• The Korean Journal of Community Living Science
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• v.25 no.1
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• pp.29-37
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• 2014

This study examines whether regular exercise moderates the relationship between hand grip strength and cognitive function in older adults. Older adults 65 and over from the third wave of the Korean Longitudinal Study of Ageing Data were analyzed. A moderated multiple regression analysis was conducted to assess the moderating effects of regular exercise on the relationship between hand grip strength and cognitive function. According to the results, regular exercise moderated the effects of hand grip strength on cognitive function, suggesting that regular exercise should be promoted for older adults to reduce unfavorable effects of a decrease in hand grip strength on cognitive function.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.19-29
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• 1992

In this study, five learning models were compared and discussed in terms of their learning procedures and learning strateies. After a brief introduction of each model, the author discussed the differences and similarities among the five learning models. As a result, Kwon's procedual learning (Kwon, 1989) seemed to encompass almost all the learning models proposed by the other four author. All the models emphasized the importance of cognitive conflict. However, I. K.Kim(1991), Park(1992) and Y.M.Kim(1991) seemed to be concentrated their attention on the cognitive conflict between concepts ; while Hashweh and Kwon emphasized cognitive conflict between cognitive structure and environment. The study also suggested more study on the empirical evidence of the three kinds of the cognitive conflicts proposed by Kwon(1989) and on the development of learning strategies to induce and overcome the cognitive conflicts.

• Journal of the Korea Institute of Military Science and Technology
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• v.15 no.4
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• pp.442-449
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• 2012

Cognitive Radio(CR) is the technology that allocates the frequency by using dynamic spectrum access. We proposed a model to calculate the optimal level of the cognitive radiotelegraph, where secondary users opportunistically share the spectrum with primary users through the spectrum sensing. When secondary user with cognitive radio detects the arrival of a primary user in its current channel, the secondary user moves to the idle channel or be placed in the virtual queue. We assume that the primary users have finite buffers and the population of secondary users is finite. Using a two-dimensional Makov model with preemptive priority queueing, we could derive the blocking and waiting probability as well as the optimal level of cognitive radiotelegraph under a various range of parameter circumstances.

• Journal of Korean Academy of Medicine & Therapy Science
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• v.10 no.2
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• pp.13-20
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• 2018

Objective: To investigate the effects of a brain fitness exercise on the cognitive function of patients with dementia. Method: Forty-six elderly adults diagnosed with dementia were randomly allocated to the study or control group (n=23 per group). The study and control groups performed a brain fitness and regular exercise, respectively, for 40 minutes a day, three times a week for four weeks. We examined cognitive capacity using MMSE-K, cognitive strength, judgment time, and mental workload scores before and after intervention. Results: The study group showed significant improvements in all variables. In addition, the control group showed a significant improvement in brain stress. We found that there was a significant improvement in the study group when compared with the control group in all variables. Conclusion: Based on these results, we suggest that brain fitness exercise would be effective in improving cognitive functions of dementia patients.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.349-360
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• 2018

This study analyzed variations of learning stress by comparing the salivary cortisol levels of students who participated in Earth Science inquiry activities. The cortisol concentrations between the pre- and post-inquiries of the sample of 34 university students, who had taken the course of 'Basic Earth Science and Experiments', were analyzed. The Earth Science inquiries consisted of geology and astronomy activities. The observational geology activities consisted of a session of 'structure contours and map patterns' and the cognitive astronomy activities consisted of a session of 'representations of horizontal and equatorial coordinates'. These Earth Science inquiry activities were found to cause students to have anxiety, and the thought processes that these activities involved were found to cause learning stress. The variations in cortisol concentrations of students increased by $1.6{\pm}5.9ng\;mL^{-1}$ after conducting observational activities in geology compared with $2.1{\pm}6.2ng\;mL^{-1}$ after doing cognitive activities in astronomy. The analysis of the observational activities in the geology inquiry activities indicated that they were consistent with low levels of learning stress. Conversely, the analysis of the cognitive activities in the astronomy inquiry activities showed significant individual variations in cortisol concentrations. Furthermore, individual differences in cognitive ability were reflected in the astronomy inquiry activities. While students, who received high scores, exhibited low levels of stress in the geology inquiry activities, they showed high levels of stress in the astronomy inquiry activities. It was concluded that, in the case of students with high scores in the study, the level of learning stress increased due to the raised anxiety in cognitive inquiry activities. In contrast, students, who received low scores in the study, exhibited high levels of stress in the geology inquiry activities, and low levels of stress in the astronomy inquiry activities.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.958-969
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• 2011

The purpose of this study is to investigate relationships among scientific self-efficacy, achievement in science and cognitive self-regulation learning strategy. The subjects were composed of 158 elementary school students. Data of students' self-efficacy related to science and cognitive self-regulation learning strategy measured by questionnaire were analyzed. Science achievement scores were also collected. The results indicated that self-efficacy and cognitive self-regulation learning strategy predicted science scores. The findings showed that cognitive selfregulation learning strategy mediated the relation between self-efficacy and achievement in science. Memory learning strategy, considered a cognitive self-regulation learning strategy, did not mediate the relation between self-efficacy and science scores. The implications of science education to develop students' science achievement in the classroom and the suggestions for future researchers are discussed.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.327-336
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• 1998

The purposes of this study were to investigate 6th-graders' use of cognitive strategies and metacognitive strategies in usual learning and testing situations, and to compare the difference in the use of the strategies by students' science achievement, learning motivation, and gender. The relationship among these strategies, science achievement, and learning motivation were also examined, and the portion of variance of explanation for achievement score was studied by a multiple regression analysis. The results showed that high-achieving students used more cognitive strategies and metacognitive strategies in usual learning and more cognitive strategies in testing situations than low-achieving students. Highly motivated students used more cognitive and metacognitive strategies than poorly motivated students in all situations. Elementary female students used more learning strategies than male students in usual learning. On the other hand, no gender differences was found to be significant in the use of strategies in testing situations. These learning strategies were significantly correlated with the science achievement and motivation scores. The cognitive strategies in usual learning accounted for the significant portion of the variance of the achievement score. Educational implications are discussed.

• Journal of Distribution Science
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• v.18 no.4
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• pp.79-85
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• 2020

Purpose: This study explores how cognitive impairment caused by social exclusion experience can be explained through cognitive narrowing and how it influences consumer's judgment and reasoning and results pseudodiagnosticity bias towards distribution brands. This study examines the characteristics of cognitive narrowing, which is one of the strategies for overcoming the negative emotions resulting from social exclusion, and how cognitive errors called pseudodiagnosticity bias occur due to cognitive narrowing in the evaluation of distribution brands. Research design, data and methodology: Present study was performed with 77 college students in Seoul. Participants were randomly assigned to the group who experienced social exclusion and the group who did not experience social exclusion. The analysis has been made of how the degree of bias of pseudodiagnosticity differs according to the experience of social exclusion by t-test. Results: The group who experienced social exclusion had a higher level of pseudodiagnosticity bias towards distribution brands than the group who did not experience social exclusion. Conclusions: This study confirmed what characteristics of cognitive narrowing, which is one of the strategies for overcoming the negative emotions resulting from social exclusion, and how cognitive errors called pseudodiagnosticity bias occur due to cognitive narrowing. Implications and future research directions were discussed and suggested.

• Asian Oncology Nursing
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• v.11 no.1
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• pp.26-32
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• 2011

Purpose: The purpose of this study was to analyze the trend of cognitive developmental interventions on patients with breast cancer who underwent chemotherapy. Methods: The researcher searched databases and selected 17 literatures using chemotherapy, breast cancer, cognitive function and intervention as searching key words. Searched databases included Ovid, Pubmed, Proquest and Medline and data collection period was from January 2000 to May 2010. Results: Interventions for patients with breast cancer have been continuously developed and frequent research topics included breast cancer, chemotherapy, quality of life, and cognitive function. In terms of study design, four research articles were pre-experimental study designs, one was case study, and the rest of studies were non-equivalent pretest-posttest control group design. Effects of intervention were examined in only 5 studies among 17. The interventions were not found to have direct effects in cognitive improvement. Conclusion: It is needed to figure out the mechanism of cognitive deterioration of the patients with breast cancer who underwent chemotherapy. And nursing interventions needs to be developed in order to hold up the cognitive downhill and help their cognitive rehabilitation.

• Journal of Science of Art and Design
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• v.13 no.1
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• pp.23-37
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• 2008

Recently, there are getting popular form generation-related design methodologies and scientific discourses about the nature of nature in the environmental design. The necessity of visual perception and cognitive research is growing in this respect. Accordingly, this study was designed to discuss environmental design and cognition in the ecological perspective. This study was intended to study the structural factors of cognitive ecological space. This study focused on the systematic principle of new environmental design based on cognitive ecological approaches and what kinds of design effects this design principle has on the human being in the long nm. The results are as follows. First, the results suggests that fractal pattern should be an alternative to design cognitive ecological space and new paradigm of architecture is based on the nature of nature and human sensibility. Accordingly, they have proposed that fractal design is more empirical and environment-friendly than rational linear design. Second, this study classified the variables of cognitive ecological space into nature, tradition, preference judgement, aesthetic value, and schema. Accordingly, such features as symbol, tradition, and nature restricted by modernistic ideology should be added to new paradigm-based environmental design. Third, accordingly, this study stresses that cognitive ecological environmental design doesn't include buildings of modernism and deconstruction and is based on new science of complexity.