• Korean Journal of Health Psychology
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• v.15 no.3
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• pp.483-498
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• 2010

This study is to examine the effects of emotion regulation strategies in facial expressions and emotional experiences, based on the facial expressions of groups, using antecedent- and response- focused regulation. 50 female undergraduate students were instructed to use different emotion regulation strategies during the viewing of a disgust inducing film. While watching, their facial expressions and emotional experiences were measured. As a result, participants showed the highest frequency of action units related to disgust in the EG(expression group), and they reported in the following order of DG(expressive dissonance group), CG(cognitive reappraisal group), and SG(expressive suppression group). Also, the upper region of the face reflected real emotions. In this region, the frequency of action units related to disgust were lower in the CG than in the EG or DG. The results of the PANAS indicated the largest decrease of positive emotions reported in the DG, but an increase of positive emotions reported in the CG. This study suggests that cognitive reappraisal to an event is a more functional emotion regulation strategy compared to other strategies related to facial expression and emotional experience that affect emotion regulation strategies.

• Journal of Korean Library and Information Science Society
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• v.39 no.3
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• pp.139-159
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• 2008

Much of the current literature on reading instruction supports the idea of teaching students a series of reading strategies instead of isolated reading skills. Reading strategies are plans or methods that can be used or taught to facilitate reading proficiency. In the meantime, the reading instruction program of school library is the reading promotion event has been limited. Therefore, the reading instruction program of school library need to focus reading strategies oriented instruction rather than reading skill. This Study categorizes Reading Strategies that divided into text type, text structure, reading process, cognitive strategies.

• Research in Mathematical Education
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• v.19 no.1
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• pp.81-88
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• 2015

This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted from Davaanyam [Davaanyam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.

• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.205-214
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• 2024

This paper delves into the application of Gestalt psychology principles in logo design. It analyzes how these principles refine design elements to bolster the efficiency and impact of visual communication. Drawing from Gestalt psychology perspectives, the theoretical foundations and application methods of logo design simplification strategies are discussed. Through the analysis of Gestalt psychology effects in various types and styles of logo designs, this study compares the applicability and differences of logo design simplification strategies under different cultural and social contexts. Furthermore, it evaluates their role and value in enhancing the innovativeness and communicative impact of logo designs. The findings suggest that strategies informed by Gestalt psychology significantly improve the organization rules within logo designs, such as the relationship between figure and ground, proximity, similarity, and continuity. Thereby they enhance perceptual clarity, cognitive load, and aesthetic satisfaction. Moreover, these strategies promote creative thinking and problem-solving abilities in logo design. The results indicate that simplified design methods not only enhance aesthetic appeal but also improve the adaptability and recognizability of logos across different media and environments. This approach aligns with the minimalist and flat design trends of today's information age, meeting the evolving needs and aesthetic preferences of consumers.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.57-80
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• 2015

This study was to develop the mathematics test-preparation and the test-taking strategies scales for elementary school students. Elementary school students and teachers participated in developing factors and items of the mathematics test-preparation and test-taking strategies scales. The subjects were 857 students in 6th grade from 13 elementary schools in G-city. The variable-centered approach such as exploratory factor analyses, confirmatory factor analyses, and reliability analyses were used for validating the scales. The results of the study were as follows. First, the mathematics test-preparation and the test taking strategies scales for elementary school students consisted of three strategies: cognitive, metacognitive, and learning resources management strategies, respectively. Second, the mathematics test-preparation strategies scale for elementary school students comprised of three factors and 23 items, and the mathematics test-taking strategies scale three factors and 24 items. The scales could be used to assess elementary students' mathematics test-preparation and test-taking strategies and to further develop programs for enhancing strategies use.

• Anxiety and mood
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• v.12 no.1
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• pp.47-55
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• 2016

30% of patients with panic disorder (PD) show treatment-resistant and chronic waxing and waning course. Therefore, adequate treatment strategies for PD by evidence based pharmacotherapy and combined cognitive behavioral therapy (CBT) are recommended. Regarding how and why CBT for PD works, three hypotheses include the cognitive theory, anxiety control theory, and behavioral theory were discussed. The recent findings that the altered activation in frontal lobe is normalized after CBT, suggest a reduction of an altered top-down fear processing in the neural correlates of CBT in PD. In order to improve accessibility to CBT, brief CBT and internet based CBT for PD were suggested. Despite limitations of sample sizes and study design, most of studies suggest that brief CBT is more effective than control conditions, and even as equally effective as standard CBT. The evidences suggest that internet based CBT may not be significantly different from face-to-face CBT in reducing anxiety. Several advances within the field of third-wave CBT for PD have led to the development of new techniques based on mindfulness, such as mindfulness-based cognitive therapy and acceptance and commitment therapy. Based on Korean algorithm project for panic disorder, especially the psychological education and cognitive reconstruction components were recommended in CBT with PD.

• Journal of Korean Public Health Nursing
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• v.36 no.2
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• pp.227-239
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• 2022

Purpose: This study aimed to examine the differences in the reciprocal causal relationship between cognitive function and depressive symptoms depending on whether older adults lived with others or alone. Methods: We used panel data retrieved from the sixth (Time 1) and seventh (Time 2) waves of the Korean Longitudinal Study of Aging (KLoSA). The study sample included 2,638 older adults living with others and 628 older adults living alone. We conducted cross-lagged panel analyses (CLPA) to identify the bidirectional causal relationship between cognitive function and depressive symptoms in the groups of older adults living with others and those living alone. Results: In the group of older adults living with others, cognitive function and depressive symptoms showed significant reciprocal relationships. In the group of older adults living alone, although the CLPA confirmed that higher levels of depressive symptoms at Time 1 influenced lower levels of cognitive function at Time 2, cognitive function at Time 1 was not associated with depressive symptoms at Time 2. Conclusion: The results suggest that the strategies for preventing cognitive decline and depressive symptoms should be developed according to whether the older adults live alone. Moreover, further studies should identify factors influencing depressive symptoms among older adults living alone, which will ultimately enable the management of depressive symptoms.

• 한국노년학
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• v.40 no.3
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• pp.443-458
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• 2020

Aim: This study investigated the association between leisure activities and cognitive impairment in Korean community-dwelling older adults. Methods: Among participants of the 2017 National Survey of Older Koreans, 10,055 (male=4,277, female=5,778) were included in this cross-sectional study. To better identify the association between late-life cognition and leisure activities, individual leisure activities were categorized into 3 types including productive, consumptive, and unclassified activities. Multivariate logistic regression analysis was performed to assess the association between participation in leisure activities and cognitive impairment when controlling for possible covariates evidenced by previous studies. Results: Male participants were more likely to be cognitively impaired than female ones with significant differences in all the covariates. After controlling for confounding variables, involvement in productive leisure activities was found to be associated with cognitive function in both male and female groups, along with age, educational level, depressive symptoms, subjective hearing problems, and occupational status. Conclusion: Involvement in productive leisure activities might be associated with decreased risk of cognitive impairment in later life. Appropriate strategies to encourage older adults to participate in productive leisure activities should be established to help them maintain their cognitive function.

• The Research Journal of the Costume Culture
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• v.16 no.4
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• pp.762-774
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• 2008

Recently, silver consumers were became new consumption market. The purpose of this study were to find out the relationships among cognitive age and variables related to hairdressing purchases in hairdressing shop. Data were obtained from 853 women in the 50's and 60's who living in Busan. Data were analyzed by frequency analysis, descriptive analysis, factor analysis, Cronbach's alpha and, $X^2$-test, t-test using SPSS WIN 12.0. The results of the study were as follows: First, Service quality of hairdressing shop were consisted of Personal Service, Facilities Service, Skill Service, and Policy Service. Second, Silver consumers' cognitive age influenced purchase behavior of hairdressing services. Most of respondents were perceived themselves to be younger than their chronological ages. Repurchasing intention of silvers who were active and self-fidelity or perceived themselves cognitively younger were more likely to be influenced by store service quality and consumer satisfaction. This study provides an insight into silver fashion marketers and retailers for developing market strategies for silver fashion market. Implications are drawn for the information useful to consumer behavior researchers and retailers of the silver fashion market.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.257-271
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• 1993

Four science concepts were selected from high school earth science textbook to investigate the differences in students knowledges activated in laboratory and earth environmemtal contexts. Two items, one is for laboratory and the other for earth environmental contexts, were develped for each selected concept. Students' responses were analyzed in terms of 'Common Activated Knowledges' (CAK), 'Specific Activated Knowledges'(SAK) across students' cognitive frames, grades and sexes. As contextual differences of the problems increased, gender contributed more than other variables to the frequencies of activating CAK and SAK. Context effects were also reported across cognitive frames for CAK, but SAK became more avtivated when the contextual differences of the items become smaller. As a whole, students with laboratory cognitive frames showed more significant context effects than others. Students in 11th grade, with scientific frames and with earth science cognitive frames showed relatively small context effects. The results of the study showed that sciene concepts learned in a laboratory context are not usually transferred spontaneously to earth environmental contexts. Special instructional strategies should developed to overcome the context effects.