• The Journal of Korean Academy of Sensory Integration
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• v.14 no.1
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• pp.19-30
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• 2016

Objective : The purpose of this study was to identify the effects of Interactive Metronome (IM) training on short-term memory and attention for children with mental retardation. Methods : For this study, single-subject experimental research was conducted using an ABA design. We observed two children, twice a week for 9 weeks, which was 18 sessions in total. We evaluated the children's brain waves without intervention and the child's pseudo randomly selected sample of one short-term memory task as assessed in the baseline A phase for three sessions. In the intervention phase the children received 40-50 minutes of Interactive Metronome training twice a week, a total of 12 sessions. The short-term memory test and long form test as assessed after treatment, without brain wave in short form test measuring. During the baseline A phase, data were collected using the same procedure as the baseline A phase. Results : After the interactive metronome training, positive changes was observed in brain waves, attentions and short-term memory. Conclusion : The results of this study expect that IM training has a potential for improving cognitive functions of children with mental retardation. In addition, the results of this study can be used as basic data in attention and short-term memory of occupational therapy intervention for children with mental retardation.

• Korean Journal of Child Studies
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• v.24 no.2
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• pp.1-14
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• 2003

In this test for the effect of misinformation and mental reinstatement on accuracy of recall in children, misinformation or neutral informations was presented to each of 80 five- and 80 nine - year - old children(Total : 160). Two days later they were asked to recall original information in one of two conditions; free recall or mental reinstatement. For 5-year-old children, mental reinstatement enhanced memory performance and increased the accuracy despite the presentation of misinformation. For 9-year-old children, there was no significant difference between free recall and mental reinstatement condition. For younger children, mental reinstatement may be an effective way of enhancing memory performance.

• Korean Journal of Child Studies
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• v.16 no.2
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• pp.125-138
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• 1995

The purpose of the present research was to study developmental trends in categorical organization strategy. The subjects were 160 children - 40 nine - year - old boys, 40 nine - year - old girls, 40 seven - year - old boys, 40 seven - year - old girls. All subjects received one of three lists of items differing in category representativeness in either a free -recall or a sort -recall task. The selection of list materials permitted separation of the effects of age differences in category knowledge from those of knowledge per se on children's recall behavior. The tasks were administered to children individually with the memory task followed by the metamemory task. The data was analyzed with three - way ANOVA arid Pearson's correlation coefficient. The results were that (1) Children's recall, clustering, and metamemory increased with age, while age effects for clustering were restricted to the sort - recall/high typicality condition. At each age level, children showed higher level of recall, clustering and metamemory for category typical rather than atypical list, and sort - recall than free-recall. Level of clustering and metamemory were superior in the sort - recall task and for items of high category typicality. (2) 9 - year - old children were capable of deliberately and efficiently using category organization as a memory strategy at least when appropriate contextual support was present (as determined by task requirements and list materials: sort - recall/high typicality).

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.30 no.2
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• pp.66-73
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• 2019

Objectives: This study aimed to investigate the trajectory of change of diverse attention and working memory in Koreans from 4 to 40 years of age. Methods: The data of 912 subjects from 4 to 15 years of age obtained from a previous standardization study of the computerized comprehensive attention test were merged with the newly obtained data of 150 subjects aged 16 to 40 years from this study. We evaluated the various kinds of attention, in which each subtest had five indicators. Working memory, with parameters such as number of correct responses and span, was also measured. Results: Our findings indicated that attention developed as age increased, and it decreased or was maintained after a certain age. Selective and sustained attention developed rapidly in children and adolescents, until mid-teens or 20 s when it ceased development. Divided attention, however, developed up to approximately age 20. In addition, working memory developed until mid-teens or 20 s. Conclusion: We presented the standardized data on diverse kinds of attention and working memory in children, adolescents, and adults in Korea. We could recognize any patterns of change in attention and working memory with increasing age.

• Korean Journal of Cognitive Science
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• v.14 no.2
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• pp.27-35
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• 2003

The present study, focusing on the stress-shift constructions, examines the tendency of young children to give wrong wide scope interpretation in language acquisition and questions the validity of the guess pattern hypothesis argued by Grodzinsky & Reinhart (1993). According to the hypothesis, children know that they have to construct a reference-set, keep two representations in working memory, and check whether the interpretation needed in the given context justifies selection of competing reference sets, but their working memory is not big enough to hold the materials needed to complete the execution of this task. Hence they give up and resort to a guess. 1 carried out an experiment of 16 Korean children aged 3;9 to 6;2 to find out whether children have more difficulty in the interpretation of stress-shift constructions than of constructions with a nuclear stress, and therefore perform the interpretation of the former by guessing. Assuming that the tendency is caused by a deficiency in contextual computation rather than reference set computation, I try to explain it in terms of pragmatic considerations.

• Journal of the Korean Home Economics Association
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• v.37 no.2
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• pp.55-72
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• 1999

The purpose of this study was to investigate developmental trends in organization strategy for taxonomic and slot-fiber lists and category typicality, use of organization strategy in relation to developmental changes in category knowledge structure, emergent organization capacity and effects in category typicality on children's recall. Moreover, the influences of children's age, use of organization strategy, list types and category typicality on children's recap were figured out. The major results were as follows. 1. Children's recall use of organization strategy increased with age. That is, the older children performed better recap and used organization strategy on both list types than the younger children. 2. AU children performed recall and used organization strategy better for the slot-filler than taxonomic list. The 4-year-olds, however, demonstrated better recap and use of organization strategy for the slot-filler than taxonomic list. While the 6-year-olds and 8-year-olds showed no such differences. These findings were supported the view that script-based slot-filler categories have a strong influence on young children's memory performance. 3. At each age level, children showed higher level of recall and use of organization strategy for category typical than category atypical list. AU children received higher scores for the typical than atypical items on recap and use of organization strategy. 4. Children's age, use of organization strategy, list types, and category typicality of lists significantly predicted children's recap.58% of the variance of children's recap was explained by four variables.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.1
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• pp.25-30
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• 2017

Objectives: The study compared the intelligence test profiles of Tourette's Disorder (TD), attention-deficit hyperactivity disorder (ADHD), and TD with ADHD (TD+ADHD) groups. Methods: The Korean Wechsler Intelligence Scale for Children-third edition (K-WISC-III) and Korean Wechsler Intelligence Scale for Children-fourth edition (K-WISC-IV) were administered to 13 children and adolescents with TD, 17 children and adolescents with ADHD, and 15 children and adolescents with TD+ADHD. Each parameter was compared among the groups using the Kruskal-Wallis test. Results: The mean scores of the freedom from distractibility/working memory index (FD/WMI) and the digit span and arithmetic subtests of the TD+ADHD group were significantly lower than those of the TD group. Conclusion: According to the intelligence test results, the comorbid ADHD+TD group showed a significant decrease in working memory compared to the TD group. These findings are similar to those of previous research on cognitive functions and suggest that the TD+ADHD comorbid and TD alone groups exhibit different endophenotypes. The results also imply that WISC-III and WISC-IV, the most commonly used intelligence tests clinically, are effective in evaluating cognitive functions such as attention. Further research is required to confirm these results.

• Journal of Families and Better Life
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• v.28 no.2
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• pp.193-202
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• 2010

The purpose of this study is to investigate the prevalence of children's somatic symptoms and the relationships among parent and child variables such as parenting attitude, children's anxiety, emotional expressiveness and somatic symptoms. The subjects were 523 6th grade students in four elementary schools located in Seoul, Busan and Daejeon. All subjects were tested with the Korean version of Children's Somatization Inventory (K-CSI), Parental Rearing Attitude Inventory, State-Trait Anxiety for Children (STAIC), and The Emotional Expressiveness Questionnaire. The collected data were analyzed by the frequency and percentage of somatic symptoms the children had experienced during the last 2 weeks; Pearson's correlation and multiple regression were used for the selected data of 10 somatic symptoms which were experienced by over 10% of the children. The results are summarized as follows: First, abdominal pain, headache, dizziness, and memory failure, in that order, were experienced in over 20% of the children. Second, children's somatic symptoms had significant relations with mothers' and fathers' loving-denial attitudes and their anxiety and emotional expressiveness. Third, children's somatic symptoms were influenced by their anxiety and emotional expressiveness, but not by parenting attitude.

• School Mathematics
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• v.2 no.2
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• pp.489-508
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• 2000

With the increased use of computational technology, many educators question about spending large amount of class time for dealing with computational algorithms in elementary school math classroom at the expense of more holistic aspects of mathematics such as number sense, spatial sense, problem solving and data management. This paper introduce the new method for learning addition and subtraction so called ‘Mrs. Weill’s Hill’, which is believed as a suitable remedial method for children with mathematical learning disabilities, with perceptual problems, or with limited working memory capacities. This method provides children with external memory strategies by allowing them to solve the addition and subtraction problems in a stage by stage fashion with as many steps as they require. It also gives the child greater flexibility in the solution process and thus helps reduce anxiety.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.85-92
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• 2002

Objectives：This study was conducted to compare the memory function among the attention deficit/hyperactivity disorder(ADHD), the learning disorder(LD) and the comorbidity disorder(ADHD+LD) groups. Methods：Thirty-four children(11 ADHD, 5 LD, 9 ADHD+LD, and 8 Psychiatric control) were individually assessed using the KEDI-WISC and Memoty Assessment Scale(MAS), and then the results of those test were analyzed. Results：In memory test, all of three group showed lower performances than control group. The comorbidity, the LD and the ADHD group showed lower scores in almost subtests of MAS respectively. The good performance in memory test was significantly correlated with the types of memory strategy and error response children used during testing. Discussion：The clinical utility of the memory test like MAS was discussed in terms of differential diagnosis for ADHD, LD and ADHD+LD children.