• Journal of Digital Convergence
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• v.17 no.3
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• pp.221-226
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• 2019

The characteristic of the beta wave among the EEG waves corresponds to the stress area of human perception. The over-bandwidth of the stress is extracted by analyzing the beta-wave correlation between the low-bandwidth and high-bandwidth. We present a KMeans clustering analysis model for unsupervised machine learning to construct an analytical model for analyzing and extracting the beta-wave correlation. The proposed model classifies the beta wave region into clusters of similar regions and identifies anomalous waveforms in the corresponding clustering category. The abnormal group of waveform clusters and the normal category leaving region are discriminated from the stress risk group. Using this model, it is possible to discriminate the degree of stress of the cognitive state through the EEG waveform, and it is possible to manage and apply the cognitive state of the individual.

• Women's Health Nursing
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• v.18 no.1
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• pp.1-16
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• 2012

Purpose: The purpose of this study was to describe the experiences of the process of the change in cognitive function for women treated with chemotherapy for breast cancer. Methods: There were ten participants in total in this study. Data were gathered utilizing in-depth interviews over 3 times from September 2010 to January 2011. Data were analyzed by employing Strauss and Corbin's (1998) grounded theory methodology. Results: Findings indicate that causal conditions of these results were 'side effects of chemotherapy' and 'menopausal state', including contextual conditions as, 'mental fatigue' and 'anxiety about recurrence'. The core category was identified as 'confronting with unexpected chaos'. Intervening conditions were 'support from other people', 'lack of information on cognitive impairment'. Interaction strategies were 'changing the habit of life', 'making efforts for living life' and 'seeking for medical information'. Consequences of the process were 'physical restriction', 'difficulty in social life', 'disturbed working ability' and 'psychological distress'. Conclusion: The results of this study show that nurses should recognize there is a notable difference between individual patient's contextual conditions and interactive strategies. Furthermore educational information and individualized intervention should be provided to improve cognitive function for women with breast cancer.

• Journal of Nutrition and Health
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• v.40 no.6
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• pp.566-575
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• 2007

The purpose of this research was to understand how individuals reflect on the frequency and quantity of foods that they consume. Participants selected 5 males and 15 females aged 30 years or older were first interviewed on the frequency of their food consumption. Then based on this data, they were given a cognitive interview using the method of verbal proving. The individual cognitive interviews were recorded with consent while being conducted after complete approval by the Seoul National University Institution Review Board. The recorded material was evaluated using a thematic analysis after transcribing them into text. By analyzing stages of reflection, the major barriers to make the device difficult are revealed: 1) More difficulty in remembering events over the course of a full year due to diversification in the types of food that people consume 2) difficulty calculating the average for seasonal foods 3) difficulty estimating the amount of consumption from the photos presented 4) difficulty estimating amount of consumption from the quantity presented 5) difficulty processing foods that people think are healthy and foods are unhealthy simultaneously 6) difficulty having to consider foods where target food goes in as an ingredient; 7) difficulties arising from having to increase frequency when the amount consumed is higher than the quantity that is presented 8) difficulty having to combine the frequency and quantity of each food item when numerous foods are clustered into one category. These findings show that the less participants were involved in cooking, the more diverse their eating habits were, and the more they tried to adhere to rules of filling out the questionnaire, the more it was difficult for them to come up with an answer to the question being asked. It therefore seems necessary to construct a Food Frequency questionnaire that is attentive to these problems that arise from the recall stages.

• Science of Emotion and Sensibility
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• v.6 no.1
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• pp.55-62
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• 2003

This study was an exploratory approach to the cognitive model of textile designers on the stage of motif development in textile design process. Prior to the main research, several previous studies adopting methods of video/audio protocol analysis were reviewed. On the basis of the review, the categories of design action were derived as an analysis frame by application of top-down access method, meanwhile the sub-groups of each category of design action were identified through a bottom-up access method. To summarize the research result, total three categories of textile design action appeared based on the theory of ‘Human processor’ model : ‘motor action’, ‘perceptual action’ and 'cognitive action'. In next, a new coding scheme suitably explaining these three categories of fertile design action was developed. Finally, a cognitive model of textile designer on the stage of motif development, employing the new coding scheme, was suggested in this study.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1039-1049
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• 2012

The first category of Affective Domain objectives in Bloom's Taxonomy is about "Receiving". In it, the first subdivision listed is "Awareness" (Krathwohl, Bloom & Masia, 1964). Since these categories are intended to be hierarchical in ascending order of internalization, it is important that young learners be given ample opportunities in their learning experiences in class to be aware of positive values and effective life skills. This paper reports a feasibility study on the adoption of an integrative cognitive-affective learning approach in a primary school science lesson. 37 primary six students in a Singapore primary school were taught the concept of centre of gravity, including a hands-on activity to find the centre of gravity of an irregularly shaped cardboard by using a plumbline. After reviewing how a plumbline works, their teacher then led them into a discussion on the question "Who is the plumbline in your life?" a reference to identifying positive role models in their lives. From the transcript of the students' in-class sharing and their written responses to the question, it is clear that the integrative cognitive-affective learning approach did enable students to present their ideas and learning experiences in the affective domain quite readily. This conclusion provides a valuable lead to a follow-up project on whether students who are exposed to such integrative learning approaches will be more capable and more aware of identifying important positive social habits or values. If so, then the teaching of values in schools could take on a whole new dimension, that of borrowing students' learning energy in the cognitive domain to learn values and life skills in the affective domain.

• The KIPS Transactions:PartA
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• v.15A no.6
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• pp.351-360
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• 2008

It seems reasonable to assume that the individualized learning means more than simple teaching-learning method, so the instructional method has attracted a fair amount of attention not only in classroom, but also in the field of a adult education, cooperate education, and so on. In order to have an effect on individualized learning, we need to analyze and measure the learner's characteristic. However it is difficult to represent in quantified form because the conception and category of learner's characteristic is various and extensive. Therefore, in this paper, we propose a quantification method of learner's characteristic, which is limited to learner's cognitive structure and style, and is represented in the light of connectionism, verify the validity. The learner's cognitive structure in this paper was represented, which simplified the learner's cognitive structure. Additionally, the cognitive style in this paper was limited to inertia of knowledge for learner's cognition.

• Korea Journal of Hospital Management
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• v.6 no.3
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• pp.148-166
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• 2001

The purpose of this study is to classify elderly patient in long-term care facilities using RUG(Resource Utilization Group)-III. It is designed by measuring patient medical characteristics and medical staff time. Elderly patients are classified into 7 categories by clinical(medical and behavioral) hierarchical typology of patients. Through the tertiary split, all 44 groups are formulated. This classification is explained by each patient resource(staff time) utilization level which is called CMI(Case-Mix Index). Major findings are as follows; 1. The objects in this study were classified into 35 groups out of 44 groups. The most frequent category is clinical complex category(CCC; 38.9%). And extensive service category(ESC; 18.8%), reduced physical function category(RPC; 13.1%), special rehabilitation category(SRC; 12.8%), and impaired cognitive category(ICC; 0.00%) are followed. 2. The mean of total CMI was $1.02{\pm}0.36$, ranging from 0.68 to 1.44(1 vs 2.12). The mean of CMI of SRC is only 1.17 which should be the highest. The means of ESC and see are equally 1.20. The means of CMI of CCI, ICC, BPC, and RPC were 0.90, 0.75, 0.83 and 0.96, respectively. 3. The validity of this classification was tested. Trend-test using Regression Analysis was done in the secondary split level. SCC, CCC, ICC, and RPC which covered 68.4% of this research objects showed linear trend of CMI in interim classification. This results were statistically significant. 4. In clinical hierarchy, the trend were showed linearity. But the multiple comparison of categories using Scheffe-test showed that SRC, ESC and see had same level of CMI means and CCC and ICC, too. This results were statistically significant. Classifying elderly patients with RUG-III, the results showed partly linear trend in clinical hierarchy and in interim classification in conclusion. But, in clinical hierarchy, it was failed to show the consistent order of CMI. It can be explained by two reasons. One is that this research subjects were overlapped in each clinical hierarchy group. And the other is that the some of the characteristics for clinical hierarchy is not appropriate for them. For the further study, it needs to have proper sample size and to modify RUG-III to K-RUG to consider our.. medical environment.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.1
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• pp.105-111
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• 2012

Purpose: This is the study about the experiences of university students in traditional Korean education. Methods and process: This study was based on the grounded theory method(Strauss & Corbin, 1998). Interviews and observations were conducted with 20 adults who were thought by the researcher as the teacher. They are 21 or 33 years old. This paper had conducted during 14 weeks, Results: The core category of this study is 'university students' adaptation and overcome the conflicts in the every situation. Based on the core category, three types of students' experiences were found. Three types of students are 'negative-cognition', 'positive-cognition', 'indifference'. Conclusions: For making globalizational period, we need the teachers who can understand the traditional Korea education. And we have to change them.

• Journal of Science Education
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• v.36 no.2
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• pp.167-185
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• 2012

This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.

• Korean Journal of Cognitive Science
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• v.12 no.4
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• pp.29-39
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• 2001

Kaplan(2000) reported that instances were categorized more accurate in the aligned condition than in the non-aligned condition irrespective of similarity between instances[16]. This study investigated wether Kaplan(2000)\\`s results could be explained by stimulus types she used and alignment effects in categorization were due to selective attention to aligned attributes. In Experiment 1. I examined whether attribute alignment produced significant effects on similarity and categorization and aligned attributes were recalled more than non-aligned ones. Results showed that instances were rated more similar and categories were learned more rapidly in the aligned condition than in the non-aligned condition. It can be explained that categories are learned rapidly in the aligned condition because attribute alignment increases within-category similarity. But. the result that aligned attributes were recalled more than non-aliened ones in the attribute recall test implies that alignment effects in categorization can be independent of similarity between instances partially. In Experiment 2. I used equal numbed of attributes defining two categories and instructed subjects to pay their attention to categorization-relevant dimensions only. Results showed that dimension instruction facilitated category learning in the non-aligned condition only but categories were learned more rapidly in the aligned condition than in the non-aliened condition irrespective of instruction types. In conclusion. attribute alignment in categorization may facilitate paying selective attention to categorization-relevant attributes.