• Journal of Physiology & Pathology in Korean Medicine
• /
• v.25 no.3
• /
• pp.431-437
• /
• 2011

Recently, there are so many studies that herbal composition has the effect on enhancing the memorial ability. But there are few studies whether it has effect on enhancing attentional ability. The purpose of present study is to prove the effects of a herbal composition(ChongA 100) on enhancing not only memorial but also attentional ability. The memorial ability interfered by amyloid-${\beta}$ was evaluated with passive avoidance test Y-maze task. The attentional ability was studied with attentional set-shifting task(ASST). The 200mg/kg of ChongA100 could significantly recover the shortened latency of passive avoidance test and the interfered alternation of Y-maze task. The number of trials in ASST was significantly reduced as well. Our study suggests that it has effects on enhancing both memorial and attentional ability.

• Korean Journal of Child Studies
• /
• v.27 no.4
• /
• pp.55-64
• /
• 2006

The purpose of this study was to investigate the effects of bilingualism on children's selective attentional ability by comparing Korean-Chinese bilingual with Chinese monolinguals in China. The subjects were 71 children, 4 and 5 years of age, 38 of whom were bilingual while 33 were monolingual. Bilingual children spoke Korean at home but Chinese in the community and at preschool. The instrument used to measure children's selective attentional ability was DCCST (Dimensional Change Card Sorting Task) and ANT (Attentional Network Test). Results showed that bilingual children were more advanced than monolingual in selective attentional ability.

• The Korean Journal of Community Living Science
• /
• v.22 no.3
• /
• pp.395-406
• /
• 2011

The purpose of this study was to identity the differences of creativity according to levels of attentional abilities in young children. The participants of this study were 204 5-year-old children from the kindergarten or daycare center in Busan. The tests was conducted by using ANT and TTCT for young children. The study used two independent t-tests to find out the differences of creativity between high and low young children of degrees of alertness, orientation and executive control. The results of the study are as follows; first, there was a significant difference in creativity, abstractness of titles, and elaboration between high and low young children of varying degrees of alertness. Second, there was not a significant difference in creativity between high and low young children of orientation. Third, there was a significant difference in creativity; fluency, originality, elaboration and resistance to premature closure between high and low young children of the executive control. Therefore, there was a close relation between attentional control abilities, especially the executive control and creativity of young children.

• The Korean Journal of Community Living Science
• /
• v.24 no.3
• /
• pp.301-312
• /
• 2013

The purpose of this study was to investigate the differences between attentional networks according to sex and reflection-impulsivity in the cognitive styles of young children. The subjects of the study were 78 5-year-old children from the kindergarten or daycare center in Busan(with 40 in the reflection group, and 38 in the impulsivity group). The tests were conducted by using the Mating Familiar Test and the Attentional Network Test for young children. The study has used two independent t-tests to find out the differences between attentional networks according to sex, and reflection-impulsivity in the cognitive styles of young children. The results of this study were as follows. First, the boys with reflection cognitive style were significantly slower than the girls with the same style(t=2.18, p<.05). Second, young children with reflection cognitive style were significantly faster in the case of alerting effects than those with impulsivity cognitive style(t=-2.53, p<.05). The young children with reflection cognitive style were slower than those with impulsivity cognitive style in the case of orienting effect(t=2.04, p<.05). Children with a combination of both conflict effect and reflection cognitive style were significantly faster than those with impulsivity cognitive style(t=-2.89, p<.01). The results of the study suggested that there was a difference between attentional networks according to sex and reflection-impulsivity cognitive styles of young children.

• Korean Journal of Culture and Social Issue
• /
• v.21 no.3
• /
• pp.457-479
• /
• 2015

This study investigated the differential effects of subjective evaluation for attention and situation adaptability, and motivation on driving mobility as a function of driver's age. The results can be summarized as followings. First, subjective capability evaluation tended to decrease as the drivers' age increased, and lower evaluation for situation adaptability seemed to be recognized earlier than attentional ability in middle-aged drivers. Second, although subjective evaluation for attentional ability predicted positively driving mobility of all age groups, but only subjective evaluation for situation adaptability predicted positively driving mobility of older drivers. Third, among motivational elements, BAS predicted positively driving mobility of young and middle-aged driviers, whereas BIS predicted positively driving mobility of older drivers. Finally, middle-aged drivers tended show increased driving mobility when their attentional ability score and BAS were high, whereas older drivers showed lowest level of driving mobility when their situation adaptability score and BIS were low. These results suggest importance of integrated consideration for drivers' subjective evaluation for attention and situation adaptability, and motivation to understand characteristics of driving mobility in different age groups.

• International Journal of Advanced Culture Technology
• /
• v.11 no.1
• /
• pp.332-336
• /
• 2023

In this paper, we design and implement an ADHD diagnostic rating scale algorithm and virtual reality- based digital treatment by combining virtual reality technology that enables multiple access based on specialized medical data. The VR ADHD digital treatment to be implemented is intended to be applied directly to diagnosis and treatment of child/adolescent ADHD by applying various psychiatric treatment technologies. In order to evaluate the usability of the digital therapeutic agent developed in this paper, an expert group consisting of 2 males and 12 females "targeted counseling psychology majors at the Asian Dementia Center once a day for 3 weeks, ADHD VR-based digital therapeutics for children Experienced and usability evaluation conducted. As a final result of this thesis, it was possible to develop attentional concentration ability, working memory improvement ability, and impulsive control ability in four games of digital therapy, and it was possible to confirm significant results that can be expected to have ADHD therapeutic effects.

• Phonetics and Speech Sciences
• /
• v.9 no.3
• /
• pp.57-65
• /
• 2017

The current study explored how Korean-speaking children processed the multiple acoustic cues (VOT and f0) for the stop laryngeal contrast (/t'/, /t/, and /$t^h$/) and examined whether individual perceptual strategies could be related to a general cognitive ability performing executive functions (EF). 15 children (aged from 7 to 8) participated in the speech perception task identifying the three Korean laryngeal stops (3AFC) on listening to the auditory stimuli of C-/a/ with synthetically varying VOT and f0. They completed a series of EF tasks to measure working memory, inhibition, and cognitive shifting ability. The findings showed that children used the two cues in a highly correlated manner. While children utilized VOT consistently for the three laryngeal categories, their use of f0 was either reduced or enhanced depending on the phonetic categories. Importantly, the children's processing strategies of a f0 suppression for a tense-aspirated contrast were meaningfully associated with children's better cognitive abilities such as working memory, inhibition, and attentional shifting. As a preliminary experimental investigation, the current research demonstrated that listeners with inefficient processing strategies were poor at the EF skills, suggesting that cognitive skills might be responsible for developmental variations of processing sub-phonemic information for the linguistic contrast.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.14 no.2
• /
• pp.197-208
• /
• 2003

Objective：In this study, we hypothesized that deficit in processing rapid linguistic stimuli is at the heart of Reading Disability(RD) and deficit in response inhibition is at the heart of Attention Deficit/Hyperactivity(ADHD). We conducted experiments to identify the core cognitive characteristics of children either with RD or with ADHD or with both, using attentional tasks and phoneme differential tests. Method：In the study 1, 28 children with ADHD, 16 children with RD+ADHD were individually administered visual/auditory performance tests. Then, the differences of performance on attentional tasks between two groups were compared while IQs of two groups were controlled. In the study 2, 13 children with RD+ADHD/RD, 13 children with ADHD, and 13 normal children were administered computerized phoneme differential tests. Result：Visual attentional tasks did not distinguish an ADHD group from a RD+ADHD group. With auditory attentional tasks, however, the comorbid group showed significantly more difficulties, causing a large variance in reaction time. RD, RD+ADHD, and ADHD groups showed more errors in phoneme differential tests than a normal control group, and each group showed distinctive performance patterns. Discussion：An ADHD group had difficulty in response inhibition and sustained attention, and children who also had RD along with ADHD magnified the auditory attentional difficulties. Even though children with RD had more trouble with responding correctly to target stimuli, their responses were not significantly different from those of children with ADHD.

• The Journal of Pediatrics of Korean Medicine
• /
• v.21 no.2
• /
• pp.1-12
• /
• 2007

Objectives : Allergic children have known to have multiple behavior problems. Among them, attentional ability disorder is one of the most common problems. This study is to examine relationship between learning ability and allergic rhinitis by analyzing EEG status of children. Methods : We analyzed cognitive functions of two different children groups; 21 children with allergic rhinitis and 19 normal children with CANS 3000(Central & Autonomic Nervous System, LAXTHA Inc., Korea), cognitive functions assessment program by EEG. Results : 1. According to mean active EEG rhythm of Theta, Alpha, SMR, M-beta, there were no significant difference between allergic rhinitis and the normal group. 2. According to mean active EEG rhythm of right H-beta, Gamma wave allergic rhinitis group's value was significantly higher than that of the normal group. 3. According to mean cognitive strength, response, concentration, left / right brain activity and learning ability score, there were no significant difference between allergic rhinitis and the normal group. 4. According to mean workload score, allergic rhinitis group's value was significantly higher than that of the normal group. Conclusions : It is likely that allergic rhinitis group, which showed relatively high frequency EEG rhythm, is more fragile to stress and less active on mental processing. Along side with physical examination, psychological assessment should also be conjugated on treating children with allergic rhinitis.

• Science of Emotion and Sensibility
• /
• v.13 no.4
• /
• pp.647-658
• /
• 2010

The purpose of the present study was to investigate the effects of self-regulated neurofeedback training on elementary school students' recall and recognition performance. For this purpose, the participants were randomly allocated to control condition where no training was provided or training condition where participants were trained in 4 self-regulated neurofeedback training sessions. As the dependent measures, correct free, recall rates and correct recognition rates were analyzed. The results showed that overall scores of recall and recognition were enhanced by the administration of the training itself, and as the training sessions advanced. In particular, the effect of the training seemed to induce more positive effect on the both memory tasks when the task difficulty (manipulated by increasing the number of target words) was increased. These results implied that self-regulated neurofeedback training can induce increased recollection ability for words by enhancing attentional process.