The adult of honey bee, Apis mellifera, performs an age-dependent division of labor with nurse bees and foragers. Foragers fly outside the hive to collect pollen and nectar, while nurses feed and care for the larvae and queen inside the hive. Foragers are considered to be frequently exposed to agrochemicals, although nurses, stayed inside the hive, are potentially exposed to pesticides through application of miticides and pesticidecontaminated food provided by forager. Therefore, physiological effects of pesticides to nurses should be elucidated to understand the adverse effects of the chemicals on entire honey bee colony. In this study, we investigated the expression changes of the genes associated with labor division (task genes) and the nursing behavior of nurse bees fed four pesticides: acetamiprid (ACE), carbaryl (CB), imidacloprid (IMI), and fenitrothion (FEN). When nurses were exposed to ACE, IMI, and FEN, expression levels of task genes were up- and down-regulated, and their nursing behaviors were also suppressed and enhanced, respectively. CB did not alter the gene expression levels, however increased nursing behavior. These suggest the potential of pesticide that breaks the balance of labor distribution in honey bee colony.

This article reports on an experimental study that investigated the effects of different conditions of listener backchannels on the fluency of L2 speakers. The participants were 15 advanced Chinese learners of Korean who performed oral tasks in three different backchannel conditions: (1) verbal + nonverbal (V+NV), (2) nonverbal-only (NV), and (3) no backchannels (NB). The verbal backchannels included “[ŋ~] (Non lexical verbal form)”, “[ne]”, “[ɑ]”, “[ɨm]” while the nonverbal backchannels involved head nodding. Fluency was assessed via three temporal measures: Rate A, Rate B and MLR. The data was statistically analyzed using SPSS 25 package. The results showed that 15 Chinese participants in the NV condition were more fluent than in the V+NV or NB conditions. However, no significant differences were found between the V+NV and NB conditions. These results suggest that nonverbal backchannels may facilitate the fluency of advanced Chinese learners of Korean during oral tasks depending on the nature of backchannel use in their L1 and sociocultural environments. The present research theoretically broadens the scope of both fluency and backchannel studies and provides valuable data and methods for empirical studies on backchannels to Korean.

This study explored how task complexity, writing behaviors (i.e., pausing and revision behaviors), and writing performance (i.e., task completion, coherence and cohesion, language use, and expression and tone) influence and relate to each other. Thirty advanced-level Korean EFL undergraduates completed writing tasks differing in complexity. A combination of keystroke logging and stimulated recall interview was employed. It was found that the simple task group showed a greater number of pauses and revisions related to lower-order writing processes, whereas the complex task group showed longer pauses related to higher-order writing processes. While task complexity had no influence on writing performance, writing behaviors revealed significant relationships with text quality. In the simple task group, pause length and revision were negatively related to writing scores, whereas pause frequency revealed mixed results. In the complex task group, consistent negative relations were found between pausing behaviors and text quality, and fewer revisions were related to better scores in expression and tone.

This study investigates the claim that task-induced involvement load has an effect on vocabulary learning and examines the effect of task types and word concreteness on intentional vocabulary learning in the Korean EFL context. This study aims at testing whether productive word-focused tasks lead to equally effective vocabulary learning when the total involvement load index is equal but the distribution of index levels of each component (need, search, and evaluation) is different. The three productive word-focused task types are gap-fillig, sentence writing, and gap-filling through word transformation. In addition, in order to investigate the effect of word concreteness on vocabulary learning, two groups of target words were selected based on the level of word concreteness. In sum, the results of this study generally supported involvement load hypothesis (Laufer & Hulstijin, 2001) and test types and proficiency levels proved to be important variables that affect vocabulary learning. Moreover, the findings also indicated that word concreteness was not a major factor in vocabulary learning. The pedagogical implications and further suggestions are discussed.

목적 : 본 연구는 이중과제를 이용한 작업치료 프로그램을 적용하여 경도인지장애 노인의 인지기능 및 보행에 미치는 효과를 알아보고자 하였다. 연구방법 : 연구 대상은 경도인지장애 노인 36명(실험군 18명, 대조군 18명)이었고, 연구 설계는 사전- 사후 통제 집단설계(pretest-posttest control group design)를 적용하였다. 중재는 주 1회 60분씩, 12주, 총 12회기를 실시하였다. 중재 전과 후의 비교를 위해 인지기능은 노인용 로웬스타인 작업치료 인지평가(Loewenstein Occupational Therapy Cognitive Assessment-Geriatric Population; LOTCA-G)를, 보행은 일어서서 걷기 검사(Timed Up and Go; TUG)를 사용하였다. 결과 : 이중과제를 이용한 작업치료 프로그램은 실험군의 인지기능과 보행을 향상시켰고 단일과제활동 프로그램에 참여한 대조군과 유의한 차이를 보였다. 결론 : 본 연구의 이중과제를 이용한 작업치료 프로그램은 경도인지장애 노인의 인지기능 및 보행을 향상 시키는 프로그램으로서의 가치 및 효용성을 확인하였기에, 경도인지장애 노인의 치매예방을 위한 적극적인 중재 프로그램으로 제안한다.

본 연구는 개인-직무 적합성을 수요-능력 적합성과 욕구-공급 적합성이라는 2개의 하위차원으로 구분 하고, 각각의 하위차원이 과업성과에 미치는 영향을 살펴보았다. 그리고 수요-능력 적합성과 욕구-공급 적합성이 과업성과에 미치는 영향에 대한 LMX의 조절 효과를 살펴보았다. 본 연구는 가설검증을 위해 우리나라 기업의 사무 관리직 종사자 199명을 대상으로 설문지를 수집하여 분석하였으며, 그 결과는 모든 가설을 지지하였다. 첫째, 수요-능력 적합성은 과업성과에 정(+)의 영향이 있는 것으로 나타났다. 둘째, 욕구-공급 적합성은 과업성과에 정(+)의 영향이 있는 것으로 나타났다. 셋째, LMX는 수요-능력 적합성과 과업성과의 관계를 부적(-)으로 조절하는 것으로 나타났다. 이 연구 결과에 따르면 수요-능력 적합성 이 과업성과에 미치는 영향의 정도는 LMX 수준에 따라 달라지는데, 높은 LMX를 가진 내집단 구성원에 비해 낮은 LMX를 가진 외집단 구성원 경우 수요-능력 적합성이 과업성과에 미치는 영향이 상대적으로 더 크다는 것이다. 넷째, 욕구-공급 적합성과 과업성과의 관계에서도 LMX는 부적(-) 조절 효과가 있는 것으로 나타났다. 이 연구 결과 역시 내집단 구성원보다 외집단 구성원에게 욕구-공급 적합성이 과업성과 에 미치는 영향이 더 크다는 것을 의미한다. 본 연구는 개인-직무 적합성과 과업성과의 관계에 대해 LMX의 조절 효과를 확인하였다는 점에 의의가 있으며, 다양한 이론적, 실무적 시사점을 제공하였다.

This study was conducted to investigate the effects of the sentence-writing task on English vocabulary learning of Korean high school students. The effectiveness of the sentence-writing task can be explained based on the Involvement Load Hypothesis (Laufer & Hulstijn, 2001); yet, there has been no consistency in the results of the previous studies on this hypothesis. In the present study, the effects of the sentence-writing task on vocabulary learning were re-examined in comparison with the gap-filling task. In addition, considering that there have been no studies addressing the effects of autobiographical elaboration (relating the meaning of a certain word to one’s own experience) on memory, the effects of the autobiographical sentence-writing task were compared to those of the imaginary sentence-writing task. Forty high proficiency and 40 low proficiency learners were randomly assigned either of the sentence-writing or the gap-filling task. The results demonstrated that the sentence-writing task is more effective in vocabulary learning than the gap-filling task, regardless of the learners’ proficiency levels. However, no significant difference was found between the effects of the autobiographical sentence-writing task and the imaginary sentence-writing task. Based on the results, the pedagogical implications were discussed in the conclusion chapter.

The present study examines the effects of manipulating cognitive task complexity on high school English learners’ narrative and persuasive writing. Participants were 156 high school students. They were divided into four groups. Each group was given one of four different types of writing that were classified based on their genres (narrative vs. persuasive writing) and dimensions of task complexity (resource-directing vs. resource-dispersing). All participants completed both simple and complex writing tasks for their assigned type of writing. Participants’ written products were measured in terms of complexity, accuracy, and fluency. The results revealed that increased task complexity, along with the resource-directing dimension, somewhat positively affected the complexity, accuracy, and fluency of both narrative and persuasive writing. However, increased task complexity, along with the resource-dispersing dimension, showed differential effects of cognitive complexity on participants’ written products between the genres. It resulted in decreased scores in fluency and accuracy, and had no significant impact on the complexity of narrative writing. As for persuasive writing, on the other hand, it lowered the fluency, increased the complexity, and had no impact on the accuracy. The pedagogical suggestions drawn from the results are provided along with the limitations of the study.

This study investigated whether task complexity may affect L2 speaking performance as predicted by the Cognition Hypothesis (Robinson, 2011), and whether the effect of task complexity may interact with individual differences in working memory capacity. A total of twenty Korean advanced-level EFL learners performed two separate picture description tasks, which were different in task complexity along [+/- here and now] dimension. Their working memory was measured by an L1 version of a reading span task. The results showed that there was no significant difference between Here-and-Now task (i.e., a simple task) and There-and-Then task (i.e., a complex task) in terms of complexity, accuracy, and fluency of English speaking performance, rejecting the prediction of the Cognition Hypothesis. Yet, it found that working memory correlated with accuracy in L2 performance on the complex task, but not on the simple task. This indicates that the effect of individual learners’ working memory capacity is observable only when a task demands a high control of attentional resources. Conversely, when a task is simple, individual differences in working memory capacity do not result in significant differences in L2 speaking performance.

The purpose of this study was to examine the effects of task-oriented training on the self-esteem and activities of daily living for children Down syndrome. ABA single case research design was applied to this study. Study subjects were instructed to perform task oriented training by wearing weighted vest 12 times in total at the rate of 2 times a week and for 40 minutes each during the intervention, and self-esteem and activities of daily living were measured 3 times in total at the baseline, intervention line and the 2nd baseline stages. There was statistically significant differences in total Pediatric Evaluation of Disability Inventory and activities of daily living scores in accordance with the baseline, intervention line, the 2nd baseline stages (p<.05). This study suggests that task-oriented training by wearing weighted vest improve the total Pediatric Evaluation of Disability Inventory and activities of daily living scores in children with Down’s syndrome.

The influence of task complexity on second language (L2) writing performance has been researched near-exclusively in relation to the linguistic complexity of the learners’ written products, while only limited attention has been paid to the online writing processes. In order to fill this gap, the present study focused on the effects of task demands on writing processes as reflected in keystrokes. Forty-four L1 Korean speakers were randomly assigned to either simple or complex condition, and asked to write an argumentative essay. For the simple condition, content support was provided, whereas no such additional information was provided for the complex condition. During the writing task, participants’ entire keystroke loggings were recorded, and analyzed in terms of fluency, pausing, and revision behaviors. The lexical and syntactic complexity of the written products was also analyzed and compared between the two task conditions. The results indicated that greater task demands significantly increased the number of pauses and revisions, having negative influence on fluency. Also, lexical rarity and phrasal complexity decreased under the complex condition. The results are discussed with respect to fuller understanding of the task-based approach to L2 writing.

This study investigated how Korean EFL learners’ attentional allocation changes during task repetition with or without self-reflection and how this change affects their task performance. A total of 30 Korean high school students were divided into a task repetition only group, a task repetition with self-reflection group, and a comparison group. Each group repeated the same picture-based storytelling task according to its group condition and then performed a new task. Participants’ task performances were analyzed in terms of fluency, complexity, and accuracy and their retrospective interviews were categorized in order to explore their attentional allocation during task planning and performance. The results demonstrated that the learners placed most attention to conveying the message while planning and performing their first task. However, when repeating the same task, the learners paid more attention to structures and forms leading to improvement in complexity and accuracy. These learners were also more likely to employ strategies they had learned previously when doing a new task, which was helpful. Self-reflection raised learners’ awareness on the target form and positively influenced accuracy.

목적 : 과제 기반의 거울치료가 뇌졸중 환자의 상지 운동 기능과 일상생활 상지사용 회복에 미치는 효과를 알아보고자 한다. 연구방법 : 본 연구에서 사용된 연구 설계는 사전-사후 대조군 설계이다. 연구의 대상자는 뇌졸중 편마비 진 단을 받은 실험군 8명, 대조군 10명으로 이루어져 있다. 모든 대상자는 중재 기간 동안 동일한 수준의 일반 적 재활치료를 받았고 실험군은 과제 기반의 거울치료를 추가로 적용받았다. 과제 기반의 거울치료는 4주 간, 주 5회, 1회 30분씩 총 20회기로 구성되었다. 결과 분석은 기술 통계와 피셔 정확검정(Fisher's exact test), 윌콕슨 부호순위 검정(Wilcoxon signed-rank test), 만-휘트니 U검정(Mann-Whitney U test) 시행하였다. 결과 : 사전 평가에서의 집단 간 차이는 나타나지 않았다. 중재 후, 과제 기반의 거울치료를 적용한 실험군에 서는 Fugl-Meyer Motor Assessment(FMA), Action Research Arm Test(ARAT), Motor Activity Log(MAL), 팔꿈치 관절 움직임의 순발력, 부드러움에서 매우 유의한 효과를 나타내었다. 일반적 재활치료 만 받은 대조군에서는 실험군과 마찬가지로 ARAT와 MAL의 점수 증가를 보였으나, FMA 점수와 팔꿈치 관절 움직임에서의 질적 향상은 나타나지 않았다. 집단 간 비교에서는 FMA, ARAT, MAL, 팔꿈치 관절 움직임의 순발력, 부드러움에서 유의한 차이를 보였다. 결론 : 과제 기반의 거울치료를 이용한 중재가 뇌졸중 환자의 상지 운동 기능과 일상생활상지사용 회복에 효과가 있음을 확인하였다.

목적 : 본 연구는 과제지향적 직업재활 프로그램을 적용하여 지적장애인의 손 기능 및 직무능력, 일반화에 미치는 효과를 규명하고자 하였다. 연구방법 : 연구기간은 2016년 4월 4일부터 6월 24일까지로 하였고, 연구 대상은 G광역시 E복지관을 이용 하는 성인 지적장애인 4명으로 하였다. 연구 설계는 개별대상연구 중 행동간 복수간헐 기초선으로 하였 다. 중재는 대상자들이 선택한 직무에 따라 기초능력, 직무능력, 일반화 과정으로 나누어 단계별로 시행 하였고, 12주 동안 주 2회 실시하였다. 매 회기의 과정이 끝날 때마다 기초능력에서는 파악력, 기민성, 양손조작력을 직무능력에서는 스트링 조립 완성 개수와 정확도를 일반화에서는 팔찌 만들기 완성 개수 와 시간, 정확도를 측정하였다. 결과 : 과제지향적 직업재활 프로그램은 대상자들의 직무에 필요한 기초능력으로 손 기능을 증진시켰고, 직 무분석을 통한 과제를 반복 훈련함으로써 직업을 획득하고 유지하는데 요구되는 직무능력과 일반화를 향상시켰다. 결론 : 본 연구의 프로그램은 직무에 영향을 미치는 손 기능 및 직무능력, 일반화에 효과적으로 작용하였기 에 직업재활 프로그램으로서의 사용을 제안하는 바이다.

목적 : 로봇을 이용한 과제 기반의 로봇 상지재활 치료가 뇌졸중 환자의 상지 운동기능과 일상생활수행 (Activities of Daily Living; ADL)능력에 어떤 효과가 있는지 체계적 고찰과 메타분석을 실시하여 검 증하고자 하였다. 연구방법 : 1980년부터 2015년 12월까지 발표된 국외 무작위 대조군 실험(Randomized Controlled Trial; RCT)연 구들 중에서 과제와 함께 이루어지는 상지 로봇 재활치료를 대상으로 분석을 실시했다. EMBASE, Ovid-Medline, PubMed, CINAHL, Cochran CENTRAL을 통해 문헌검색과 선별을 실시했고, Scottish Intercollegiate Guidelines Network (SIGN)으로 문헌의 질평가를 The Grading of Recommendations, Assessment, Development and Evaluation (GRADE)로 근거의 수준을 마련했다. Cochrane collaboration’s tool for assessing risk of bias로 편향을 측정하고 RevMan 5.3 소프트웨어로 메타분석을 실시했다. 개별 연구들의 대상자 수, 중재 전-후 평균값, 표준편차 등을 자료합성에 사용하였다. 결과 : 12편의 연구가 최종 선정되었고 실험군의 대상자수는 총 341명(남성 235명, 여성 106명), 연령은 60.50 ± 5.51세의 분포를 보였다. 대조군의 경우 대상자수가 모두 301명(남성 207명, 여성 94명)이었고 58.55 ± 17.1세의 연령대를 보였다. 운동기능 전체의 효과크기는 2.63, Fugl-Meyer Motor Assessment (FMA)가 2.98, Box and Block Test가 2.25로 기능증진에 효과가 있었고, ADL 수행능력에서는 기능적 독립성 측정 (Functional Independence Measure; FIM)의 3.04을 제외하고 효과가 없었다. 결론 : 과제기반의 로봇상지재활치료는 뇌졸중 환자의 상지 운동기능과 ADL 수행능력에 전반적인 효과를 줄 수 있다. 장기적인 관점에서 로봇을 이용한 상지재활치료의 효과여부의 확인을 위해 임상 평가의 점 수나 등급으로 산출되는 결과변수에 대한 세밀한 추가 연구가 필요하다.

Task-based language teaching (TBLT) has propelled much research into how task type, condition, or demand affects L2 learners’ linguistic performance and language learning. To date, however, TBLT has mainly been researched in connection with learners’ production, while its applicability to L2 reading has largely been unattended to. To fill this gap, the present study explored whether and how cognitive complexity of L2 reading tasks would affect L2 English reading comprehension and learning of target L2 constructions contained in the texts. The study employed a pretest, posttest, delayed-posttest design with two treatment sessions. The target features were 17 English unaccusative verbs and ten pseudowords. Participants included 52 Korean college students learning L2 English who were randomly assigned to either – or + complex condition. Reading comprehension was measured with 14 multiple-choice items for each text, and learning of the target constructions was assessed with a grammaticality judgment test and word form and meaning recognition tests. The results of mixed-effects modeling indicated that increased task complexity had limited effects on reading comprehension scores as well as learning of the target unaccusative verbs. Also, task complexity had significant negative effects on vocabulary form recognition scores in the delayed posttest. The results are discussed in relation to models of task-based learning and L2 reading.

Background: Deficiencies in the ability to maintain balance are common in elderly. Augmented feedback such as knowledge of results (KR) can accelerate learning and mastering a motor skill in older people. Objects: We designed this study to examine whether one session of Wii-Fit game with self-regulated KR is effective for elderly people, and to compare the effect of two different timings of self-regulated KR conditions. Methods: Thirty-nine community-dwelling elders, not living in hospice care or a nursing home, participated in this study. During acquisition, two groups of volunteers were trained in 10 blocks of a dynamic balancing task under the following 2 conditions, respectively: (a) a pre-trial self-regulated KR (n1=18), or (b) a post-trial self-regulated KR (n2=21). Immediate retention tests and delayed retention tests of balancing performance were administered in 15 minutes and 24 hours following acquisition period, respectively. Results: In both groups, significant improvements of balancing performances scores were observed during the acquisition period. Regardless of the group, mean of balancing performance scores on retention tests were well-maintained from the final session. There were no significant differences between groups in balancing performance scores during the acquisition period (p>.05); however, the post-trial self-regulated KR group exhibited significantly higher balancing performance scores in both the immediate retention test and delayed retention test than that of the pre-trial self-regulated KR group (p<.05). Conclusion: Therefore, subjects who regulated their feedback after a dynamic balancing task, during the acquisition period, experienced more efficient motor learning during the retention period than did subjects who regulated their feedback before a dynamic balancing task. Accordingly, in case of presenting the KR of motor learning in clinical settings to elders who reduced dynamic balance abilities, the requesting time of KR is imperative according to self-estimation processes as well as types of KR and practice.

The purpose of this study was to examine the effects of display on time on tasks and virtual presence in the immersive virtual reality. Head mounted display (HMD) and monitor conditions were compared when the participants were asked to complete navigation tasks in a virtual classroom. Time on tasks and virtual presence were measured. Three factors of the virtual presence were applied as dependent variables such as 1) spatial presence, 2) involvement, and 3) realness. The results showed that HMD condition took longer time to finish tasks than monitor conditions. HMD condition showed significantly higher perception from all of the virtual presence factors. Interestingly, there was a significant interaction effect between the display conditions and presence factors. The relationship between display types and virtual presence factors were discussed for future study.