is necessary to integrate the objective and subjective measures for more reliable and sensitive evaluation of workload of repetitive tasks of handling light weight loads. Application: This study can be used as a basic study for the evaluation of workload of repetitive tasks handling light weight loads.