• Korean Journal of Biological Psychiatry
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• v.11 no.2
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• pp.155-164
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• 2004

Objective:The present study examined the association between basic neurocognitive functions and emotional recognition in chronic schizophrenia. Furthermore, to Investigate cognitive variable related to emotion recognition in Schizophrenia. Methods:Forty eight patients from the Yongin Psychiatric Rehabilitation Center were evaluated for neurocognitive function, and Emotional Recognition Test which has four subscales finding emotional clue, discriminating emotions, understanding emotional context and emotional capacity. Measures of neurocognitive functioning were selected based on hypothesized relationships to perception of emotion. These measures included:1) Letter Number Sequencing Test, a measure of working memory;2) Word Fluency and Block Design, a measure of executive function;3) Hopkins Verbal Learning Test-Korean version, a measure of verbal memory;4) Digit Span, a measure of immediate memory;5) Span of Apprehension Task, a measure of early visual processing, visual scanning;6) Continuous Performance Test, a measure of sustained attention functioning. Correlation analyses between specific neurocognitive measures and emotional recognition test were made. To examine the degree to which neurocognitive performance predicting emotional recognition, hierarchical regression analyses were also made. Results:Working memory, and verbal memory were closely related with emotional discrimination. Working memory, Span of Apprehension and Digit Span were closely related with contextual recognition. Among cognitive measures, Span of Apprehension, Working memory, Digit Span were most important variables in predicting emotional capacity. Conclusion:These results are relevant considering that emotional information processing depends, in part, on the abilities to scan the context and to use immediate working memory. These results indicated that mul- tifaceted cognitive training program added with Emotional Recognition Task(Cognitive Behavioral Rehabilitation Therapy added with Emotional Management Program) are promising.

• Therapeutic Science for Rehabilitation
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• v.12 no.2
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• pp.69-83
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• 2023

Objective : This study, as a preliminary study, applied an Information & Communication Technology (ICT) home-based program to elderly people aged 65 years or older to confirm the effect of the cognitive enhancement program and to find the possibility of remote rehabilitation. Methods : This study from August to October 2022, three subjects were selected and the intervention was conducted for about 2 months. This intervention was conducted using Korean version of Mini-Mental State Examination, Korean version of Montreal Cognitive Assessment (MoCA-K), Computer Cognitive Senior Assessment System, and the Center for Epidemiologic Studies Depression scale to evaluate cognitive improvement before and after the program. The therapist remotely set the level of cognitive training according to the subject's level through weekly feedback. Results : After the intervention, all subjects showed improved scores in most items of the MoCA-K conducted before and after the intervention. In addition, among the items of Cotras-pro, upper cognition, language ability, attention, visual perception, and memory were improved. Conclusion : Cognitive rehabilitation training using an ICT home-based program not only prevented dementia but also made it habitual. Through this study, it was confirmed that remote rehabilitation for the elderly could be possible.

• Journal of Korea Entertainment Industry Association
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• v.15 no.1
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• pp.221-228
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• 2021

This study aims to provide basic data for developing hand functional training programs using a keyboard to see if there is a relationship between the smart keyboard input speed using both hands, the Dexterity of the hand and the eye-hand coordination ability. The smartphone keyboard input speed, Purdue Pegboard, Grooved Pegboard Test, and Korean-Developmental-Test of Visual Perception-Adolescent were evaluated for 40 university students Province. An independent sample t-test and one-way ANOVA were conducted to identify differences in smartphone keyboard input speed, dexterity, eye-hand coordination ability and visual-motion using both hands according to the general characteristics of the subjects. Pearson correlation was also conducted to find out the relationship between hand-used smartphone keyboard input speed, hand dexterity, eye-hand coordination ability and visual-motor. As a result, the smartphone keyboard input speed using both hands showed a correlation with the dominant hand in the Purdue Pegboard Test (r=-.313, p<.05). In addition, the input speed of the smartphone keyboard is Copying(r=-.333, p<.05), Visual Motor Search(r=.455, p<.01), Visual Motor speed(r=-.453, p<.01) and Form Constancy (r=-.341, p<.05) in the item of K-DTVP-A. Therefore, it is believed that it will be helpful in the development of a treatment program using a smartphone, and it is expected that the effectiveness of a treatment program using a smartphone will be proven through additional experimental studies in the future.

• The Journal of the Korea Contents Association
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• v.15 no.4
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• pp.519-529
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• 2015

The purpose of this study is to examine the determinant factors of maintaining employment in young adults with intellectual disabilities who took part in a vocational training program and was employed. The determinant factors were from four areas, such as physical competence, job-related task performance, emotional behaviors, and functional adaptive behaviors. 64 young adults with intellectual disabilities participated in this study. The participants' capacities were examined during the program, and then their job retention was examined through a follow-up survey six month after the end of the program. Tests contained hand dexterity, grasp strength, finger strength, visual-perception, Survey of Functional Adaptive Behaviors, and Observational-Emotional Inventory-Revised. After data collection, the data were analyzed by binary logistic regression. The results indicated that dexterity in both hands (OR= 1.123) in physical competence, anxiety (OR= .733) and socialization (OR= .429) in emotional behaviors, and academic skills (OR= 1.077) and vocational skills (OR= 1.542) in functional adaptive behaviors were significant determinant factors. These significant factors which affected job attention were consistent with the results from previous studies, and should be considered when designing and constructing an effective career and vocational education program for young adults with intellectual disabilities.

• The Korean Journal of Food And Nutrition
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• v.25 no.4
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• pp.957-967
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• 2012

The purpose of this study is to offer youth with the basic materials for developing nutrition education programs and to help domestic science teachers in schools implement effective dietary education by examining their awareness of food additives. In the source of acquiring knowledges on food additives, the results were through mass media, technology and home economics teachers, and family members in order. The majority of students thought that they don't need the education about food additives. As effective teaching methods, they first selected the use of visual media, followed by experimental cooking classes, field trip, and inquiry lessons using processed foods. As a result of analyzing the education on food additives in accordance with demographic factors, more number of female students, compared to male students depicted the need for education on food additives. Further, the lower the cost students spend on purchasing processed foods per day, the higher the necessity of the education they indicate. The necessity of education content on food additives showed significant difference depending on the cost of buying processed foods, and the degree of interest and help real-life according to gender indicated significant differences. The satisfaction with education on food additives, which was implemented in home economics education revealed significant differences according to gender. This study aims to provide the basic data for the development and research of educational programs regarding good eating habits among the general youth. However, there are limitations to the presentation of the practical training program. For this reason, based on the results of this study, further studies should follow this study in order to develop and study educational programs related to food additives for teaching and learning purposes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.5
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• pp.549-556
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• 2017

This study investigated the importance of social cognitive intervention and the cognitive rehabilitation intervention by comparing the difference and examining the relationship between neurological cognitive function and social cognitive function of stroke patients in the acute phase and chronic stroke before returning to the community. LOTCA, cartoon intention inference task, and social behavior sequence task were performed on 30 acute stroke inpatients and 30 chronic stroke patients from May 2015 to June 2016. A two sample t test was conducted to examine the differences between the groups. The Pearson's correlations test was performed to examine the correlation among the variables in each group. As a result, there were statistically significant differences between the neurological cognitive function and social cognitive function of acute stroke patients and chronic stroke patients who were undergoing rehabilitation training before returning to the community (p<0.05). A linear relationship was found between the thinking operation and social behavior sequence task in the acute stroke group (r=0.539, p<0.05). In the chronic stroke group, visual perception (r=0.530, p<0.05), visual motor organization (r=0.655, p<0.05) and thinking operation (r=0.534, p<0.05) were correlated with the cartoon intention inference task. In addition, the social behavior sequence task were correlated with visual organization (r=0.534, p<0.05) and thinking operation (r=0.764, p<0.05). As a result of multiple regression analysis, the neurological cognitive functions influencing the social cognitive function in the cartoon task was found to be the thinking operation (B = 0.431) in acute stroke patients and the thinking operation (B=0.272) and visuomotor organization (B = 0.218) in the case of chronic stroke. In addition, the results of the social behavior sequence task revealed the thinking operation (B=0.417) in the acute stroke patients, and thinking operation (B=0.267), visual motor organization(B=0.274) and visual perception(B=151) in chronic stroke patients to be significant. According to this result, there is a difference in the neurological and social cognitive levels between the two groups. Therefore, the social cognition is strongly related to the high level cognitive function as thinking operation of the neurological cognitive function. Therefore, in further research, it would be necessary to determine if there is a change in higher cognitive function in neurological cognitive function after applying a social cognition intervention program for stroke.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.293-302
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• 2019

This study systematically analyzed computer-based driving intervention programs for seniors, to provide the academic background for driving intervention for seniors. Articles published from January 2009 till December 2018 were researched and analyzed. 'PubMed, Google Scholar, and Science Direct' were used to search articles published overseas, and 'RISS, KERIS, and KISS' searched for articles published in Korea. Based on the inclusion and exclusion criteria, totally 359 papers were retrieved, and 10 articles were finally analyzed; 8 articles (80%) were evidence level I, and 2 articles (20%) were evidence level III. Amongst the computer-based interventions, driving simulators (70%) were the most common, followed by two video image training (20%) and one Nintendo Wii program (10%). In most studies, driving simulators trained the cognitive and visual abilities of seniors and enhanced their abilities to cope with risk situations under various simulated circumstances. Other interventions were also reported to have a positive effect. For evaluating elderly drivers, the driving performance evaluation using a driving simulator was the most common; in addition, evaluations of attention, space-time ability, cognitive function, risk perception, depression and anxiety were also commonly used. We believe that it is appropriate to employ computer-based driving intervention programs for seniors to train and evaluate various domains. We expect that these interventions can be used as an effective tool for safe driving.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.