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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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결과 내 검색 동의어 포함

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초록보기

The purpose of this study was to analyze the changes in brain activation during the process of remembering information through text tasks, which are single-code data that only present textual information, and illustration tasks, which are dual-code data that present both textual and picture information. To this end, we developed a criteria task and memory task In memory tasks, participants in the study performed activities to recognize and remember specific information through text and illustration tasks. EEG data were collected from 26 second-year high school students in A city, Gyeongsangbuk-do, and sLORETA analysis was performed based on the collected EEG data. The results of the study are as follows. First, when comparing the differences in brain activation between the criteria task and the text task or illustration task, it was found that brain activation increased in all frequency band during the text task and illustration task. Second, when comparing the differences in brain activation between the text task and the illustration task, only significant results were found in the theta band. During the memory of text task information than illustration task, theta showed relatively greater activation in the middle frontal gyrus and the inferior frontal gyrus. These results suggest that dual-code data, which presents pictures and texts simultaneously, can help facilitate cognitive thinking performance, such as planning and execution for task resolution, secondary integration of information received from other brain areas, selection of appropriate information, selective memory retention and forgetting, and goal-directed attention. This provides neurophysiological evidence for the validity of cognitive psychological explanations of visual presentation strategies that apply dual-coding theory, and suggests the possibility of various follow-up studies.

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기사명 저자명 페이지 원문 목차
EEG activation differences in information memory activities with single and dual coding material : a focus on sLORETA analysis Jin-su Jeong, Yong-Seong Kim p. 121-140

Potential for game-based assessment of creativity using biometric and real-time data Suna Ryu, Dagun Lee, Beomjun Han p. 141-165

Korean students’ environmental perceptions : focusing on comparative analysis with Canada and Singapore Hyunjung Kim, Shinyoung Lee p. 167-184

Comparing cognitive processes in math problem solving between comics and text : an fNIRS and eye-tracking study Doyeon Ahn, Hyemin Kim, Kwnag-Ho Lee p. 185-195

Profiling adolescent literacy practices : the impact of reading habits and digital device use on student achievement Yeajin Ham, Jihyun Hwang p. 197-212

Relationship between class concentration, class satisfaction, and academic achievement according to listening type of middle school students in photosynthesis learning Soo-min Lim, Hyejin Lee, Youngshin Kim p. 213-225

(The) narrative inquiry of a science teacher’s experience of developing physics experiments : from a mere conveyer to a dynamic collaborator Hee Ra Kim, Jung Bog Kim, Soyoung Yun, Sungman Lim p. 227-245

(The) effects of using smart devices in student-participatory science classes : focusing on core competencies, positive science experiences, and class satisfaction Sang Woo Lee, Yong-Jin Kim p. 247-261

Analysis of model development and usage patterns in geological, astronomical, and atmospheric domains in Korean elementary school science textbooks Hansol Kim, Ilho Yang p. 263-282

(A) meta-analysis of data-driven learning (DDL) in EFL/ESL settings Kyung-Ho Yoon, Dong Ju Lee p. 283-304

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