• The Journal of Korean Academy of Sensory Integration
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• 제7권2호
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• pp.63-76
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• 2009

Objective : The purpose of this study was to identify effects of intensive sensory integration (SI) treatment and home-program for a child who has a sensory integration disorder. This study also examined whether the positive effect is long-lasting by a follow-up test. Method : A boy with sensory integration dysfunction underwent an intensive SI treatment for 2 weeks. The intervention was consisted of 9 sessions and duration of the each session was 40 minutes. Sensory diet and Wilbarger protocol was provided as home program. The child's sensory function was evaluated before and after the SI intervention. Five month later, re-evaluation was executed for follow-up purpose. Results : In the evaluation after the Si intervention, the child's sensory defensiveness was decreased. Praxis, visual perception, sensory regulation dysfunction (sleep function), affective stabilization and performance of activities of daily living are also improved. In the re-evaluation after the 5 month later, the self-regulation ability, especially sleep function, has been maintained and the visual perception was developing continually. However, the child showed some affective regulation such as bothering his mother and losing his temper. Conclusions : The intensive SI intervention showed positive effects in terms of SI function improvement and the effect lasted long without any additional therapeutic intervention.

• Communications of Mathematical Education
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• 제29권1호
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• pp.51-72
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• 2015

This study aimed to analyze the characteristic of undergraduate students' perception and preference for mathematics. For this purpose, I surveyed 124 undergraduate students' metaphorical expressions about mathematics. I classified the expressions as four categories: a positive form, a negative form, a mixed form, an undecidable form. I investigated the proportion and characteristic of the metaphorical expressions according to the above four categories. Also, I surveyed the students' preference and nonpreference moments for mathematics and categorized them into 6-cases: elementary school, middle school, high school, university, always, and none. In addition, I examined the students' preference and nonpreference reasons for mathematics and classified them according to the 5-factors: grade factor, affective factor, content factor, teacher factor, and other factors. The results of this study as follows: First, the 27% of university students expressed their metaphorical expressions for mathematics as a positive form, 42% as a negative form, and 27% as a mixed form. Also, the preference rate for mathematics was higher as their school years increase and the main reasons of preference were grade and affective factors. The result of nonpreference rate was also higher as their school year increased. Students said that the contents and grade factor were the main factors among the 5-factors.

• Journal of the Korean earth science society
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• 제42권6호
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• pp.734-751
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• 2021

The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.

• Journal of The Korean Association For Science Education
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• 제40권2호
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• pp.203-216
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• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.

• Korean Journal of Psychosomatic Medicine
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• 제7권1호
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• pp.51-60
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• 1999

This study was designed to evaluate anxiety & depression symptoms and pressure pain threshold in patients with posttraumatic stress disorder(n=23) and to find out the relationship between the affective symptoms and the pressure pain threshold scores. And this was compared with healthy control subjects(n=18). The scores of pressure pain threshold were checked with algometer. The results were as follows : PTSD patients showed higher scores of anxiety & depression symptoms than that of the control group. In contrast with our hypothesis, pressure pain threshold in PTSD patients presented statistically significant higher scores than that of the control group. These results may be derived from following factors. First, chronic depression has influenced the pain perception of patients with PTSD rather than anxiety symptoms, second, abnormal state of the opiate system in PTSD patients, third, the sick role of the PTSD patients, fourth, the socio-environmental factor of the PTSD patients. In conclusion, affective symptoms, especially depression, were related to the chronic pain in patients with PTSD, however, the causality of elevated pressure pain threshold was uncertain in this study. To understand more clearly the relation between affective symptoms and chronic pain, it will be necessary to control the other specific factors.

• Science of Emotion and Sensibility
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• 제19권1호
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• pp.21-30
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• 2016

The aim of this study was to find whether the perception of facial attractiveness is influenced by gender, age and kinds of affective dimensions(sharp/soft, babyish/mature). In the study the participants (48 elementary school students, 44 middle school students, 39 university students comprised of 60 males and 71 females) were shown the photos of sixty female faces and asked to grade each face on a nine point scale in three different dimensions (sharp/soft, babyish/mature, attractive/unattractive). Results using Multi-level analysis, faces that were babyish and soft were perceived as more attractive regardless of gender and age. But differences were found in the strength of facial attractiveness by gender and age. Two groups (elementary school students and middle school students) perceived the same photos of female faces to be less attractive than the university students. Also, male participants perceived the faces to be less attractive than female participants. Moreover the study showed a significant difference between university students and elementary school students in relation to the sharp/soft dimension and this dimension was more influential on elementary school students than university students. These results further suggest that if a face looks babyish and soft, then the face will be perceived as attractive regardless of gender or age. However, the degree of facial attractiveness perceived depends on the participant's gender and age.

• Science of Emotion and Sensibility
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• 제21권3호
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• pp.29-48
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• 2018

Although the concept of "common sense" is often taken for granted, judging whether behavior or knowledge is common sense requires a complex series of mental processes. Additionally, different perceptions of common sense can lead to social conflicts. Thus, it is important to understand how we perceive common sense and make relevant judgments. The present study investigated the dynamics of neural representations underlying judgments of what common sense is. During functional magnetic resonance imaging, participants indicated the extent to which they thought that a given sentence corresponded to common sense under the given perspective. We incorporated two different decision contexts involving different cultural perspectives to account for social variability of the judgments, an important feature of common sense judgments apart from logical true/false judgments. Our findings demonstrated that common sense versus non-common sense perceptions involve the amygdala and a brain network for episodic memory recollection, including the hippocampus, angular gyrus, posterior cingulate cortex, and ventromedial prefrontal cortex, suggesting integrated affective, mnemonic, and social functioning in common sense processing. Furthermore, functional connectivity multivariate pattern analysis revealed that interactivity among the amygdala, angular gyrus, and parahippocampal cortex reflected representational features of common sense perception and not those of non-common sense perception. Our study demonstrated that the social memory network is exclusively involved in processing common sense and not non-common sense. These results suggest that intergroup exclusion and misunderstanding can be reduced by experiencing and encoding long-term social memories about behavioral norms and knowledge that act as common sense of the outgroup.

• Journal of the Korean Society for Library and Information Science
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• 제45권4호
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• pp.209-234
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• 2011

The purpose of this study is to verify effects between the place attachment and the place value in public libraries; and also to identify whether frequency and purpose of usage, length of residence, and website use play a moderating role in the influential relationship between users' place attachment and the perception of place value for public libraries. Users' place dependence affected the library's value positively(+) due to moderating effect of usage frequency of the library and the users' length of residence. In order to estimate the moderating effect by purpose of use, the groups were divided by purpose of library use and the relationship between place attachment and place value by groups were analyzed. However, website usage bore no effect on users' place attachment or perception of place value to their local library. This study showed that place attachment as an affective indicator on users is very useful variable to explain the value of libraries as a social and cultural place.

• Journal of the Ergonomics Society of Korea
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• 제30권1호
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• pp.187-193
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• 2011

Objective: The aim of this study was to investigate the association between conceptual metaphors of affect and physical dimensions. Background: The evidence that affect is unconsciously linked to physical dimensions(e.g., position and color) has been obtained in western cultures. However, in eastern cultures, especially, in Korea, it has been seldom tested. It is indispensable to examine whether or not cultural differences exist for better understanding of the conceptual metaphors. Method: 50 positive and 50 negative words were adopted from previous studies in order to determine the relationship between physical domains and abstract affect. Three hypotheses were tested in this study: (1) Good is up. (2) Good is bright. (3) Good is right(for right-handers). The automatic association between valence(positive vs. negative) and vertical position (up vs. down) was investigated in experiment 1, in which 100 words were randomly presented on either the top or the bottom of a LCD screen and the evaluation time of the presented word was recorded. The unconscious association between valence and color(white and black) was examined in experiment 2, where each word was randomly presented in either white or black. Lastly, we tested whether right-handers tend to associate rightward space with positive ideas and leftward space with negative ideas. Results: Reaction time was faster when words were presented in metaphor congruent domains(e.g., 'positive words on the top, in bright color, and on right space vs. negative words on the bottom, in dark color, and on left region) than when they were shown in metaphor incongruent domains. Conclusion: The results might give the groundwork for various directions in further understanding perception, emotion, and behavior. Application: This study may provide useful points to GUI designers and service developers if further studies enhanced in validity and reliability are followed.

• The Journal of the Convergence on Culture Technology
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• 제9권3호
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• pp.121-127
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• 2023

The purpose of this pilot study is to examine the responses of middle school students to English learning after conducting English writing activities using DALL-E2, an image-generating artificial intelligence tool. To this end, an experimental class was conducted for 3 weeks for 15 middle school English learners, and the results are summarized as follows. First, as a result of a survey on English writing activities using DALL-E2, it was found that confidence, interest, and awareness of writing using artificial intelligence-based tools changed positively. In addition, it was confirmed that there was a statistically significant difference, which meant that learning using artificial intelligence had a positive effect on English writing and overall English learning. Second, as a result of analyzing the English writing activities using DALL-E2, core themes could be extracted into three (cognitive, affective, and psychodynamic characteristics), and the use and implementation of artificial intelligence-based DALL-E2 in English learning showed potential to increase learning interest, challenge, will, and desire in learning and ultimately contribute to enhancing productive skill.