• Journal of the Korean Dietetic Association
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• v.14 no.4
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• pp.396-403
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• 2008

We attempted to determine whether energy density would influence calorie intake via cognitive cues, as reflected by satiety. This experiment was designed using two different energy density levels of Kimbab: normal Kimbab (1.6 kcal/g) vs low-density Kimbab (1.0 kcal/g). 26 female college students participated in this study. The subjects ate Kimbab in the lab once a week for 2 weeks. Each week at noon, they were served 24 units of either normal or low-density Kimbab, and we determined the units, grams, and calories of the real & cognitive intake of Kimbab, and also analyzed the satiety rate after eating Kimbab. Our results demonstrated that the real calorie intake from the low-density Kimbab was significantly lower than that of the normal Kimbab (290.3 kcal vs 474.4 kcal, p<0.001), but we noted no significant differences in the units and grams of real and cognitive intake between the normal and low-density Kimbab. However, despite consuming 39% lower caloric intake, the subjects reported similar levels of satiety rates with the two different density levels of Kimbab, as they did not perceive themselves to have eaten more normal Kimbab than low-density Kimbab. Thus, this study provides evidence that the energy density of food is a crucial determinant of caloric intake, and supports the notion that the consumption of low energy-dense foods may result in a reduction of caloric intake without altering satiety.

• Korean Journal of Human Ecology
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• v.22 no.4
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• pp.539-558
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• 2013

The purpose of this study is to examine relationships among university students' self-differentiation, self-esteem and mental health. The subjects were 400 students of four universities in Busan and Gyungnam area. A questionnaire survey was done. The results of this study are as follows : First, the levels of university students' self-differentiation and self-esteem were high. Second, university students' self-differentiation and self-esteem were correlated positively. Third, the levels of university students' depression and anxiety were relatively low. It showed that the subjects' mental health of this study were not bad. Fourth, depression had no significant difference by gender. However, female students had higher anxiety than male students had. Fifth, university students' self-differentiation and self-esteem had negative correlation with depression and anxiety, and self-esteem played a role of mediating variable between self-differentiation and mental health. Sixth, family projection, family regression and self integration of self-differentiation had indirect influence upon the students' mental health through self-esteem, while cognitive-emotional function had direct influence upon mental health and had indirect influence upon mental health through self-esteem as well. In this study, university students' self-differentiation and self-esteem were found to be important variables having influence upon mental health, and self-differentiation had indirect influence upon mental health through self-esteem. Counselling intervention strategies should be established considering self-differentiation and self-esteem of the students who complained about their maladjusted emotion and human relation problems at schools. Also, programs enhancing self-differentiation and self-esteem of university students should be developed and the execution of these programs will be needed to help the university students who experienced mental health problems such as depression, anxiety and so on.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.20 no.1
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• pp.29-38
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• 2009

Objectives : This preliminary study evaluated the efficacy of two short-term programs for reducing depressive symptoms in female adolescents with depressive disorder. Methods : The participants were 23 middle school students who were randomly assigned to three groups : the cognitive-behavioral program group, the psycho education-program group and the no-intervention control group. Results : At postintervention, the students in cognitive-behavioral program group reported significantly lower levels of depressive symptoms, negative self-statement, automatic thought and psychiatric symptoms than did those in the no-intervention group and those in the psychoeducation-program group. Conclusion : The results suggest that the cognitive-behavioral program for female adolescent with depressive disorder was more effective in reducing depressive symptoms than the psychoeducation-program.

• Journal of The Korean Association For Science Education
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• v.7 no.1
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• pp.19-32
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• 1987

The primary purpose of this study was to assess understanding of concrete and formal operational science content by concrete and formal operational students in secondary school physical science classes. To carry out this study subjects were selected from junior high schools of over 2500 students, and they were identified as concrete, transitional, or formal operational using GALT(Group Assessment of Logical Thinking) developed by Roadrangka, Yeany and Padilla(1983). Instructional objectives were extracted from the science content taught during the second term of the academic year in the 7th, 8th and 9th grade, and they were classified as concrete or formal operational. Written test involving those objectives were constructed and administered. The results of this study suggested that formal operational thought brought deeper understanding to concrete science content as well as formal science content. Differential effects by sex on understanding of both concrete and formal science content were contradictory through the grade levels. Results of multiple comparison tests suggested that students categorized as formal operational demonstrated no better understanding of concrete science content than those categorized as transitional. However, they demonstrated better understanding of formal science content.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.123-135
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• 2008

This study analysed the schemata which are requisite to understand and prove examples of mathematical induction, and examined students' construction of the schemata. We verified that the construction of implication-valued function schema and modus ponens schema needs function schema and proposition-valued function schema, and needs synthetic coordination for successive mathematical induction schema. Given this background, we establish $1{\sim}4$ levels for students' understanding of the mathematical induction. Further, we analysed cognitive difficulties of students who studying mathematical induction in connection with these understanding levels.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.143-151
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• 2017

An increasing number of students are giving up on learning mathematics at all grade levels, including elementary school. The study in this paper considers seven non-cognitive student characteristics to identify which are strongly correlated with giving up on mathematics at the elementary school level. Data were collected with a survey on the non-cognitive domain of mathematics learning that was developed by the Korea Foundation for the Advancement of Science and Creativity in 2015. The data were collected from 3,636 elementary school students in Korea, and we analyzed the data using the statistical computing program R. Of the seven components, efficacy and interest have a strong correlation with students' tendency to profess that they have given up trying to learn mathematics. The findings of the study shed light on which non-cognitive domain areas mathematics teachers need to pay more attention to in order to make their teaching effective. This study further investigated the correlation between responses to each of the 24 survey items and students' claim that they have given up on mathematics. Using the 8 items with the highest correlations, we have developed a shorter, 8-item version of the survey, which will be useful for similar future studies.

• The Journal of the Korean dental association
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• v.58 no.11
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• pp.670-682
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• 2020

This research examined the difference in cognitive load and the virtual presence depending on auditory feedback and task difficulty in haptic-based dental simulation. In the field of dental education, practice-centered training using handpiece has been crucial because a practitioner's psychomotor experience has a significant impact on the mastery of treatment skills. For the novice, it is necessary to reduce errors in dental treatment to enhancing skill acquisition in the haptic practice. In the training process, the force-feedback is crucial to elaborate subtle movement to guide what to do and how it should be hard or soft. However, It is not easy to add force-feedback to generate kinetic experience training. As an alternative method, we examined that auditory feedback can help learners' skill training. In this study, we analyzed how the presence/absence of auditory feedback at the different levels of task difficulty impacts learners' psychological demand and virtual presence in the virtual reality simulation. For this study, 29 dental college students participated in a dental simulation. The participants were grouped into two conditions that are with and without auditory feedback. Additionally, two consecutive tooth preparation tasks with different levels of difficulty were used in the simulation. The auditory feedback condition gives alarms to a learner when he treats a non-targeted tooth with a virtual handpiece. The user's cognitive load and virtual presence were measured to examine the effects of auditory feedback. The results revealed that the main effect was found in cognitive loads. Also, a significant interaction effect was shown in the virtual presence. We discussed the effective design methods for the virtual reality-based dental simulation through the result of this study.

• School Mathematics
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• v.9 no.2
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• pp.223-240
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• 2007

The purpose of this study was to investigate the degree to which the middle school mathematics curriculum matched the item difficulty levels of representative mathematics items. The items used in this study were developed for the National Assessment of Educational Achievement. Ranks for difficulty values of the 60 multiple-choice item were calculated via both Classical Test Theory and Item Response Theory and correlated with the rank order of the mathematics content and cognitive domains sequence. There are six content domains; number and operation, algebra, measurement, figure, pattern and function, and probability and statistics. The cognitive domains include computation, understanding, reasoning and problem-solving. Results suggest a congruence between cognitive domain's sequence and item difficulty levels of items based on that sequence. This finding indicates that the linear or hierarchical assumptions concerning the sequence appears to be reasonable. The characteristics of items that were exceptions to this trend were addressed.

• Spatial Information Research
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• v.14 no.4 s.39
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• pp.433-449
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• 2006

Two primary objectives of this study were to determine important personal factors in performing cognitive distance mapping, and to understand how human's cognitive distance mapping capabilities were influenced by reference and subjects' locations using Global Positioning System (GPS). Undergraduate and graduate students at the University of Kansas, USA were interviewed and surveyed throughout the campus area giving them a paper-and-pencil test. Study results showed that females had more accurate cognitive mapping capability than males regardless of ethnic background and academic levels. Generally, subjects with longer affiliation with the university, higher ages and academic levels had less variability in their mapping accuracy. Subjects tended to more accurately map the target locations closer to the reference points than those located farther away, and subjects who were closer to a reference point performed their distance mapping better than those farther away. A correlation analysis reported that male subjects used reference-to-target and subject-to-reference distances more sensitively than females to estimate the locations of the targets. This result indicates that males might have used the reference point-based map scale more strenuously than females.

• Journal of Fashion Business
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• v.13 no.4
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• pp.154-162
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• 2009

The purpose of this study was to examine if there are the differences in advertising effects among three fashion sexual advertisements in terms of sexual appeal levels(high/medium/low). Through three pre-tests, three stimuli were chosen for this study. Three hundred female college students in Seoul participated in this study. For data analysis, descriptive statistics, factor analysis, ANOVA analysis, and reliability test were used. The results were as follows: First, from the factor analysis on advertising attitudes, three factors such as emotional, behavioral, and cognitive factors were produced. Second, there were significant differences in three sexual appeal levels among three advertising attitude factors. Third, there was also a significant difference in three sexual appeal levels on brand attitude. Finally, there was not a significant difference in the sexual appeal levels on purchase intention. Based on these results, this study would provide significant and efficient fashion advertising strategies to fashion advertising marketers and advertisement creators as implications.