• Sleep Medicine and Psychophysiology
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• v.12 no.2
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• pp.111-116
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• 2005

Objectives: Although many reports have been written on seasonal variations in mood and behavior in foreign countries, few reports have dealt with Korean adolescents, except medical students. The goal of this study was to estimate the frequency of seasonal variations in mood and behavior among Korean high school students. Methods: A total of 656 high school students living in southeastern Seoul participated in this study. The subjects were investigated with the Korean translated version of the Seasonal Pattern Assessment Questionnaire (SPAQ), and their responses were evaluated for seasonal patterns in mood and behavior change according to Kasper's criteria to make SAD (seasonal affective disorder) or SSAD (subclinical seasonal affective disorder) diagnosis. Results: A total of 565 subjects completed the questionnaire and the responses (M：F=324：241) were collected and used for analysis. The mean age was 16.73 (SD=0.65) years, and mean global seasonality score 5.88 (SD=4.72). Of the respondents, 413 (73.1%) reported problems related with seasonal changes. Total prevalence rates were 13.6% for SAD, 10.8% for S-SAD. The estimated frequencies were 5.1% for summer SAD, 3.2% for summer S-SAD, 0.5% for winter SAD and 1.1% for winter S-SAD. The prevalence rate of summer SAD or S-SAD was higher than winter SAD or S-SAD. Conclusion: The subjects showed a higher prevalence rate of summer type than winter type in SAD or S-SAD. These results were similar to those of other studies carried out in East Asian countries. However, the unpleasant feelings resulting from high temperature and humidity in summer rather than depression may have influenced the results. Therefore, it is necessary to make new SAD criteria of the SPAQ suitable for East Asian countries.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.363-377
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• 2019

This study reveals the aspects of subjectivity in the test results in a science-specific aspect when assessing science-related affective characteristic through self-report items. The science-specific response was defined as the response that appear due to student's recognition of nature or characteristics of science when his or her concepts or perceptions about science were attempted to measure. We have searched for cases where science-specific responses especially interfere with the measurement objective or accurate self-reports. The results of the error due to the science-specific factors were derived from the quantitative data of 649 students in the 1st and 2nd grade of high school and the qualitative data of 44 students interviewed. The perspective of science and the characteristics of science that students internalize from everyday life and science learning experiences interact with the items that form the test tool. As a result, it was found that there were obstacles to accurate self-report in three aspects: characteristics of science, personal science experience, and science in tool. In terms of the characteristic of science in relation to the essential aspect of science, students respond to items regardless of the measuring constructs, because of their views and perceived characteristics of science based on subjective recognition. The personal science experience factor representing the learner side consists of student's science motivation, interaction with science experience, and perception of science and life. Finally, from the instrumental point of view, science in tool leads to terminological confusion due to the uncertainty of science concepts and results in a distance from accurate self-report eventually. Implications from the results of the study are as follows: review of inclusion of science-specific factors, precaution to clarify the concept of measurement, check of science specificity factors at the development stage, and efforts to cross the boundaries between everyday science and school science.

• Korean Journal of Biological Psychiatry
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• v.3 no.2
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• pp.288-294
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• 1996

Background : Most studies of the pituitary hormonal responses to electroconvulsive therapy(ECT) have used limited blood sampling schedules. Little is known about the precise sequence of neuroendocrine events immediately following en ECT application. or about the regulation of the hormonal responses. Methods : Blood was sampled at three minute intervals from eleven patients(two schizophrenics and nine affective disorder patients) undergoing ECT. Each sample was immunologically assayed for arginine vasopressin(AVP), adrenocorticotropic hormone(ACTH), prolactin(PRL), and cortisol. Baseline hormone concentrations and several measures of response were determined for each hormone. The temporal and quantitative relationships among the hormonal responses were determined. Correlations were calculated between seizure duration and secretory responses. Results : All four hormones demonstrated significant secretory responses to ECT, with AVP increasing from 1.2 to 33.3pg/ml(P<0.001), ACTH from 5.4 to 32.3fmol/ml(P<0001). PRL from 21.8 to 102.2ng/ml(P<0.005) and cortisol from 20.1 to 31.1ug/dl(P<0.001). The three pituitary hormones showed consistent time courses of secretion with onset of responses by three minutes but clearly differing peak times of 3, 6, and 12-15 minutes for AVP, ACTH, and PRL, respectively. Cortisol began to rise after 6minutes and pecked between 20-30minutes. There ware no significant correlations between seizure duration and any of the secretory response measures. Conclusions : 1) The pituitary hormone response to ECT is sequential rather than synchronous 2) The AVP response was extremely rapid and more massive than those of any other hormones. 3) The ACTH response of this study was more rapid and mare robust than thai revealed by the mast of past studies. 4) The results strongly suggest that the pituitary hormones are released as a result of the seizure rather tho, the electrical stimulus. 5) The sequential pattern of responses suggests that neuroendocine feedback-regulatory mechanisms determine the response profile.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.415-424
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• 2017

Due to the influence of the fourth industrial revolution in recent years, maker education is getting attention. Therefore, this study tried to propose the possibility of application (app) development education as maker education by empirically verifying the affective and cognitive effects of app development education using authoring tool. To do this, we implemented app development education in D high school in Seoul, Korea, and collected data from 41 participants. We analyzed the changes in attitudes toward SW education and creative problem-solving ability before and after the education by conducting the paired t-test, and the level of satisfaction and perceived achievement through descriptive statistics analysis. Also, the learner's responses collected through the open-ended questionnaire were analyzed qualitatively. The result showed that the attitude toward SW education and creative problem-solving ability showed statistically significant improvement after app development education using the authoring tool, and the learner's statement also supported this result. Also, satisfaction and perceived achievement after the education were relatively high. Through these results, we have empirically confirmed the effect of app development education using the authoring tool for high school students, and derived the theoretical and practical implications.

• Science of Emotion and Sensibility
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• v.12 no.1
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• pp.97-108
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• 2009

In the process of product design, shaping is the process of making a substantive existence, and ultimately it generates the outcome. The process of shaping is generally led by designer's initiative work, and in this process, various formative elements are used to generate the outcome. In this research, the basic purposes are to figure out the differences of elements which generated by the differences of consumer's and designer's view in the process of shaping of the product, and the characteristics of the affective responses caused by those differences. Also, it will examine how the consumers can directly participate in the process of the shaping of the consumer-participated product, and the feasible guidelines of design in which consumers' needs can be reflected more efficiently to the process of shaping. As a result, consumers and designers have certain degree of difference of view-point about the formative element of the shape. The difference was due to subjective common ideas of design in case of designers, and in case of consumers, it was due to their immature visual understanding. There is another experiment of affective response about the shape of the product. First, I established the sensible image vocabulary based on the shape of the product. And based on the vocabulary, I carried out the same experiments to the consumers and designers.

• Sleep Medicine and Psychophysiology
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• v.5 no.2
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• pp.119-133
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• 1998

Attentional processes facilitate cognitive and behavioral performance in several ways. Attention serves to reduce the amount of information to receive. Attention enables humans to direct themselves to appropriate aspects of external environmental events and internal operations. Attention facilitates the selection of salient information and the allocation of cognitive processing appropriate to that information. Attention is not a unitary process that can be localized to a single neuroanatomical region. Before the cortical registration of sensory information, activation of important subcortical structures occurs, which is called as an orienting response. Once sensory information reaches the sensory cortex, a large number of perceptual processes occur, which provide various levels of perceptual resolution of the critical features of the stimuli. After this preattentional processing, information is integrated within higher cortical(heteromodal) systems in inferior parietal and temporal lobes. At this stage, the processing characteristics can be modified, and the biases of the system have a direct impact on attentional selection. Information flow has been traced through sensory analysis to a processing stage that enables the new information to be focused and modified in relation to preexisting biases. The limbic and paralimbic system play significant roles in modulating attentional response. It is labeled with affective salience and is integrated according to ongoing pressures from the motivational drive system of the hypothalamus. The salience of information greatly influences the allocation of attention. The frontal lobe operate response selection system with a reciprocal interaction with both the attention system of the parietal lobe and the limbic system. In this attentional process, the search with the spatial field is organized and a sequence of attentional responses is generated. Affective, motivational and appectitive impulses from limbic system and hypothalamus trigger response intention, preparation, planning, initiation and control of frontal lobe on this process. The reticular system, which produces ascending activation, catalyzes the overall system and increases attentional capacity. Also additional energetic pressures are created by the hypothalamus. As psychophysiological measurement, skin conductance, pupil diameter, muscle tension, heart rate, alpha wave of EEG can be used. Event related potentials also provide physiological evidence of attention during information process. NI component appears to be an electrophysiological index of selective attention. P3 response is developed during the attention related to stimulus discrimination, evaluation and response.

• East Asian mathematical journal
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• v.28 no.4
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• pp.383-401
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• 2012

The purpose of mathematics education includes two important areas; cognitive area that emphasizes mathematical knowledge and understanding and affective area that stresses mathematical interest and attitude. The purpose of mathematics education is not only in acquiring the contents and knowledge but also rousing up interest and attention toward mathematics. Therefore, effort to accomplish this affective purpose has to be made. Introducing history of mathematics to teaching can be a important method for the students to arouse interest and attention toward mathematics. History of mathematics can help the students who are familiar to only manipulation of the symbols to develop a new way of thinking and mathematical thoughts arousing reflective thinking. According to the survey, although the effect of using mathematics history has been recognized, the mathematics history has neither been developed as teaching materials nor reflected in the courses of study. The purpose of this research is to develop the reading materials into suit for the mathematics curriculum to extract contents of the mathematics valuable in using in elementary mathematics teaching, and to investigate the effect of reading materials using the history of mathematics on learning attitude in elementary school. The way of developing materials in this study is as follows. First, to select the interesting and instructive subject for the elementary students such as the story and life of a mathematician, developmental stages of mathematical theory and calculation currently used and finding the patterns of the rules that requires mathematical thoughts. Second, to classify the selected items according to mathematics curriculum. Third, to reorganize the classified items of the appropriate grade with the reading materials of dialogue pattern in order to draw attention and interest from the students I developed 18 kinds materials in accordance with the above procedure and applied 5 materials among them to one class in 4th grade. Analysing the student's responses, First, using history of mathematics helps the students to arouse interest and confidence on mathematical learning attitude. And the students became better attitude of studying by oneself and attention on class. Second, as know by opinions after lesson, most students have a chance refresh one's thinking of mathematics, want to know the other content of history of mathematics and responded to study hard in mathematics. As a result, the reading materials on the basis of the history of mathematics motivates students for mathematics and helps them become confident in mathematics. If the materials are complemented properly, they will be useful and effective for students and teachers.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.3 no.3
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• pp.89-123
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• 2008

This study has the purpose to research on the actual conditions of discriminative treatment between regular and irregular work and find what kind of environment factors can effect on the job-satisfaction, organizational commitments. Especially, this study has addressed to improvement of conditions for irregular work and researched the difference factors between regular and irregular workers's job-satisfaction, organizational commitment, and employment - environmental. For the data collection, a total of 400 questionnaires were distributed for survey, 195 responses were available for statistical analysis. This questionnaires were sent to the distribution companies that has a variety type of employment as regular and irregular worker in Seoul province by e-mail and direct way. And SPSS 12.0(ver.) was used to analyze the data. The main results were as the following; First, the human relationship and the normative commitment were statistically different between regular and irregular work in the part of job satisfaction and organizational commitment. Second, income were important to improve the satisfaction of job environment and personnel policy and the normative commitment. Corporation welfare were important for the satisfaction of human relationship, job environment and personnel policy, normative commitment affective commitment and continuous commitment. Stability of employment were important to improve the satisfaction of human relationship and job environment, normative commitment and affective commitment.

• 한국노년학
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• v.37 no.1
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• pp.201-219
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• 2017

This study was performed to test the socioemotional selectivity theory (SST) with Korean adults. According to SST, perceiving their life as limited, people are motivated to enhance their mood by regulating their mood in such a way to maximize the positive emotions and weaken the negative ones. Being founded on the dialectical constructs which assume the positive and negative sides of emotional experience coexist, Korean adults were supposed to be less motivated to maximize positive emotions and weaken negative emotions. Thus the elderly koreans might regulate emotions not in the direction of maximizing the positive emotions and weakening the negative ones, but in the direction of not being highly aroused. 166 youth, middle-aged, and elderly were asked to rate the frequencies of 31 positive and negative emotions they had experienced during the last month. In addition, they were asked to judge whether they weaken / adapt / maximize their emotions after experiencing positive and negative events. The elderly experienced less positive emotions as well as negative emotions than youth. Youth experienced emotions of high arousal more often than those of low arousal, but the elderly experienced emotions of high arousal less often. The responses of weakening their negative emotions and their positive emotions were largest in the elderly group. On the other hand, the response of maximizing their positive emotions were largest in the youth group. These results show that the elderly maintains emotional stability by weakening both positive and negative emotions of high arousal.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.395-417
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• 2022

This study aims to analyze the correlation of creative personality, environment, process, and product as related to scientific creativity for different levels of elementary school students. We evaluated 105 fifth graders' responses to two tests: i) the scientific creativity test for creative process and product and ii) the self-report test for creative personality and environment. In the self-report test, creative personality comprises cognitive and affective personality, and creative environment constitutes home and school environments. To attain a deeper understanding of phenomena that cannot be explained by a quantitative analysis, interviews were conducted with four students who had the highest scores in creative product and four students who had the lowest scores in creative product while having higher-than-average scores in creative process. First, correlation of creative personality and environment were not significant. Second, in the interviews, students who had the highest scores in scientific creativity had common characteristics, namely, the ability to endure current difficulties to achieve future success and the propensity to listen to other people's ideas critically. Third, students who had the highest scores in creativity hailed from families that respected their opinions, whereas students with the lowest scores belonged to families that disregarded or neglected their opinions. Finally, this study specifies the criteria that should be considered for affective and environmental aspects of scientific creativity education.