• 가정과삶의질연구
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• 제28권6호
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• pp.47-57
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• 2010

This study examines the effects of parental variable(parental support and supervision), temperament(activity level, attention span/persistence, and emotionality) and the internal locus of control on self-regulation of children. Data were collected from 455 5th and 6th graders and analyzed with Pearson's correlations and pathway analysis. The results were as follows : Children's temperament, internal locus of control and parental variable directly affected children's self-regulation. Parental variables mediated between children's temperament and internal locus of control and self-regulation. Internal locus of control mediated between children's temperament and self-regulation: in addition, the most important variable predicting children's self-regulation was children's attention span/persistence temperament.

• 한국컴퓨터정보학회논문지
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• 제18권10호
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• pp.235-243
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• 2013

R본 연구는 스마트 러닝에 기반한 교수학습활동이 지적장애아동의 학습 태도 및 주의집중력에 미치는 효과를 향상하는 방법에 대하여 제안한다. 본 연구의 자료분석 방법은 두 집단(실험집단과 통제집단) 사이의 사전 사후 비교를 통해 이루어진 바, 첫째, 학습 태도 측면에서 실험집단이 비교집단보다 유의하게 높이 향상되었다. 둘째, 집단의 주의집중을 분석한 결과 통제집단의 주의집중은 실험 초기와 비교하여 통계적으로 현저하게 낮아졌으나, 실험집단의 주의집중은 통계적으로 유의한 변화가 없이 지속되었다. 결론적으로 스마트 러닝에 기반한 교수학습활동이 지적장애아동의 학습 태도와 주의집중에 효과가 있음을 밝혔다.

• PNF and Movement
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• 제11권2호
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• pp.9-19
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• 2013

Purpose : Study on the effects of attention(working memory) for normal adults by applying transcranial Direct Current Stimulation(tDCS). Methods : There are two groups of 10 random people aged between 20 to 30, one is an experimental group(stimulation) and the other is a comparison group(simulate stimulation). For the 1st da y, pre-stimulation test is executed, and for the 2nd day to the 4th day, tDCS is applied stimulated both on the right prefrontal lobe and the left occipital lobe through the electrode. The stimulation lasts for 15 minutes with voltage power of 1mA for each day. The post-stimulation test is executed on the day of 5th. In this paper, a FAIR attention test is used for measuring the attention. Results : As the result of the experiment, there are significant gaps both on the value of P, the ability of selective attention, and the value of C, the consistent ability after the stimulation on right prefrontal and left occipital lobe. And there is no significant gap on the value Q, the quality(Control). However, all the P, Q, and C values are increased according to the average value between the pre-stimulation test and the post-stimulation. Conclusion : Finally, ability of selective attention and self-control, and consistent attention is progressed by applying the tDCS to the normal people.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.428-438
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• 2017

The purpose of this study is to analyze the visual attention of elementary school students according to the editorial design of the 2007 2009 revised elementary science textbook 'Structure and function of our body'. For this purpose, eye movements were collected while elementary school students were watching real textbooks wearing mobile eye tracker. The BeGaze 3.7 program of SMI company was used analyzing eye movements. Twenty-six elementary school students participated voluntarily in mobile tracking research. Elementary students learned the contents of textbook related to 'digestive organ' and 'respiratory organ' by using double reading learning strategy. The results of this study are as follows. First, as a result of pre- and post-knowledge tests, there was no statistically significant difference in learning effect between 2007 revised and 2009 revised textbook editing design. Second, elementary school students tended to give more visual attention to text than textbook illustrations. Third, the selective attention and persistent attention of elementary students showed a very strong positive correlation (.940), but the selective attention and self-control showed a strong positive correlation (.499). Fourth, students with high level of attention and low level showed high visual occupancy in text than in illustrations. Fifth, elementary school students preferred the 2009 revised science textbook to the 2007 revised.

• 대한소아치과학회지
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• 제37권4호
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• pp.482-487
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• 2010

주의력결핍-과잉행동장애(Attention Deficit-Hyperactivity Disorder, ADHD)는 학령기 어린이의 가장 흔한 정신장애로 점차 증가하는 추세이다. ADHD 어린이들은 자극에 선택적으로 오래 집중하는 것을 어려워하고, 말이 많거나 허락 없이 자리에서 일어나고 뛰어다니며, 팔과 다리를 끊임없이 움직이는 등 활동 수준이 높다. 또한 충동적인 성향이 있어서 넘어지거나 사고를 당하는 경우도 많다. 이에 치과치료 시 행동조절, 구강위생, 외상 등의 문제를 예상할 수 있는 바, 치과의사의 관심이 증대되어야 할 필요가 있다. 본 증례는 ADHD로 진단받은 만 8세 여아로 약물진정 및 심리적인 행동조절법을 이용해 치과적 주소를 해결해 주었고, 문헌고찰을 통해 다소의 지견을 얻었다.

• 디지털콘텐츠학회 논문지
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• 제19권9호
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• pp.1819-1824
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• 2018

본 논문에서는 사용자의 스트레스 해소와 주의력 향상에 도움이 될 수 있는 ASMR(autonomous sensory meridian response) 콘텐츠 제어 기법을 제안한다. 제안된 기법은 뇌파 측정 디바이스로부터 EEG(electroencephalography), 집중도, 명상도, 눈 깜빡임 데이터를 측정하고 안드로이드 IoT(internet of things) 앱을 통해 oneM2M 표준을 준용한 IoT 서버 플랫폼으로 전송한다. 서버 플랫폼에 수집된 EEG, 집중도 및 명상도 데이터를 사용하여 사용자의 정신건강상태를 분류하기 위한 SVM(support vector machine) 모델을 생성하고, 이 모델을 통해 분류된 사용자의 정신건강상태와 눈 깜빡임 데이터에 따라 ASMR 콘텐츠를 제어한다. 데이터 사용형태에 따라 SVM 모델을 비교한 결과, 집중도와 명상도 데이터를 사용하는 SVM 모델이 85.7%의 정확도를 나타내었고 이 SVM 모델이 분류한 정신건강상태와 눈 깜빡임 데이터의 변화에 따라 ASMR 콘텐츠 제어 알고리즘이 정상적으로 동작하는 것을 확인하였다.

• 대한간호학회지
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• 제52권6호
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• pp.608-623
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• 2022

Purpose: This study aimed to evaluate the effects of a combined biofeedback and brief emotion regulation (C-BABER) program for sexually abused adolescents. Methods: This study employed a non-equivalent control group pretest-posttest design. The participants included 26 sexually abused adolescents from eight Sunflower Centers of South Korea-with 13 in the experimental group and 13 in the control group. The experimental group received four sessions of the individual C-BABER program, each lasting 60 minutes. Results: Compared with the control group, sexually abused adolescents in the experimental group exhibited significant score differences in traumatic symptoms, including depression (Z = - 2.24, p = .025), dissociation (Z = - 2.21, p = .027), anxiety (Z = - 2.02, p = .044), and posttraumatic stress (Z = - 2.01 p = .045); and impulsivity, including positive urgency (Z = - 3.35, p = .001) and negative urgency (Z = - 2.28, p = .023). Additionally, the experimental group exhibited significant score differences in meta-mood, including emotional attention (Z = - 2.45, p = .014), emotional clarity (Z = - 2.30, p = .021), and emotional repair (Z = - 2.28, p = .022); and emotional regulation modes, including emotional suppression (Z = - 2.65, p = .008) and cognitive reappraisal (Z = - 1.98, p = .047). Regarding bio-attention, significant changes were identified in the experimental group for the bio-attention rate and attention maintenance time in the posttest compared to the pretest (p = .001). Conclusion: The C-BABER program for sexually abused adolescents is effective in decreasing traumatic symptoms and impulsivity, and in improving meta-mood, emotional regulation mode, and bio-attention. Therefore, we recommend providing sexually abused adolescents the C-BABER program to help them regulate their emotions and effectively adapt to their lives.

• 대한조선학회 특별논문집
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• 대한조선학회 2006년도 특별논문집
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• pp.7-14
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• 2006

In recent years, shipboard noise control is attracting increasing attention to human environmental conditions and crew's opportunity for rest and recreation with work on board. In order to minimize the noise levels, careful attention have to be paid by the experts from initial design stage to the delivery. This paper describes the outlines of shipboard noise control including general characteristics of shipboard noise, measurement, evaluation, prediction, and control measures considering the noise transmission mechanism from source to receiver space.

• 한국인지과학회:학술대회논문집
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• 한국인지과학회 2010년도 춘계학술대회
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• pp.13-17
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• 2010

Consciousness is really regarded as too ambiguous a concept to be understood and accepted as a mental construct without the inclusion of memory and attention in any conceptualization. However we need one criterion to count satisfactorily as an explanation of consciousness in information processing. An operational working definition of consciousness could be made in comparison of memory and attention: Consciousness would be a subjective awareness of momentary experience and also have the characteristics of an operating system performing control and consolidation information processing. This could be called a cognitive consciousness. It is possible that some distinctions between consciousness, memory and attention can be made conceptually and functionally from the perspectives of information processing.

• 대한물리치료과학회지
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• 제13권3호
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• pp.77-84
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• 2006

The purpose of this study is to introduce the effect of attentional focus on performance of task. Previous studies has shown that motor learning can be enhanced by directing performers's attention to the effects of their movements(external focus), rather than to the body movement producing the effects(internal focus). Wulf and colleagues have invoked the 'constrained action hypothesis' to explain the comparative benefits of adopting an external rather than an internal focus of attention. This hypothesis proposed that when performers utilize an internal focus of attention, they may actually constrain or interfere with automatic control processes that would normally regulate the movement, whereas an external focus of attention allows the motor system to more naturally self-organize. Electromyography(EMG) was used to determine neuromuscular correlates of external versus internal focus differences. EMG activity was lower with an external relative to an internal focus. This suggest that an external focus of attention enhances movement economy, and presumably reduces 'noise' in the motor system that hampers fine movement control. Focusing on a more remote effect seems to facilitate the discriminability of the effect from the body movements that produced it and to be more beneficial than focusing on a very close effects. There might be an optimal distance of the effect, at which ti wis easily distinguishable from the body movement but at which it is also still possible for the performer to relate this effect to the movement techniques. Future Studies of motor learning of patient need to accommodate these new finding and account for the role of the learner's attentional focus and its influencing on learning.