Taking the cognitive psychology approach, this study sought to investigate the aspect of Korean learners’ French text reading. Especially, it examined the readers’ eye movements (i.e., fixation and saccade) recorded by the eye-tracker. To this end, 14 Korean students of the French language at the language level of A2 and B1 or even higher, and three Frenches participated in the experiment. The results showed that when reading, the learners’ eyeballs did not follow the text but moved irregularly (i.e., ‘saccade’). The six major results were observed: (1) decoding a word in a syllable unit; (2) more fixation on grammatical words of Korean learners compared to French speakers; (3) reading repeatedly with numerous regressions; (4) irregularity of the duration of fixation; (5) numerous fixed points of long gaze duration; and (6) diversity of reading strategies. This suggest that readers pay a lot of attention when they process words, sentence structure, etc. Therefore, it is necessary to instruct Korean learners of French to reconcile spelling and phoneme as well as to reduce the learners’ anxiety towards French texts. Cette recherche, s’inscrivant dans le domaine de la psychologie cognitive, a pour objet de mieux connaître la lecture de textes français chez des lecteurs coréens. Nous avons étudié en particulier les mouvements oculaires (fixation et saccade) des lecteurs, enregistrés à l’aide de l’oculométrie. Pour ce faire, nous avons mené une expérimentation auprès de 14 coréens, étudiants du français, de niveau A2, B1, voire plus, et de 3 français. Le résultat nous a montré que la lecture ne se fait pas de façon linéaire, mais de manière saccadée. En outre, six phénomènes sont particulièrement observés chez les coréens: (1) décodage en syllabique d’un mot; (2) fixation attribuée plus fréquemment aux mots grammaticaux par rapport aux français; (3) lecture répétitive venant des saccades régressives; (4) irrégularité de la durée de fixation; (5) nombreuses fixations de longue durée; et (6) diversité des tactiques de lecture. Ces phénomènes montrent que les lecteurs ont attribué beaucoup d'attention aux traitements des mots, des structures de phrase, etc. Par conséquent, il est nécessaire d’enseigner la correspondance entre graphie et phonie et de supprimer une attitude craintive à l'égard des textes français, chez les apprenants coréens.

This study was to inspect how the portfolio assessment in physical education classes affects the learning attitude and the improvement of motor skills. The experimental group of 40 students utilized the portfolio assessment and the control group of 40 students were tested with a traditional assessment. A test paper on learning attitude and a measure on assessment of motor skills was estimated of reliability and validity. After a vaulting horse-rolling instructions were practiced 11 sessions for 4 weeks that the experimental group were tested with portfolio assessment. The control group were tested with traditional assessment. Each group took a posttest about learning attitude and motor skills. The collected data through the posttest were analyzed with t-test. The findings of this study could be listed as follows; First, the learning attitude of experimental group using the portfolio assessment was better than the control group, and the difference was significant statistically. Second, the motor skills of experimental group using the portfolio assessment were better than the control group, and the difference was significant statistically.

본 연구의 목적은 행성운동 법칙에 관한 케플러의 귀추적 사고를 도입한 학습자료를 개발하고 이를 고등학교 수업에 적용하여 학생들의 귀추적 추론을 밝히고자 하는 것이다. 이를 위하여 태양의 자기장, 피겨 스케이터의 각운동량 보존, 케플러의 정다면체 이론을 포함한 제시문과 과제문항을 개발하였다. 본 연구의 대상은 과학고등학교 학생 79명과 일반계 고등학교 학생 83명이었고 과제문항에 대한 응답을 비교 분석하여 학생들의 추론 전략 유형과 특성을 논의하였다. 본 연구의 결과, 학생들은 태양의 자기장에 대한 케플러의 생각을 근거로 화성의 운동에 대하여 불완전 유비귀추, 유비귀추, 자료의 재구성 전략을 사용하여 추론하였다. 케플러 제2법칙에 대한 귀추적 추론에서는 불완전 유비귀추, 유비귀추, 모델 구성 및 조작 귀추 등이 나타났다. 이와 관련하여 피겨 스케이터 유비 자체가 학습자들에게 대안개념을 유발할 수 있으므로 실제 수업에서 좀 더 구체적인 설명이 요구됨을 알 수 있었다. 또한 케플러 제3법칙에 대해서는 특히 정다면체 개념과 기존의 알고 있는 지식을 통합하는 개념적 결합 전략을 사용하여 추론한 경우도 나타났다. 적절한 유비귀추를 보여준 과학고 학생의 비율이 일반고 학생보다 여러 과제에서 더 높게 나타난 반면 일반고 학생은 과학고 학생에 비하여 불완전 유비귀추를 더 많이 보여주었다. 본 연구는 케플러의 귀추적 사고를 모델링하여 가설을 형성하는 과정에서 발휘되는 귀추전략을 밝힘으로써 이와 관련한 수업에서 구체적인 방안을 찾는데 근거 자료가 될 것이다.

Theoretical framework of motor learning is used to enhance perceptual motor skill in physical therapy intervention, which can be subdivided into two main types-explicit and implicit. The purpose of this study was to examine whether stroke patients with unilateral brain damage learn implicitly a motor skill using the arm ipsilateral to the damaged hemisphere. Speculation then followed as to the formation of therapeutic plans and instructions provided to patients with stroke. 20 patients with stroke and 20 normal participants were recruited. All the subjects practiced serial reaction time tasks for 30 minutes a day and retention tests on the following day. The tasks and tests involved pressing the corresponding buttons to 4 colored circles presented on a computer screen as quickly and accurately as possible. Patients with stroke responded more slowly than controls. However, both groups showed decreased reaction time in the experimental and retention periods. Also, there was no significant difference between both groups regarding explicit knowledge of consecutive order. Therefore, patients with stoke had the ability to learn implicitly a perceptual motor skill. Prescriptive instruction using implicit and explicit feedback may be beneficial for motor skill learning in physical therapy intervention for patients with brain damage.

목적 : 본 연구는 수행에 대한 지식과 결과에 대한 지식이 정신지체 성인의 운동 학습에 미치는 영향을 알아보기 위함이다. 연구방법 : 한 명의 정신지체 성인 여성이 연구에 참여하였고 교대중재 방법을 적용하였다. 운동학습 과제는 기능적으로 독립된 두 가지의 서로 다른 타이핑 하기였고, 결과에 대한 지식을 제공하는 타이핑과 수행에 대한 지식을 제공하는 타이핑을 연습하게 했다. 그 이후 훈련 직후, 훈련 후 1시간 경과 후에 기초선 측정과 같은 방법으로 수행 시간과 실패율(%)을 측정하였다. 또한 훈련 효과의 보존을 알아보기 위해 이틀이 경과한 후에 다시 측정하였다. 결과 : 두 중재 모두에서 운동 학습 과제에 대한 수행시간과 오류가 감소하였다. 연습 직후에서는 수행에 대한 지식 중재가 결과에 의한 지시 중재보다 과제 수행시간 단축 백분율이 높았지만, 연습 1시간 후와 유지기간에서는 결과에 대한 지식 중재가 수행에 의한 지식 중재보다 과제 수행시간 단축 백분율이 높았다. 수행에 대한 지식 중재보다 결과에 의한 지식 중재는 각 시점에서 실패율이 낮았다. 결론 : 결과에 대한 지식 중재는 수행에 대한 지식 중재에 비해 좀 더 빠르게 학습을 촉진하고 오래 유지하는 것으로 나타났다. 따라서 정신지체인의 운동학습을 촉진하기 위한 되먹임으로 결과에 대한 지식 중재방법을 사용하는 것이 효과적일 것으로 생각된다.

The purpose of this study was to investigate whether it was efficient to apply the Image-Training method using auditory-visual media to the teaching of vaulting horse instead of application of traditional Physical-Training method at school. For the purpos

Motor skill learning can be acquired implicitly without consciousness of what is being learned. The purpose of this study was to examine the characteristics of implicit motor learning in young and elderly people using a perceptual-motor task. Forty normal young and elderly subjects participated. A modified version of the Serial Reaction Time Task (SRTT) using six blocks of twelve perceptual motor sequences was administered. The paradigm consisted of the first random sequence block followed by the four patterned blocks and another random block. In each block, the go signal consisted of an asterisk displayed in the one of the four parallel arrayed boxes in the middle of the screen. Subjects were instructed to push the corresponding response buttons as quickly as possible. Young subjects demonstrated shorter reaction times during the consecutive patterned blocks reflecting appropriate learning accomplished. Elderly subjects were able to learn a perceptual-motor task with implicit knowledge, but the performance was lower than that of the young persons. These results indicated that implicit sequence learning is still preserved in elderly adults, but the rate of learning is slower.

Repetitive transcranial magnetic stimulation (rTMS) modulates cortical excitability beyond the duration of the rTMS trains themselves. Depending on rTMS parameters, a lasting inhibition or facilitation of cortical excitability can be induced. Therefore, rTMS of high or low frequency over motor cortex may change certain aspects of motor learning performance and cortical activation. This study investigated the effect of high and low frequency subthreshold rTMS applied to the motor cortex on motor learning of sequential finger movements and brain activation using functional MRI (fMRI). Three healthy right-handed subjects (mean age 23.3) were enrolled. All subjects were trained with sequences of seven-digit rapid sequential finger movements, 30 minutes per day for 5 consecutive days using their left hand. 10 Hz (high frequency) and 1 Hz (low frequency) trains of rTMS with 80% of resting motor threshold and sham stimulation were applied for each subject during the period of motor learning. rTMS was delivered on the scalp over the right primary motor cortex using a figure-eight shaped coil and a Rapid(R) stimulator with two Booster Modules (Magstim Co. Ltd, UK). Functional MRI (fMRI) was performed on a 3T ISOL Forte scanner before and after training in all subjects (35 slices per one brain volume TR/TE = 3000/30 ms, Flip angle , FOV 220 mm, matrix, slice thickness 4 mm). Response time (RT) and target scores (TS) of sequential finger movements were monitored during the training period and fMRl scanning. All subjects showed decreased RT and increased TS which reflecting learning effects over the training session. The subject who received high frequency rTMS showed better performance in TS and RT than those of the subjects with low frequency or sham stimulation of rTMS. In fMRI, the subject who received high frequency rTMS showed increased activation of primary motor cortex, premotor, and medial cerebellar areas after the motor sequence learning after the training, but the subject with low frequency rTMS showed decreased activation in above areas. High frequency subthreshold rTMS on the motor cortex may facilitate the excitability of motor cortex and improve the performance of motor sequence learning in normal subject.

The purpose of this study was to investigate the changes of the activities of daily living (ADL) by the motor learning program for upper extremity in stroke patients. The subjects were sixty-two members who were treated at the department of occupational therapy. The ADL were measured with Functional Independence Measure (FIM). The result's were as fol1ows; 1. The ability to perform daily activities after treatment was significantly increased independent of age, gender, cause, affected side and speech disability (p<.01). The differences between the pre-treatment and the post-treatment was no significant correlation to sex, cause, affected side and duration of treatment, but the speech disability was significant. Therefore the pre-treatment scores and post-treatment scores were significantly different. 2. The variation of the pre-treatment and the post-treatment in the detail item to the performance of daily life of the stroke patients through the upper extremity motor learning program was significantly increased in self-care, sphincter control, locomotion, mobility, communication and social cognition (p<.01) Consequently, The motor learning program for upper extremity significantly improved the performance level of all ADL areas in stroke patients.

The purpose of this study was to determine EMG biofeedback training effect on the muscle activities in 3 unilateral facial palsy patients along with multiple baseline design across subjects. The auditory feedback about facial muscles (orbicularis oris, orbicularis oculi, frontalis) was provided with each patient during facial exercise training. Electromyographic (EMG) activity during maximal voluntary contraction and maximal compound muscle action potential (CMAP) amplitude elected by supramaximal electrical stimulation on facial nerve of facial muscles were measured pre- and post- EMG biofeedback training to evaluate motor learning. EMG activity during maximal voluntary contraction was increased after EMG biofeedback training and CMAP amplitude elected by supramaximal electrical stimulation was not changed in all subjects. The results indicate that EMG biofeedback training is useful method to improve motor learning of facial excercise training in unilateral facial palsy patients.

The purpose of this study was to determine the effect of electrical stimulation biofeedback on motor learning of quadriceps muscle isometric exercise in 3 patients who have undergone total knee replacement surgery. A multiple baseline design across subjects was used. The electrical stimulation biofeedback was provided with each patient during quadriceps isometric exercise, which last 10 to 14 sessions with 10 repetitions each sessions. After training patients received 4 retention tests. Maximum muscle activity was measured pre- and post- electrical stimulation biofeedback training and retention test to evaluate the effect of biofeedback training. Maximum isometric muscle activity of quadriceps was increased after electrical stimulation biofeedback training in all subjects. The results indicate that a electrical stimulation biofeedback training is a useful method to improve motor learning of quadriceps isometric exercise in total knee replacement.

Physical therapists have been using balance and weight shifting training to induce improvements in standing and walking. This study compared the effects of kinetic feedback frequency and concurrent kinetic feedback on the performance and learning of a weight shifting skill in young, nondisabled adults. Sixteen young adults without known impairment of the neuromusculoskeletal system volunteered for the study. Subjects in each of three kinetic feedback groups performed a weight shifting task in an attempt to minimize error between their effort and a center of pressure (COP) template for a 12 second period. Feedback was provided: 1) concurrently (concurrent feedback), 2) after each trial (100% feedback), 3) after every other trial (50% feedback). Immediate and delayed (24 hour) retention tests were performed without feedback. During acquisition phase, the concurrent feedback group exhibited less error than either of the post response feedback group. For the immediate retention test, the 50% feedback group exhibited less error than did the 100% feedback and concurrent feedback. During the delayed retention, 50% feedback group displayed less error than did the other groups. But no significant differences were found between groups. These results suggest that practice with concurrent feedback is beneficial for the immediate performance, but not for the learning of this weight shifting skill. Lower frequency of feedback resulted in more permanent changes in the subject's ability to complete the task.

Several studies have evaluated the effects of types of relative frequency and delay interval of knowledge of results(KR) on motor skill learning independently. The purpose of this study was to determine more effective types of KR relative frequency and KR delay interval for motor learning. Forty-six healthy subjects (15 female, 31 male) with no previous experience with this experiment participated. The subjects ranged in age from 20 to 29 years (mean=23.9, SD=0.474). All subjects were assigned to one of four groups: a high-instant group, a high-delay group, a low-instant group, and a low-delay group. During the acquisition phase, subjects practiced movements to a target (400 mm) with either a high (83%) or low (33%) KR relative frequency, and with either an instantaneous or delayed (after 8s) KR. Four groups were evaluated on retention (after 3min and 24hr) and transfer (450 mm) tests. The major findings were as follows: (1) there were no between-group differences in acquisition and short-term retention (p>0.05, (2) a low (33%) KR relative frequency during practice was as effective for learning as measured by both long-tenn retention and transfer tests, compared with high (83%) KR practice conditions (p<0.05), (3) delayed (8s) KR enhanced learning as measured by both long-term retention and transfer tests, compared with instantaneous KR practice conditions (p<0.05), and (4) there were no interactions between KR relative frequency and KR delay interval during acquisition, retention, and transfer phases. The results suggest that relatively less frequent and delayed KR are more effective types for motor learning than more frequent and instantaneous KR.ㅂ

목적: 본 연구는 Wulf와 Lewthwaite(2016)의 OPTIMAL(Optimizing Performance Through Intrinsic Motivation and Attention for Learning) 이론이 다트 던지기 정확성, 자기-효능감, 정서적 경험에 미치는 영향을 규명하는데 목적 이 있다. 방법: 연구 대상자는 OPTIMAL 집단과 통제집단으로 구분하여 각각 12명씩 총 24명이 무작위로 할당 되었다. 실험 과제는 2m 전방의 다트판 중심점을 향해 다트핀을 던지는 과제이며, 중심점에 가까울수록 높은 정 확성 점수를 부여받게 하였다. 본 연구는 OPTIMAL 이론의 효과를 규명하기 위해 사전검사, 습득단계, 파지검사, 전이검사 순으로 실험을 진행하였다. 측정변인은 OPTIMAL 이론의 적용수준, 다트 정확성, 자기-효능감, 정서적 경험으로 선정하였다. 결과: 첫째, OPTIMAL 이론의 3가지 주요 학습기법이 습득단계에 적용되었음을 확인하였 다. 둘째, 다트 수행 정확성 점수는 두 집단 모두 습득단계를 통해 향상되었으나, 파지검사와 전이검사에서 OPTIMAL 집단의 차별적 학습효과가 나타났다. 셋째, 자기-효능감은 OPTIMAL 집단이 통제집단에 비해 더욱 향 상되었으며, 파지와 전이검사에서 통계적으로 유의미한 차이를 보였다. 넷째, 정서적 경험에서 긍정적 정서는 집 단간 유의미한 차이가 나타났으나, 부정적 정서는 차이가 확인되지 않았다. 결론: OPTIMAL 이론에서 강조하는 강화된 기대, 자율성 지지, 외적주의초점의 통합적인 접근법은 학습자의 자기-효능감과 정서적 경험에 긍정적인 영향을 미치는 것으로 나타났으며, 다트 던지기 정확성을 높이는데 효과적인 학습기법으로 작용하였다.