• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.7
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• pp.1467-1474
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• 2009

What matters in the society of knowledge and information is not that they just know certain facts, but that when faced with new situations, they should be able to develop novel ideas, apply them and do the problems or the tasks confronting them. This cannot be achieved through learning of mere knowledge. Computer programming lessons have shown positive effects on general thinking ability, metacognitive aspects, and logical thinking. The ACM has suggested that 8th grade students at the first level (second year students of middle school) be educated in programming languages such as LOGO to raise their ability to think logically. Previous studies have confirmed educational programming languages such as LOGO and BASIC, which are currently used, are helpful in improving the ability to think logically and to solve problems. However these languages lack connectivity with later learning. Little research has been done on 'Dolittle', an educational programming language, newly developed, using object-oriented notions. Few studies have been made of the effects of 'Dolittle' on the ability to think logically. The following results were obtained. The research didn't lead to a statistically significant improvement of the students' cognitive development level. However, proportional logic and combinational logic, among the six subcategories of logic, improved through the introduction of 'Dolittle' programming lessons. This leads to the conclusion that in the processing of solving the problems given, the students learned by themselves and improved their ability to think logically.

• The Journal of the Korea Contents Association
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• v.15 no.9
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• pp.662-669
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• 2015

The purpose of this study is to explore plan for increasing the analysis and understanding skills of literary works by using systemic thinking technique. This study used a literatures analysis method. The concrete study contents are as follows; First, it is centered on presenting values of literary education through analysing fairy tales conditions in Korean textbooks in relation to national curriculum for elementary and middle school. Second, it is to explore the features of systemic thinking technique. Third, it is to draw the instruction design model and application. Main expected effects of this study are breakaway from habitual routine, developing comprehensive and logical thinking ability, expanding fancy and imagination, cultivating innovative problem solving skill, inducing interest in literature, and increasing linguistic skills. That is, it is to be effective instruction strategy to enhance creativity and to cultivate character in classroom.

• Phonetics and Speech Sciences
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• v.16 no.3
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• pp.49-57
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• 2024

This study aimed to investigate the acoustic characteristics of emotional speech in typically developing children. Thirteen preschoolers (4-5.9 years old) and 22 school-aged children (6-9.9 years old) participated in the study. The children were asked to imitate 15 utterances based on emotional utterances representing three different emotional expressions (happy, sad, and angry). Basic measures of the frequency, intensity, and duration of emotional expressions in the children's utterances were obtained as averages. We found that both preschoolers and school-aged children differentially imitated the emotional utterances in terms of basic frequency, intensity, and duration depending on the type of emotion (happy, sad, angry). In particular, we found that school-aged children spoke more slowly than preschoolers when expressing sadness. These results suggest that preschoolers and school-aged children can express emotions by modulating vocal pitch, intensity, and duration. In addition, school-aged children tended to modulate the duration parameter of prosodic elements to express different emotions compared to preschoolers. In general, differences in duration between developing children may be influenced by the maturity of the child's speech and language development.

• Phonetics and Speech Sciences
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• v.13 no.1
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• pp.53-64
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• 2021

According to Demand and Capacity Model (DCM), external and internal environments influence the disfluency of children who stutter (CWS). This study investigated the effects of simultaneous changes in motoric and linguistic demands on CWS and children who do not stutter (CWNS). Participants were 4-6 years old CWS and CWNS. A sentence imitation task with changes in speech rate, utterance length, and sentence complexity was used to examine their effects on children's disfluency. When the utterance length changed, CWS showed more disfluency regardless of utterance length and as the speech rate changed, CWS showed more disfluency at fast speech rate than CWNS. When the utterance length and speech rate changed, at fast speech rate, CWS showed more disfluency in both utterances than CWNS. When sentence complexity changed, CWS showed more disfluency than CWNS in complex sentences. Changes in linguistic elements such as speech rate, utterance length, and sentence complexity affect disfluency in CWS, especially when they were exposed to faster, longer, and more complex sentences. This indicates that CWS are vulnerable to fast and complex speech motor control and language processing ability than CWNS. Thus, this study suggests that parents and therapists consider both the speech rate and the utterance length when talking with CWS.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.349-358
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• 2024

This study conducted a literature analysis to examine the overall trend of speech-language pathology in discourse research, focusing on studies on the topic of discourse from 2010 to 2023. Twenty-five papers were selected and analyzed in terms of research status, research subjects (age and subject type), and research methods (type and task). As a result, first, looking at the annual status of discourse research, it was confirmed that it is increasing starting from 2015 compared to 2010 to 2014. Second, the age of the research subjects and the types of experimental and control groups in the experimental study were examined. First, when analyzing the age of the subjects, research was actively conducted on school-age subjects (12 studies, 48.00%). When looking at the analysis of the types of experimental group subjects, the Normal group was the most (4 studies (19.04%)), and the control group subject type was also conducted with Normal as the control group (13 studies (61.90%)). It was the most. Third, in the analysis of research methods, it was found that the research type was very biased towards experimental studies, with 21 studies (84.00%). The type of research in terms of time was cross-sectional studies, which accounted for a high proportion of 21 studies (84.00%), and the research project used to evaluate discourse ability with a high proportion was discourse production, with a total of 12 studies (48.00%). This study comprehensively looked at discourse-related research related to language development and language disorders and sought to identify recent trends and the direction in which discourse-related research should move. The analysis of this study was limited to domestic papers. In follow-up research, we hope to understand the flow of research and discuss it, including overseas research related to discourse.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.360-372
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• 2017

Cultural arts education helps in the holistic development of children and enhances their language skills and creative thinking. This type of education not only fosters emotional intelligence, but has also been proven to play a positive role in helping children understand different cultures. Based on these findings, in recent times, interest in cultural arts education has been focused on the importance of experiencing art in childhood and the development of artistic ability. A high standard of cultural arts education is desirable, in which regular classes are held based on the close cooperation of teachers, with extensive knowledge and sense of the cultural arts, and cultural arts experts. Therefore, it is necessary to include extensive cultural arts education in the training of early childhood educators, considering the importance of early childhood cultural arts education. This study suggested ways to improve the academic curriculum and develop plans to enhance the expertise of early childhood teachers in the field of cultural arts by analyzing the academic curriculum of early childhood education courses in 4-year universities in the metropolitan area.

• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.273-279
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• 2018

This study aimed at providing a comprehensive account of the sources and causes of errors in business emails that Korean college students wrote using a translation machine. Data were collected from 21 emails written by the students who took a business English course. Findings indicated that the students tended to make frequent errors in verb use and verb tense as well as a definite article, countable/noncountable nouns, time adverbs and prepositions. Therefore, the study suggested that the students' common errors imply that they experience some difficulties learning these linguistic features. Given that learners' errors can give us valuable insights into teaching and learning how to write in English, pedagogical suggestions are put forward based on the study results.

• Phonetics and Speech Sciences
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• v.16 no.2
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• pp.83-90
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• 2024

This study aimed to explore phonological retrieval and phonological memory skills in second to third graders with dyslexia, poor comprehension, and typical development. The participants included 17 children with dyslexia, 17 children with poor comprehension, and 24 typically developing children. Children with dyslexia scored below 85 on the word decoding test, poor comprehender scored above 90 on the word decoding, and below 85 on the reading comprehension test and typical children scored above 90 on both reading tests. All participants were assessed on rapid automatized naming (RAN) and nonword repetition (NWR). The result indicated that children with dyslexia performed significantly worse on RAN and NWR tasks than other groups. However, there was significant differences between poor comprehender and typically developing children. Furthermore, only RAN were significantly correlated with word decoding and reading comprehension in children with dyslexia. For typically developing children, RAN was correlated with word decoding and reading comprehension, while NWR had a significant correlation with reading comprehension. No correlations were found between these variables for poor comprehender. The finding suggests that children with dyslexia showed difficulties on phonological retrieval and phonological memory, which are essential for reading development while poor comprehender do not have difficulties with phonological processing skills. Phonological processing deficits may underlie word decoding difficulties in dyslexia.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.145-155
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• 2005

This study was carried out to reveal Hangul acquisition processes in Korean-Chinese children who grow in a horizontal bilingual environment. In this experiment Grapheme substitution/deletion tasks and sensible/non-sensible Kulja reading tasks were administered to 3-, 4-, 5- and 6-year-old Korean-Chinese children growing up in a bilingual environment. Results were that Korean-Chinese children showed similar patterns of Hangul acquisition processes to Korean children but acquired grapheme-phoneme(G-P) correspondence earlier than Korean children. Hangul acquisition rates were 41.7%, 45.7%, 53% and 92.7% at age 3, 4, 5 and 6, respectively. Both Korean-Chinese and Korean children showed higher sensitivity for the final consonant than for the initial and middle consonants. Correlation between phoneme perception and reading was only significant among 6-year-olds in non-sensible Kulja reading tasks. Training in transforming ideographic Chinese to a phonetic system could effect early acquisition of G-P correspondence in Korean-Chinese children.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.261-266
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• 2005

본 논문은 고기능 자폐 아동들이 담화 주제어 연속성(topic continuity)을 어떻게 습득하는지에 대해 검토하였다. 연구의 목적을 위하여 세 고기능 자폐 아동(9;11-12:2)의 자연 발화를 관찰 분석하였다. 사전 연구에 의하면, 자폐아동들은 의사소통의 기본적인 규칙을 잘 이해하지 못할 뿐만 아니라 타인의 사고와 기대 등에 민감하지 못하여 담화 주제를 적절히 유지하거나 전환하는(topic shift) 일에 많은 어려움을 겪는다. 본 연구는 한국 자폐아동들이 주제어의 유지와 전환 등, 담화 화용적(discourse-pragmatic) 기능의 발달 양상을 규명하는 것을 주요 목표로 한다. 본 연구의 자료는 세 자폐 아동의 자연 발화 내용으로서 1주-2주에 한번씩 매번 방문 시 120분 동안 녹음하였다. 분석 결과 다음의 몇 가지 습득 양상을 발견하였다. 첫째, 세 자폐 아동들에게서 발견된 주제 유지 빈도는 정상 아동들에 비해 낮았다. 한편. 이 아이들은 가끔 화제를 자신의 담화 주제로 돌려 자신의 주제 중심으로 대화를 지속했다. 이 아동들은 대화 상대자의 주제에 대해서는 민감하지 않지만 자신의 주제를 유지하려는 경향을 보이기도 한다. 둘째, 개별 아동을 검토한 결과, 담화 주제의 지속성이 높은 발화를 하는 아동은 현재 담화 주제에 더 민감하고 반향어를 산출할 때에도 자기 자신의 말 반복과 담화 상대자의 말을 반복하는 빈도가 별로 차이가 나지 않았다. 반면, 담화 주제의 지속성이 낮은 발화를 하는 아동은 이전 담화 주제에 더 민감하고, 반향어는 담화 상대자의 말 보다는 자기 자신의 말을 반복하는 비율이 더 높았다. 본 연구의 결과는 자폐 아동들이 담화 주제를 지속하는 능력이 많이 부족하지만, 담화 주제의 연속성은 다른 발화 유형과 상호 작용을 하면서 발달될 수 있다는 가능성을 보여 주었다. 따라서 본 연구 결과는 앞으로 자폐 아동의 연구가 집단 간의 연구뿐만 아니라 개별 아동의 발화에 쓰인 유형 간의 상호 관계를 주목함으로써 자폐 아동의 개별적 언어 치료에 새로운 시각을 심어 줄 가능성을 시사한다.