• Mood & Emotion
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• v.15 no.2
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• pp.67-72
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• 2017

Objectives : Mindfulness meditation has recently become a major component in mainstream modern cognitive behavioral therapy. The purpose of this study was to examine effects of a mindfulness meditation program on positive resources of outpatients with depressive disorder and anxiety disorder. Methods : Participants were 55 psychiatric clinic outpatients. Participants received eight weekly sessions in a mindfulness meditation training program, that was approximately 90 minutes each. Measures included the Positive Resources Test (POREST), Acceptance and Action Questionnaire-16 (AAQ-16), Life Satisfaction Expectancy Scales (LSES), and Subjective Happiness Scale (SHS). Variables were measured at two time points : pre- and post-implementation (eight weeks later). Results : Paired t-test results of participants before and after the mindfulness meditation program revealed statistically significant improvement in positive resources (t=-5.847, p<.001), acceptance (t=-4.090, p<.001), life satisfaction expectancy (t=-3.892, p<.001), but not in subjective happiness. Conclusion : Results suggest mindfulness meditation may be effective to enhance positive resources, acceptance, and life satisfaction in outpatients with depressive disorder and anxiety disorder. Mindfulness meditation may be a factor in improving psychological well-being and positive psychological features in outpatients with depressive disorder and anxiety disorder.

• Korean Journal of Cognitive Science
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• v.21 no.4
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• pp.459-480
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• 2010

A dialogue system includes various morphological analyses for recognizing a user's intention from the user's utterances. However, a user can represent various intentions via emotional states in addition to morphological expressions. Thus, a user's emotion recognition can analyze a user's intention in various manners. This paper presents a new method to automatically recognize a user's emotion for a dialogue system. For general emotions, we define nine categories using a psychological approach. For an optimal feature set, we organize a combination of sentential, a priori, and context features. Then, we employ a support vector machine (SVM) that has been widely used in various learning tasks to automatically classify a user's emotions. The experiment results show that our method has a 62.8% F-measure, 15% higher than the reference system.

• Journal of Dental Rehabilitation and Applied Science
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• v.35 no.3
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• pp.123-131
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• 2019

Burning mouth syndrome (BMS) is defined as the xerostomia, burning sensation and various discomfort of tongue and oral mucosa. BMS can occur in both men and women, but is more frequent in middle-aged menopausal women. Because exact cause can't be identified clearly and it is hard to make diagnosis in clinic, the purpose of the treatment have been to relieve symptoms. Etiology of BMS is divided into local, systemic, and psychological factors. ${\alpha}$-lipoic acid, clonazepam, supplemental therapy and cognitive behavior therapy can be prescribed for BMS. Nowdays, many experts focus attention on effect of combination therapy. It is necessary to solve the symptoms of the patients by combination of pharmacological approach and psychotherapy with cognitive behavior therapy considering the factors in various aspects.

• Journal of Korean Critical Care Nursing
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• v.8 no.2
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• pp.55-65
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• 2015

Purpose: The purpose of this study was to identify the attributes, antecedents, and consequences of post-intensive care syndrome. Methods: The study was conducted in accordance with Walker and Avant's conceptual analysis process. We searched the Medline, ProQuest, Google scholar, NANET (Korean National Assembly Library), and RISS (Korean Education and Research Information Service) databases resulting in 29 studies for in-depth review. Results: The attributes of post-intensive care syndrome include (1) new or worsening impairment persisting after discharge, (2) physical impairment, (3) psychological impairment, (4) cognitive impairment, and (5) symptom experience. The antecedents of the concept include a critical condition that requires intensive care, stressful events, immobility, sedation, delirium, insomnia, frailty, and invasive procedures. The consequences of post-intensive care syndrome are increased dependency in activities of daily life, decreased social interaction, delayed return to previous occupation, decreased quality of life, familial post-intensive care syndrome, and readmission/death. Conclusion: The concept of post-intensive care syndrome has multifaceted and integrative features. Further research needs to be conducted to develop a measurement tool that reflects the attributes of the concept and to develop multidisciplinary interventions to prevent post-intensive care syndrome.

• International Journal of Computer Science & Network Security
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• v.23 no.4
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• pp.15-24
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• 2023

One of the objectives and aspirations of scientists and engineers ever since the development of computers has been to interact naturally with machines. Hence features of artificial intelligence (AI) like natural language processing and natural language generation were developed. The field of AI that is thought to be expanding the fastest is interactive conversational systems. Numerous businesses have created various Virtual Personal Assistants (VPAs) using these technologies, including Apple's Siri, Amazon's Alexa, and Google Assistant, among others. Even though many chatbots have been introduced through the years to diagnose or treat psychological disorders, we are yet to have a user-friendly chatbot available. A smart generative cognitive behavioral therapy with spoken dialogue systems support was then developed using a model Persona Perception (P2) bot with Generative Pre-trained Transformer-2 (GPT-2). The model was then implemented using modern technologies in VPAs like voice recognition, Natural Language Understanding (NLU), and text-to-speech. This system is a magnificent device to help with voice-based systems because it can have therapeutic discussions with the users utilizing text and vocal interactive user experience.

• Sleep Medicine and Psychophysiology
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• v.8 no.2
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• pp.138-143
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• 2001

Sleepiness is associated with many different conditions and, as a neglected topic, it can be the cause of serious psychological and social disadvantages. In the aspect of learning, additional problems may arise from poor progress in school caused by the effect of sleepiness on concentration, memory, and other cognitive functions. Narcolepsy is by no means the most common cause of excessive sleepiness. Nonetheless, it is not a rarity, especially in young people. The non-specific nature of early features of narcolepsy, combined with very limited awareness that the condition can start in various ways, leads to many misinterpretations. Misinterpretation of narcolepsy symptoms is not confined to the medical profession. Teachers may well be critical of a student with narcolepsy because of their perception of narcolepsy symptoms as laziness, poor motivation, or difficult behavior and dull learning ability. Inappropriate reactions by parents, teachers, and peers, based on misinterpretation of narcolepsy symptoms or the patient's reactions to them, make a difficult situation worse. Especially in Korea, where schooling is focused on college entrance examinations, the problem is very serious and intensified by inappropriate or delayed diagnosis and treatment. Therefore, psychiatrists should be aware that narcolepsy in young adolescents is not rare and that they need to be familiar with its clinical features in both its classic and less obvious forms. Narcolepsy should be suspected if a adolescent's excessive sleepiness can not be explained in other ways. Therefore, we report on two patients who portray the tendency of dull learning ability and are mistaken as idle students. We diagnosed narcolepsy through polysomnography and multiple sleep latency testing. We treated the students with methylphenidate and pemolin. The students showed improvement in learning ability and were able to adapt better to school.

• Korean Journal of Cognitive Science
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• v.19 no.2
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• pp.163-175
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• 2008

Twelve Japanese students living in South Korea have been examined for their perceptual identification of an initial consonant in Korean syllables with or without a white noise. A confusion matrix was then subject to analyses of additive clustering, individual difference scaling, and probability of information transmission, the results of which were also compared to those of South Koreans. The Japanese in the present experiment confused /다/and/타/ most frequently, followed by /가/ and /카/, /자, 차, 짜/, /타/ and /따/, and so on. The results of additive clustering analysis of the Japanese significantly differed from those of the South Koreans. Individual difference scaling revealed dimensions of sonorant, aspiration and coronal. While South Koreans showed binary values on aspiration and tenseness dimensions, the Japanese did continuous values on such dimensions. An information transmission probability analysis revealed that the Japanese participants could not perceive very well such larynx features as tenseness and aspiration compared to the South Korean participants. The former group, however, perceived very well place of articulation features such as labial and coronal. The present results suggest that an approach dealing with structures of base representations is important in understanding the phonological categories of languages.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.499-514
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• 2016

As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

• Science of Emotion and Sensibility
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• v.6 no.3
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• pp.89-99
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• 2003

Wearability, mobility and context awareness distinguish intelligent jackets from other hand-held devices. This research investigated usability elements reflecting those characters of intelligent jackets. In the fist study, we performed the experts' reviews (cognitive walkthrough) with the first version of intelligent jackets. As expected, we found that new categorization of the usability evaluation element was needed for the unique features of intelligent jackets. In the second study, we carried out group interviews (structured interviews) to examine user needs, attitudes and important factors for using intelligent jackets. In this study, user groups were divided into early adaptors and laggards on the basis of their challenge and attitude toward the new technology From these interviews, we found that the early adapters accepted the intelligent jacket as a computer system and they considered functional elements as important factors. However, the laggards thought the intelligent jacket as a wear, and they regarded the external design and psychological burden as important factors.

• International Journal of Computer Science & Network Security
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• v.24 no.7
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• pp.157-169
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• 2024

The article presents an analysis of innovative teaching technologies as a way to increase students' competitiveness. The author found that innovative technologies in education are information and communication technologies relying on computer-based learning. The structure, content of educational software, organization of Web-space are important when using innovative teaching technologies in English classes. We conducted the study in several stages: comparative analysis, synthesis, classification and systematization of the results of psychological and pedagogical, educational and methodological research; study of legislative acts, periodicals in order to identify the state of the research issue, and determining the directions of its solution, as well as subject, goal and objectives of the study. We used modelling to create situations of foreign language professional communication of future IT specialists. Empirical methods involved questionnaires used for identifying the motives of professional development and determining the features of the educational activities of future IT specialists in the process of training. The methods of mathematical statistics allowed to scientifically describe and systematize the obtained data, to identify the quantitative relationship between the studied phenomena, to analyse and summarize the results. We conducted a socio-psychological study during 2016 - 2019. It involved 255 first- and fourth-year students of National Technical University of Ukraine "Igor Sikorsky Kyiv Poly-technic Institute." Innovative information and communication technologies that improve the educational and cognitive activity of students, as well as increase the level of their knowledge have become important in teaching a foreign language in higher educational institutions. These technologies include MOODLE - Modular Object-Oriented Dynamic Learning Environment, business game, integrated pedagogical technology, case study technology. Thus, the information-rich learning process in combination with the use of innovative technologies, well-organized e-learning, interactive training courses, multimedia tools improves the program of teaching and learning foreign languages in general, and English in particular, improves the level of knowledge of future IT specialists and motivation to study and learn foreign languages, allows students to use a variety of authentic materials. We state that all these factors influence the process of individualization of learning and contribute to the successful mastery of a foreign language.