• 대한물리의학회지
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• 제18권2호
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• pp.41-48
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• 2023

PURPOSE: Falls are caused by a decline in physical and cognitive function. A quantitative evaluation tool that can comprehensively evaluate motor and cognitive functions for elderly people with an impaired physical function. This study assessed the clinical application potential by confirming the correlation between the physical function tests, cognitive and the stepping trail-making test (S-TMT). METHODS: Fourteen community-dwelling older patients (65-75 years) were recruited. The study conducted cognitive function tests with the trail-making test (TMT-A, B), and physical function tests (6-minute walking test (6MWT), short physical performance battery (SPPB), and timed up and go (TUG)). The results of were analyzed using SPSS version 21.0. Descriptive statistics were used for the general characteristics of the study subjects, and the correlations between S-TMT, other functional tests were examined through Pearson's correlation analysis. The statistical significance was set to .05. RESULTS: S-TMT had a significant positive correlation with the TUG (r = .588^*) and trail-making test-B (TMT-B) (r = .689^*, p < .05). Furthermore, S-TMT showed a negative correlation between SPPB (r = -.397) and 6MWT (r = -.422), but it was not statistically significant. CONCLUSION: S-TMT is a cognitive-gait dual-task performance evaluation tool that can be performed safely. A significant correlation was confirmed between the TUG test and the TMT-B. S-TMT is a dual-task screening tool that can evaluate both physical and cognitive functions simultaneously.

• 대한통합의학회지
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• 제12권2호
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• pp.111-119
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• 2024

Purpose : This study aimed to demonstrate the effects of visiting cognitive activities using brain training on cognition, subjective memory complaints and depression among elderly participants residing in community living in Gwangmyeong city. Methods : Over a 14-month period (October 2022 to December 2023), four brain training instructors visited the homes of older adults and conducted the intervention using a brain training kit. The participants included 32 elderly individuals aged 65 years and older, who were living in Gwangmyeong city. The assessments were conducted by an occupational therapist, a nurse and a social worker at the Gwangmyeong dementia relief center. These assessments included the following the subjective memory complaints questionnaire (SMCQ), short geriatric depression scale-Korean (SGDS-K), a cognitive impairment screening test (CIST), the consortium to establish a registry for Alzheimer's disease-Korean (CERAD-K). The participants were divided into three groups (A: 20-30 points, B: 10-19 points, C: 1-9 points) based on the CIST score. For data analysis, descriptive statistics and wilcoxon signed-rank test were performed using SPSS 24.0, and the statistical level was at a=.05. Results : The results of the intervention showed that the SMCQ score of group A improved significantly (p<.05), the CIST score of group B also improved significantly (p<.05). However, the SGDS-K score of group C improved, but did not demonstrate statistical significance (p=.080). Conclusion : The visiting cognitive activities using brain training produced significant effects on cognition, depression, and subjective memory disorders, depending on the cognitive level of the elderly participants. In the future, it will be necessary to demonstrate the effects according to cognitive level in various aspects with more elderly people.

• 인지과학
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• 제20권2호
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• pp.125-154
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• 2009

본 연구는 이러닝 체제에서 상호작용을 개선할 수 있도록 하기 위하여 사용자의 생리적 데이터 가운데서 뇌파를 통하여 학습자의 인지부하 발생을 파악할 수 있는 지를 연구하고자 하였다. 뇌파를 통하여 인지부하 발생을 알 수 있게 된다면 실시간 이러닝 체제에서 적절한 피드백 제공에 활용될 수 있기 때문이다. 이를 위하여 EEG를 이용하여 학습자의 뇌파를 측정하면서 인지활동을 수행하는 동안 발생되는 인지부하도를 측정하였고 인지과부하를 판별할 수 있는지를 알아보았다. 뇌파 측정을 위하여 언어 관련 작업기억 능력을 측정할 수 있는 듣기회상과제를 제시하였으며, 실험을 통한 과제 정답률 및 뇌파 분석 결과는 다음과 같다. 첫째, 듣기회상과제의 정답률은 회상반응과제에서 1단계는 84.4%, 2단계는 90.6%, 3단계는 62.5%, 4단계는 56.3%를 보였으며, 통계적으로 유의한 차이가 있음을 확인하였다. 즉, 3, 4단계의 경우는 피험자들이 매우 어려움을 겪었던 단계로 인지과부하가 발생했을 것으로 보인다. 둘째, SEF-95% 지표는 1, 2단계에 비해 3, 4단계에서 더욱 높은 값을 보였으며, 이는 피험자들의 인지부하가 3, 4단계에서 높았음을 객관적으로 보여주는 근거이다. 셋째, 감마파의 상대파워는 3, 4단계에서 파워값이 급격히 올라가는 패턴을 보였으며, 통계적으로 유의한 5개의 채널(F3, F4, C4, F7, F8)을 확인하였다. 5개의 채널은 뇌의 브로카 영역(F7, F8) 주위에 위치하고 있으며, 특히 뇌맵핑 분석을 통해 확인한 결과, F8(우반구의 브로카 영역에 해당하는 위치)에서 단계별 난이도가 올라갈수록 활성화의 차이가 크게 나타났다. 넷째, 19채널에 대한 상호 상관 분석을 통해 1, 2단계에 비해 3, 4단계에서 비동기화가 증가하였다. 위의 결과를 통한 본 연구의 결론은 뇌파를 이용하여 인간이 인지활동을 수행하는 동안 인지부하도를 측정할 수 있으며, 인지과부하를 판별해 낼 수 있음을 확인하였다.

• Clinical and Experimental Pediatrics
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• 제57권8호
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• pp.363-369
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• 2014

Purpose: This study examines changes in developmental profiles of children with language delay over time and the clinical significance of assessment conducted at age 2-3 years. Methods: We retrospectively reviewed the medical records of 70 children (62 male, 8 female), who had visited the hospital because of delayed language development at 2-3 years, and were reassessed at ages 5-6. Language and cognitive abilities were assessed using multiple scales at the initial and follow-up visits. Results: At the initial test, 62 of the 70 children had mental development index (MDI) below 70 of Bayley Scales of Infant Development Test II. Of the 62 children in the follow-up assessment, 30 children (48.4%) remained within the same cognitive range (full-scale intelligence quotient, FSIQ<70 of Wechsler preschool and primary scale of intelligence), 12 had borderline intellectual functioning (FSIQ, 70-85), 6 improved to average intellectual functioning (FSIQ>85), and 5 had specific language impairment, 9 had autism spectrum disorders. At the initial test, 38 of the 70 children had cognitive developmental quotients (C-DQ) below 70. Of the 38 children in the follow-up assessment, 23 children (60.5%) remained within the same cognitive range (FSIQ<70). The correlation coefficient for MDI and FSIQ was 0.530 (P<0.0001) and that for C-DQ and FSIQ was 0.727 (P<0.0001). There was a strong correlation between C-DQ and FSIQ, and a moderate correlation between MDI and FSIQ. Conclusion: Low MDI scores reflect a specific delay in cognitive abilities, communication skills, or both. The C-DQ, receptive language development quotient, and social maturity quotient also help to distinguish between children with isolated language delay and children with cooccurring cognitive impairment. Moreover, changes in the developmental profile during preschool years are not unusual in children with language delay. Follow-up reassessments prior to the start of school are required for a more accurate diagnosis and intervention.

• 융합정보논문지
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• 제8권1호
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• pp.153-160
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• 2018

본 연구에서는 H 대학교의 교양 컴퓨터 교과목 중에 '컴퓨터와 프레젠테이션 기법'의 수업 사례를 개발 및 적용한 결과를 제시하고 한다. 이 논문의 목적은 인지적 도제를 사용하는 교양 컴퓨터 과정의 학습에 대한 교수 설계의 효과를 보여주고, 학습 내용 평가 영역의 평가 요소인 수업계획, 강의내용, 교수법의 대한 만족도를 조사하는 것이다. 연구 결과, 인지적 도제 이론은 수업계획, 강의 내용, 교수법에 대한 만족도를 높여주었다. 그러므로 본 연구는 인지적 도제 이론이 교양 컴퓨터 수업에 효과적임을 파악한 점에서 의의를 지니며 향후 교양 컴퓨터 관련 과목의 효과적인 교수법으로 확대 적용할 수 있을 것으로 기대된다.

• 의학교육논단
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• 제22권2호
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• pp.67-76
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• 2020

The structures and processes of medical education have changed little since the publication of Flexner's report, which stressed the scientific orientation of medical education and the curricular structure of 2 years of formal knowledge education and 2 years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework which contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is a critical component in human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectations allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권3호
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• pp.357-382
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• 2016

The purpose of this study was to report the effects of self-directed and self-regulated learning programs on elementary, middle, and high school students through meta-analysis of previous studies. For this research, 22 of previous studies were selected which were all conducted in the country, and calculated the effect size of 'standardized change of the mean difference' for many factors included in each research. The findings were as follows: first, the overall effect sizes of self-directed and self-regulated learning programs on elementary, middle, and high school students were .665 and .702 in the affective and cognitive domain, respectively, meaning that the self-directed and self-regulated learning programs had average or greater effects on elementary, middle, and high school students and exerted somewhat greater effects in the cognitive domain. Second, when the areas of moderating effects were divided into self-directed and self-regulated learning, the former and latter had more influences on the cognitive and affective domains, respectively. Third, the elementary school level recorded a larger effect size both in the affective and cognitive domains than the secondary school level. Fourth, the findings show that the characteristics of affective domain, "reflective thinking" and "self-confidence," recorded a very large effect size both at the elementary and secondary school levels. Finally, the programs were more effective when the application period was one to four weeks in the affective domain and more than four weeks in the cognitive domain. And, Significance and implications of this research were discussed.

• Human Ecology Research
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• 제56권2호
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• pp.133-144
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• 2018

The study examined the longitudinal relations of preschool children's peer interaction, linguistic and cognitive abilities, and self-control, while taking into account gender differences. The study was conducted with 671 preschoolers from the $5^{th}$, $6^{th}$, and $7^{th}$ wave of the Korean Children and Youth Panel Study (KCYPS). Data were analyzed by means of basic descriptive statistics, Pearson's correlations, and structural equation modeling analysis. Bootstrapping method was also used to determine the significance of indirect effects. The analysis were conducted to find the longitudinal effects of peer interaction at the age of 4 on their self-control at the age of 6, and the mediating effects of linguistics and cognitive abilities at the age of 5 on its associations. The results indicated gender differences among the variables. According to multi-group analysis, there was a significant influence of 4 years' peer interaction on subsequent 5 years' linguistic and cognitive abilities but also on 6 years' self-control across time for boys; however, no significant direct effect of peer interaction on self-control was found for girls. Based on the findings of this study, it can be implied that it is necessary to apply different methods for boys and girls to promote self-control from the influence of peer interaction and linguistic and cognitive abilities.

• 한국임상보건과학회지
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• 제9권2호
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• pp.1493-1501
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• 2021

Purpose: The purpose of this study is to classify the characteristics of each item of CIST evaluation and to find out the degree of recognition of the characteristics of the cognitive tool. Methods: This study was conducted for occupational therapy majors at M University located in Gyeongsangnam-do. The data collection from May to June 2021. Total of 25 copies of the data were finally analyzed, SPSS Statistics 26 was used for data analysis. Results: As a result of the study, the significance level was visual reasoning 1 test strip and the visual reasoning 1 tool. In the relationship between the correspondence 1 figure simulation sheet and the figure simulation tool for each item and statistically significant, and the correspondence 2 visual reasoning 2 sheet. Visual reasoning 2 sheet and visual reasoning tool also showed that was found to be statistically significant. The correlation for visual reasoning 1 sheet and the visual reasoning 1 tool, reasoning 2 tool and visual reasoning 1 sheet, and the visual reasoning 2 tool and the verbal reasoning sheet. Conclusion: In this study, in the CIST items that may be difficult, it is better to attach the actual tool rather than the verbal explanation of the test paper to increase the efficiency of the test and the understanding of subjects with mild cognitive impairment. It was implemented by applying the tool, and it was found that the use of the tool in the visual reasoning item showed a high correlation by item. Furthermore, based on this study, it will be possible to suggest a method to control the difficulty of each subject of the cognitive evaluation tool, and to prepare a standard for future research.

• 영재교육연구
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• 제20권1호
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• pp.1-30
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• 2010

본고는 미술영재성 판별에 따른 인지적 능력과 관련하여 문헌연구와 선행연구들을 바탕으로 미술영재성과 인지능력과의 관계를 고찰함으로써 초등학교 아동의 미술영재성 판별에 따른 인지능력검사모형을 구안하고자 하는 데 있다. 이러한 연구목적을 달성하기 위해 먼저, 미술영재성과 인지능력의 관계를 고찰하여 미술영재성의 구성요인으로서 인지능력의 타당성을 규정한 다음, 앞선 문헌연구를 통해 초등학교 아동의 미술영재성 판별에 따른 인지능력검사모형을 구안하였다. 그리고 구안된 검사모형의 타당성과 신뢰성을 검증하기 위해 일반학급 아동집단과 미술영재 아동집단을 대상으로 검사를 실시하였다. 그 결과 초등학교 아동의 미술영재성 판별에 따른 인지능력의 구성요인으로서 시각적 사고력과 공간 지각력, 비판적 사고력이 논리적, 경험적으로 타당성이 있다고 검증되었다. 이러한 연구의 결과는 앞으로 이루어질 초등학교 아동의 미술영재성 판별에 대한 다양한 모색의 가능성과 미술영재교육 프로그램의 개발에 새로운 접근을 제공해줄 수 있을 것이다.