• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.395-406
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• 2007

The purpose of this study was to investigate the characteristics of 2nd grade students' interaction in the classification activities of LTTS. For the purposes of this study, three heterogeneous groups, chosen by cognitive level, were selected. The students' interactions were audio/video taped and classified as either cognitive or affective interaction. The results of this study are as follows. In the cognitive interactions, the frequency and quality of the functions of 'questions' and 'making suggestions' were higher than those of 'Responses' and 'Receiving opinions'. In the affective interactions, the frequency of 'induction' and 'dissatisfaction' was higher than that of the other types. The frequency and quality of interactions of students in both the early and mid concrete stage were higher than those of students in the transitional stage. Qualitatively higher-level interactions such as 'making suggestions' and positive interactions such as 'induction' to induce students who were passive in activities were made by the students at higher cognitive levels. However, the low-level of interaction in suggesting their opinion to the constituent's suggestion and 'dissatisfaction' with student in transition period who were passive in activity influenced group working negatively.

• The Korean Journal of Rehabilitation Nursing
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• v.10 no.1
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• pp.5-11
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• 2007

Purpose: This study was conducted to compare the level of cognitive and physical function by the level of social disengagement in institutions and community dwelling elderly. Method: The study subjects were 209 people whose age ranged from 65 to 94. The data were surveyed with social disengagement index, MMSE-K, and ADL, and analysed by SPSS 11.0 using frequency, t-test, ANCOVA and ANOVA. Results: 1) The level of social disengagement was 1.67 in institution and 3.25 in community elderly, and showed statistically significant difference (F=41.07, p<.001). 2) There were statistically significant difference in MMSE-K (F=15.51, p<.000), and activity of daily living (F=9.65, p=.002) between two residence after control the age, gender, religion, allowance and number of children. 3) There were statistically significant difference in MMSE-K (F=6.55, p=.002) by social disengagement in community dwelling elderly. Conclusions: Programs for successful aging to reduce social disengagement should be developed that stimulate social activities and then improve cognitive function for the elderly. For these, establishing social policies in nation and local government is needed. Especially, these policies should be conducted among the elderly with low-income living in institutions.

• Child Health Nursing Research
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• v.23 no.1
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• pp.10-18
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• 2017

Purpose: The purpose of this study was to identify personal, contextual, and cognitive factors influencing the career preparation behavior of Korean nursing students. In this study, an examination was done of the fitness of a path model for the relationship among these factors based on the social cognitive career theory. Methods: The participants were 413 nursing students in South Korea. Data were collected using self-report questionnaires that included self-esteem, social support, self-efficacy, outcome expectation, career decision level, and career preparation behavior. Data were analyzed using descriptive statistics, Pearson correlation analysis, and path analysis. Results: The factors influencing career preparation behavior were self-efficacy, career decision level, self-esteem, outcome expectation, and social support. The factors influencing career decision level were self-efficacy, outcome expectation, self-esteem, and social support. Conclusion: The findings indicate that self-efficacy is an important factor influencing the career behavior of Korean nursing students. Nurse educators should consider personal, contextual, and cognitive factors of nursing students and develop systemic career guidance programs to help nursing students' career preparation behavior.

• The Journal of the Korea Contents Association
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• v.9 no.9
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• pp.287-294
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• 2009

The purpose of this research is to test the relationship between ACLT(Allen Cognitive Level Test) and FIM(Functional Independence Measure), MMSE-K(Mini-Mental State Examination), and MFT(Manual Function Test). 38 elderly persons with stroke were recruited. Pearson Correlation Coefficients is used for correlation test. There is statistically significant correlation between ACLT and FIM, MMSE-K, and MFT(p<.05). This results identified the relationship between cognitive function and activities of daily living, indicated the usability of ACLT as a cognition assessment tool and the need of research for it's application in stroke patients.

• Journal of the Korean Society of Food Culture
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• v.35 no.2
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• pp.156-166
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• 2020

In this study, 594 questionnaires administered to men and women residing in the capital metropolitan area who work night shifts were analyzed in order to study the effect of health information cognition on healing needs in accordance with the type of food selection criteria of the night worker. The results of confirmatory factor analysis in deriving food selection type identified four categories, a safety seeking type, a food exploratory type, a habitual seeking type, and a rational type, and the cognition types on health information were classified into physical cognition and psychological cognition. The need for healing, which was the investigated factor, was found to have a high correlation between questionnaire items with high reliable consistency. The results of this study were as follows. First, the food selection types of safety seeking type and habitual food seeking type had significant positive effects on the cognitive level of physical health information, and food exploratory type and habitual seeking type had significant positive effects on the cognitive level of psychological health information. In addition, it was shown that food exploratory type and rational type had significant positive effects on healing needs. As a result of this study, it was found that the cognition level of physical and psychological information was different according to food selection type, and the higher the cognitive level, the higher the healing needs. In particular, the result that the level of psychological health information significantly affected healing needs signifies that there is a demand to develop programs and menus that satisfy various needs related to healing and recovery from fatigue. In addition, further interest and study on the health and healing of night workers are required.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.131-143
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• 2000

The unit of a buoyant force included in the 7th national science curriculum for 6th grade students. On the contrary, it seldom that students' conception about buoyant phenomena is studied, even though there has been many studies of students' conceptions of basic science contents. The purpose of this study was to survey the elementary school students' conceptions of a buoyant force, to analyze their cognitive levels, and to explore the relationships between them. Sixth grade students (total numbers is 192) were selected .from 5 .lasses in two elementary schools in a local city of Kyungsangdo. They were asked to respond two kinds of test, which are the Logical Thinking Ability (GALT) to investigate students' cognitive levels and the Buoyant Force Questionnaire (BFQ). We developed BFQ test, based on the 7th national science curriculum for 6th grade and the previous researches of a buoyant force. We, qualitatively, analysed students' frequency of responses about a buoyant force and their types of explanation, and, quantitatively, analysed the relationships between cognitive levels and conceptions of a buoyant force with SPSS/ PC 7.0 programmes. The results of cognitive level showed that half of 6th grade students were in the concrete operational stage, 43.2% in the transitional stage, 6.8% in the formal stage. However, their sub-logical thinking abilities in a combinational, conservational, controlling variables, proportional, probability and correlational logic were very fluctuated from 91% to 8%. The results that only 4.8% of elementary students had correct conceptions of a buoyant force suggest that 6th grade students had great difficulties in understanding of that concept. Their difficulties would originated from the frequent common-sense explanations of a buoyant phenomena in terms of the weight or the unique properties or the contact area of an object or with/without air. Furthermore students' explanations, frequently, changed with context of problems of a buoyant force. Scheffe test of quantitative results that elementary students in the concrete level had 50.6% of concept formation in a buoyant force, the transitional level 54.5%, and in the formal operational level 62.8% showed significant differences of conceptions of a buoyant force with cognitive levels. Therefore the concrete operational elementary students had more difficulties of understanding of a buoyant force than the transitional and formal level, which is required to higher cognitive levels. This conclusion have implications that the unit of a buoyant force have to be presented with concrete activities for majority of students who are in concrete and transitional levels.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.935-946
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• 2016

This study aims to explore cognitive biases relating the core competences of science and instructional strategy in reducing the level of cognitive biases. The literature review method was used to explore cognitive biases and science education experts discussed the relevance of cognitive biases to science education. Twenty nine cognitive biases were categorized into five groups (limiting rational causal inference, limiting diverse information search, limiting self-regulated learning, limiting self-directed decision making, and category-limited thinking). The cognitive biases in limiting rational causal inference group are teleological thinking, availability heuristic, illusory correlation, and clustering illusion. The cognitive biases in limiting diverse information search group are selective perception, experimenter bias, confirmation bias, mere thought effect, attentional bias, belief bias, pragmatic fallacy, functional fixedness, and framing effect. The cognitive biases in limiting self-regulated learning group are overconfidence bias, better-than-average bias, planning fallacy, fundamental attribution error, Dunning-Kruger effect, hindsight bias, and blind-spot bias. The cognitive biases in limiting self-directed decision-making group are acquiescence effect, bandwagon effect, group-think, appeal to authority bias, and information bias. Lastly, the cognitive biases in category-limited thinking group are psychological essentialism, stereotyping, anthropomorphism, and outgroup homogeneity bias. The instructional strategy to reduce the level of cognitive biases is disused based on the psychological characters of cognitive biases reviewed in this study and related science education methods.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.458-469
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• 2020

Geriatric depression is associated with pathological changes in the brain and increases the risk of cognitive impairment or dementia. However, high cognitive reserve, such as high education, can delay or minimize clinical manifestations of pathologies involving the brain, so the effect of geriatric depression on cognitive impairment or dementia may vary depending on the education level. In this study, the author analyzed data from the Korean Longitudinal Study of Aging (KLoSA) to examine whether the effect of geriatric depression on cognitive function differed depending on education level. Among the 10,254 subjects registered in the KLoSA, the 4,905 subjects who met the inclusion criteria were analyzed by stepwise regression analysis. The results were as follows: first, depressive symptoms predicted low cognitive function after 12 years; second, the negative effect of depressive symptoms on cognitive function after 12 years was higher in the old adult group than in the young adult group; and third, the effect of age was significant only in the low-educated group. These results suggest that depressive symptoms in low-educated old adults may increase the risk of development of dementia in the long term.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.726-737
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• 2020

This study analyzed 4,284 elderly people aged 65 or older by SPSS 22.0 in the 7th data of 「2018 Korean Longitudinal Study of Ageing(KLoSA)」 to confirm the effect of the health-promoting behavior of the elderly on life satisfaction through cognitive function. The cognitive function level of the subjects was 13.8% doubtful about dementia, 23.8% cognitive decline, and 62.4% normal, and the satisfaction level of life was 59.304 points. The results of the study were as follows: First, the difference in cognitive function according to demographic characteristics was significant in gender, age, education, religion, and marriage factors. Second, the satisfaction of the elderly's life according to demographic characteristics was confirmed to have significant differences in gender, age, education, religion, and marriage factors. Third, the satisfaction of the elderly's life was significantly positive in drinking and regular exercise factors among independent variable the health-promoting behavior when cognitive function was mediated. On the other hand, The significant negative effect of the restriction of daily life activities was confirmed. In this way, the mediating effect of cognitive function was verified in the effect of the health-promoting behavior on the satisfaction of the elderly life.

• Convergence Security Journal
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• v.18 no.2
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• pp.123-131
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• 2018

The goal of this study is to look deeper into a reading education method for improving cognitive abilities of petty officer majoring students in community college level. Lack of the cognitive ability through the passing status of reading information processing highly can cause a problem for understanding information of context. Therefore, this study redefines the reading step to improve the cognitive ability. also, it sets up progress steps; material selection - learning - inspection - practice based on the cognitive abilities. To achieve those goals, there are two major ways. The first, setting up a proper reading assignment that is suitable for petty officer major students in community college level is a key step for this study. Second, the instructor leads the students to judge their own cognitive ability objectively by using a portfolio curriculum which contains a checking list of the portfolio, structuring a curriculum based on weekly achievements, self-checking, and setting up a direction of practice. The two presented ways are the most effective ways to develop students' cognitive ability based on continuous reading and checking. For the last, the study mentions a proposal for further tasks in this field of the study.