• Annual Conference on Human and Language Technology
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• 2019.10a
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• pp.456-459
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• 2019

대화 행위는 단순한 발화 문장들의 교환을 넘어 발화자들의 다양한 주변 정보를 고려한 종합적인 판단의 결과로 볼 수 있다. 본 논문은 여섯 가지 유형의 외부 상황 정보를 기반으로 적응적 발언을 생성하는 딥러닝 기반 대화 모델을 소개한다. 직접 구축한 상황 정보들이 태깅된 대화 데이터를 바탕으로, 외부 상황 정보를 사용자 발화와 더불어 활용하는 다양한 구조의 신경망 구조를 가지는 모델과 더불어 외부 상황 정보를 사용하지 않는 모델과의 성능에 대해 비교한다. 실험 결과들은 대화 모델의 발화 생성에 있어서 상황 정보 활용의 중요성을 보여준다.

• Journal of KIISE
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• v.42 no.3
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• pp.367-378
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• 2015

This study was directed at the design of a hybrid algorithm for competition relation extraction. Previous works on relation extraction have relied on various lexical and deep parsing indicators and mostly utilize only the machine learning method. We present a new algorithm integrating machine learning with various filtering methods. Some simple but useful features for competition relation extraction are also introduced, and an optimum feature set is proposed. The goal of this paper was to increase the precision of competition relation extraction by combining supervised learning with various filtering methods. Filtering methods were employed for classifying compete relation occurrence, using distance restriction for the filtering of feature pairs, and classifying whether or not the candidate entity pair is spam. For evaluation, a test set consisting of 2,565 sentences was examined. The proposed method was compared with the rule-based method and general relation extraction method. As a result, the rule-based method achieved positive precision of 0.812 and accuracy of 0.568, while the general relation extraction method achieved 0.612 and 0.563, respectively. The proposed system obtained positive precision of 0.922 and accuracy of 0.713. These results demonstrate that the developed method is effective for competition relation extraction.

• Korean Journal of Cognitive Science
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• v.21 no.1
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• pp.77-93
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• 2010

The aim of this study was to identify neural correlates underlying the detection of faux pas, a test of theory of mind (ToM), in Korean healthy adults. Using functional magnetic resonance imaging, we compared the brain activities associated with faux pas stories and the activities associated with control stories. Faux pas stories compared with the control stories produced activations bilaterally in the superior frontal gyrus (BA 9) and in the precuneus (BA 7). The left medial frontal gyrus (BA 9), the left superior temporal gyrus (BA 38), the left inferior temporal gyrus (BA 20) and the right inferior parietal lobule (BA 40), the right postcentral gyrus (BA 1), the right lingual gyrus (BA 18), the right transverse temporal gyrus (BA 41) were also activated. The orbitofrontal cortex and the amygdala were not found to be involved in the detection of faux pas. This result suggests that brain activations associated with ToM are dependent on the type of mental state drawn by the task.

• Journal of the Korean Chemical Society
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• v.55 no.1
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• pp.124-131
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• 2011

This study is conducted to analyze the questioning styles of the parts of chemistry in 17 middle school science textbooks in terms of frequency, types, and placement of questions. The instrument was the Textbook Questioning Strategies Assessment Instrument (TQSAI) developed by the Cooperative Teacher Preparation Program, University of California in 1975. An averaged ratio of questionings/sentences (Q/S) of seventeen textbooks was 13.6% varying from 6.8% to 19.7%. Various question types were used in titles, early and middle steps in the sections except late steps. The comprehending questions were most frequent in the types of inquiry courses and the focusing questions were most frequent in the characteristics of instructional courses. The percentages of empirical questions for the total numbers of questions were slightly larger than nonempirical questions with values of 54.2% and 45.8%, respectively.

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.465-469
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• 2022

자동 음성 인식 (Automatic Speech Recognition) 기술이 발달함에 따라 자동 음성 인식 시스템의 성능을 높이기 위한 방법 중 하나로 자동 후처리기 연구(automatic post-processor)가 진행되어 왔다. 후처리기를 훈련시키기 위해서는 오류 유형이 포함되어 있는 병렬 말뭉치가 필요하다. 이를 만드는 간단한 방법 중 하나는 정답 문장에 오류를 삽입하여 오류 문장을 생성하여 pseudo 병렬 말뭉치를 만드는 것이다. 하지만 이는 실제적인 오류가 아닐 가능성이 존재한다. 이를 완화시키기 위하여 Back TranScription (BTS)을 이용하여 후처리기 모델 훈련을 위한 병렬 말뭉치를 생성하는 방법론이 존재한다. 그러나 해당 방법론으로 생성 할 경우 노이즈가 적을 수 있다는 관점이 존재하다. 이에 본 연구에서는 BTS 방법론과 인위적으로 노이즈 강도를 추가한 방법론 간의 성능을 비교한다. 이를 통해 BTS의 정량적 성능이 가장 높은 것을 확인했을 뿐만 아니라 정성적 분석을 통해 BTS 방법론을 활용하였을 때 실제 음성 인식 상황에서 발생할 수 있는 실제적인 오류를 더 많이 포함하여 병렬 말뭉치를 생성할 수 있음을 보여준다.

• Phonetics and Speech Sciences
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• v.12 no.4
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• pp.27-36
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• 2020

The aim of this study is to investigate the perceptive aspects of the polysemic sentence final ending "-(eu)lgeol" produced by Chinese Korean learners. "-(Eu)lgeol" has two different meanings, that is, a guess and a regret, and these different meanings are expressed by the different prosodic features of the last syllable of "-(eu)lgeol". To examine how Korean native speakers perceive "-(eu)lgeol" sentences produced by Chinese Korean learners and the most saliant prosodic variable for the semantic discrimination of "-(eu)lgeol" at the perceptive level, we performed a perceptual experiment. The analysed material constituted four Korean sentences containing "-(eu)lgeol" in which two sentences expressed guesses and the other two expressed regret. Twenty-five Korean native speakers participated in the perceptual experiment. Participants were asked to mark whether "-(eu)lgeol" sentences they listened to were (1) definitely regrets, (2) probably regrets, (3) ambiguous, (4) probably guesses, or (5) definitely guesses based on the prosodic features of the last syllable of "-(eu)lgeol". The analysed prosodic variables were sentence boundary tones, slopes of boundary tones, pitch difference between sentence-final and penultimate syllables, and pitch levels of boundary tones. The results show that all the analysed prosodic variables are significantly correlated with the semantic discrimination of "-(eu)lgeol" and among these prosodic variables, the most salient role in the semantic discrimination of "-(eu)lgeol" is pitch difference between sentence-final syllable and penultimate syllable.

• Phonetics and Speech Sciences
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• v.11 no.3
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• pp.77-87
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• 2019

The study aimed to develop Speech Range Profile (SRP) and to examine and validate its clinical application. Forty-five participants without voice disorders aged 18-29 years were compared using SRP and Voice Range Profile (VRP). The authors developed the "Fire!" paragraph as a SRP task compromising 14 sentences including all Korean spoken phonemes and sentence types. To compare SRP and VRP results, the participants read the paragraph (reading) and counted from 21 to 30 (counting) as a part of SRP tasks, and produced a vowel /a/ from low to high frequencies (gliding) and a shortened form of the VRP as a part of VRP tasks. $F0_{max}$, $F0_{min}$, $F0_{range}$, $I_{max}$, $I_{min}$, and $I_{range}$ for each task were measured and compared, showing that $F0_{max}$, $F0_{min}$, $F0_{range}$, $I_{max}$, and $I_{range}$ were not different between reading and gliding. $I_{min}$, had the lowest value in counting. It is concluded that the newly developed SRP task, reading the "Fire" paragraph, can yield a maximum phonation range similar to that found by VRP. Therefore, it is expected that voice evaluation can be effectively performed in a relatively short time by applying SRP with the "Fire" paragraph, a functional utterance task, in place of VRP, which may be difficult to measure long term or in cases of severe voice disorders.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.343-360
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• 2022

In mathematics classes, the verbal explanation may contain diverse mathematical concepts and principles in short sentences. It may also include mathematics symbols and terms that might not be used in everyday life. Therefore, students may need particular listening ability in order to understand and participate in mathematics communication. Unlike general listening, the listening ability for mathematics classes may require student to integrate their mathematical and linguistic knowledge. The aim of this study is to reveal the subdomains of listening ability for mathematics classes in a elementary school. I categorized listening ability for mathematics classes in a elementary school from the literature. The categories of listening ability for mathematics are Interpretive Listening, Evaluative Listening, Hermeneutic Listening, Selective Listening, Pretend Listening, and Ignored Listening. In order to develop a framework for understanding listening ability for mathematics classes, I investigated a hierarchy of 412 South Korean elementary teachers' perception. Through a web-based survey, the teachers were asked to rank order their beliefs about and students' listening ability. Findings show that teachers' perceptions about listening ability for mathematics classes are divergent from current research trends. South Korean elementary teachers perceived Interpretive Listening as the most important listening.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.122-132
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• 2005

Graphing abilities are critical to understand and convey information in science. And then, to what extent are secondary students in science courses able to understand line graphs? To find clues about the students' interpretation processes of the information in science-related line graphs, this study has the following research question: Is there a difference between the levels of complexity of good and poor readers as they use the thinking aloud method for studying cognitive processes? The present study was designed to provide evidence for the hypothesis that good line graph readers use a specific graph interpretation process when reading and interpreting line graphs. With the aid of the thinking aloud method we gained deeper insight into the interpretation processes of good and poor graph readers while verifying verbal statements with respect to line graphs. The high performing students tend to read much more information and more trend-related information than the low performing students. We support the assumption of differential line graph schema existing in the high performing students in conjunction with general graph schema. Also, high performing students tend to think aloud much more metacognitively than low performing students. High performing students think aloud a larger quantity of information from line graphs than low performing students, and more trend-related sentences than value-related sentences from line graphs. The differences of interpretation processes revealed between good and poor graph readers while reading and interpreting line graphs have implications for instructional practice as well as for test development and validation. Teaching students to read and interpret graphs flexibly and skillfully is a particular challenge to anyone seriously concerned with good education for students who live in an technological society.

• School Mathematics
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• v.11 no.4
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• pp.607-623
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• 2009

This study aims to investigate a child's informal knowledge of carrying and borrowing in additive calculations. The additive word problems including three types of calculations are posed a child that is the first grader and has no lessons about carrying and borrowing. By analysing his answers, his informal knowledge, that is his methods and strategies for calculating the additive problems are revealed. As a result, conceptual aspects and procedural aspects of his informal knowledge are recognized, and the didactical implications are induced for connecting his informal knowledge and the formal knowledge about carrying and borrowing.