The purpose of this study is to examine how brain waves differ when a visual learner performs a classifying task that conforms to her learning style compared to a classifying task that does not. For this purpose, we measured the brain waves of seven visual learners while they were conducting scientific classifying tasks that are composed of pictures and words to compare the relative power spectrum. According to the results, the average relative power of EEG theta waves decreased and the average relative power of EEG beta waves increased when they performed a picture classifying task rather than a word classifying task. Moreover, in the case of the word classifying task, not only the Wernicke's area of the left hemisphere, but also the temporal lobe of the right hemisphere showed the strong relative power spectrum of gamma waves.

This study is for the implication of editorial design in science textbooks which are designed for student-centered instruction, when the elements of the editorial design are different, we focus on how the students' eye movement and cognitive load change. For this, we produced a new book for 5th grade students in elementary school that is modified by the elements of the editorial design about the visual materials and the alignment of the official textbook. Then we analyzed the eye movement and the cognitive load with an eye-tracker. As a result, first, when the alignment of the body of the textbook was different, there was no significant difference whether it was justified fully or aligned left. Second, the backup information about the visual materials in the textbook helped students have longer attention span and understand the learning content more.

BackgroundThe success of allogeneic bone marrow transplantation (allo-BMT) is affected by underlying disease relapse. Although mixed chimerism (MC) is not necessarily a poor prognostic factor, several groups have suggested that MC is associated with an increased risk of disease relapse. There is evidence that patients with MC benefit from additional immunotherapy if the treatment is started in minimal residual disease status (mixed chimerism status), not in frank hematological relapse. The purposes of this study are to evaluate 1) the risk for relapse or graft rejection in correlation to persistent MC status after allo-BMT, and 2) the possibility of preventing relapse by immune modulation treatments (withdrawal or rapid taper-off of post-transplant immuno-suppression, additional interferon treatment, or the administration of donor lymphocytes) in hematologic malignancies.Patients and MethodsOf 337 allogeneic donor-recipient pairs between March 1996 and August 1998, 12 patients who showed persistent or progressive MC and who received immune modulation treatments were evaluated. Twelve patients, median age 31 years (range 9 to 39 years), received an allo-BMT for: acute myelogenous leukemia (AML, n = 5), chronic myelogenous leukemia (CML, n = 4), acute lymphocytic leukemia (ALL, n = 3). Serial polymerase chain reaction (PCR) analysis of YNZ 22-, 33.6-minisatellites or Y chromosome-specific PCR analysis at short term intervals (pre-and post-transplant 1, 3, 6, 9, … months) was performed. Once MC was detected, immune modulation treatments on the basis of increasing MC in an early phase of recurrence of underlying disease were started.ResultsNine of 12 patients converted to complete chimerism (CC) (AML 5/5, CML 3/4, ALL 1/3). Four of 9 CC patients developed graft-versus-host disease (GVHD) grade ≤2 during immune modulation. All were treated successfully with steroids. Three patients who were not converted to CC showed relapse of underlying diseases or graft failure.ConclusionThe results demonstrate that, in patients with hematologic malignancies after allo-BMT, persistent MC is associated with relapse of underlying diseases or graft failure. Furthermore, when patients receive early immune modulation treatment, MC can be changed to complete donor pattern chimerism and ultimately prevent relapse.

Purpose of this study is to analyze eye movements of pre-service teachers and elementary students about a visual material of the change on the lunar phases. Eye-Tracker was used for analysis for eye-fixation time and eye movement at the structure, behavior, function question on the visual material. The Results were as follows. First, the pre-service teacher checked the visual materials from a holistic perspective depending on the function questions and fixed eye-fixation on the moon of the behavior question concerned. On the contrary, elementary school student only checked function of the moon located in the upper part and eye-fixation focus was spread here and there regardless of the questions. Second, the pre-service teacher gazed at the sun, earth and moon in a consecutive order depending on the questions to identify their spatial relations and checked location of the moon related to the question. On the contrary, the elementary school student did not view relations between earth, sun and moon from a spatial perspective. These findings indicate that the pre-service teacher conjures up the mechanism of the change on the lunar phases and confirms it in visual materials by visualizing change on the lunar phase model from earth's point of view while the elementary school student fails to take advantage of visual materials to visualize it from earth's point of view.

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