• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.367-376
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• 1999

When 37 7th-graders learned science in cooperative learning environments, their small-group processes were audio/video taped. The verbal behaviors that appeared in cooperative learning processes were categorized, and the relationships between verbal behaviors and academic achievement were investigated. Students' verbal behaviors were classified into learning behaviors and management behaviors. Learning behaviors were further coded into giving help. reading problem, and asking help. Giving help was the most frequent behavior among the categories. In studying zero-order correlation between verbal behaviors and academic achievement, giving help and reading problem were found to have positive relationships with academic achievement. Giving specific content, which is a subcategory of giving help. showed the closest correlation with academic achievement. In studying partial correlation between verbal behaviors and the improvement of academic achievement, only application subtest score. which demands higher-order thinking, was positively related with some verbal behaviors including giving specific content.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.624-633
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• 2000

This study investigated students' verbal behaviors in paired think-aloud problem solving. High school students in chemistry classes were asked to use 4 stage problem-solving strategy through paired think-aloud problem solving, and their small-group behaviors were audio/video taped. Verbal behaviors of the solvers and listeners were classified into 8 categories. Solvers frequently exhibited the behaviors of 'require agreement', 'provide', and 'modify', and listeners frequently exhibited the behaviors of 'agree', 'ask', and 'point out'. With behaviors exhibited frequently, the verbal interaction between solvers and listeners were also investigated. In studying partial correlation between verbal behaviors and the improvement of problem-solving ability, listener's 'agree' and 'point out', and solver's 'modify' were positively related with listener's improvement. However, there was negative correlation between listener's 'point out' and solver's improvement. In a perception questionnaire, many students were found to perceive that the paired think-aloud problem solving helped them to be aware of the problem-solving processes. However, some listeners also perceived that it was difficult to know solver's problem-solving processes.

• Journal of the korean veterinary medical association
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• v.34 no.10
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• pp.715-725
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• 1998

우리 사람들은 자신의 생각을 다른 사람들에게 전하고자 할 때 언어를 주로 이용하고 보조적인 수단으로 몸짓을 한다. 사용하는 언어가 달라 소통이 어려울 때는 부득이 몸짓으로만 서로 의견을 나누게 되는데 손짓과 발짓은 물론 얼굴의 표정까지 동원된다. 물론 언어를 이용한 의사전달 만큼 정확하지도 못하고 시간적으로도 효율적이지 못하지만 그런 대로 급한 문제는 해결할 수 있는 경우가 않다. 동물들이 서로의 의사소통을 위하여 어떤 형태의 언어 및 언어에 가까운 음성기호를 이용할 능력이 있는지에 대하여는 학자들 간에도 논란이 계속되고 있으나 분명한 것은 어떤 방법으로든 동물들도 제나름대로 자신의 의사를 전달하고 또한 상대편이 전하고자 하는 뜻을 파악하여 이에 적절히 대처를 한다는 점이다. 이런 점에서 동물들을 대상으로 하는 학문인 수의분야에서는 우리 인간들에게 익숙한 언어와 행동이 아닌 동물들의 독특한 의사전달 방법을 정확히 이해하는 것이 무엇보다도 중요하다는 점을 인식하는 것이 필요하다 동물의 행동 하나 하나는 인간의 행동과 마찬가지로 나름대로의 의미를 지니고 있다. 이러한 동물의 행동을 인간의 눈 높이에서가 아닌 동물이 표현하고자 하는 행동 언어적인 측면에서의 이해가 필요한 것이다. 야생동물의 행동양식에 대한 연구는 생래학적으로 비교적 많이 이루어진 편이나 가축화된 동물들에 대하여는 체계적이고 비교학적인 연구가 아직도 부족한 실정이다. 특히 우리 나라에서는 이 분야에 대한 연구는 물론 외국의 연구내용에 대하여도 적극적인 소개가 이루어지지 못하였고 아울러 여러 분야에 실제 적용은 더욱 어려웠다. 동물의 건강을 책임지고 있는 우리 수의 분야는 물론, 가축을 사양하는 축산학 분야 및 모든 동물관련 분야에서 효율적이고 바람직한 동물과 인간의 관계를 구축하기 위하여는 무엇보다도 동물의 행동을 인간의 언어사용 측면에서 이해하려는 노력이 필요하다 하겠다. 이러한 일차적인 필요성에 조금이나마 도움이 되고자 하는 바람으로 외국문헌을 중심으로 인간의 생활과 밀접한 관계를 지닌 여러 동물들의 행동과 그 의미를 소개하고자 한다. 아울러, 소개되는 내용은 Domestic Animal Behavior for Veterinarians and Animal Scientists (제3판, Katherine A. Houpt 지음), Animal Behavior (Tim Halliday 지음), Canine and Feline Behavior Problems(Stefanie Schwartz 지음), Journal of Conpendium on Continuing Education for the Practicing Veterinarian,그리고The Merck Veterinary Manual의 Behavior와 같은 참고문헌에 크게 의존하여 기술된 것임을 밝힌다.

• Proceedings of the Korea Information Processing Society Conference
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• 2015.04a
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• pp.1015-1017
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• 2015

본 연구는 서로 다른 문화간에 e-Learning과 같은 학습 시스템을 제공할 때, 학습 제공자의 문화적 차이에 의한 비언어적 행동이 학습자에게 미치는 영향에 대해 다루고 있다. 지금까지 사회언어학적인 관점에서 서로 다른 문화간의 언어행동에 관한 연구는 있었지만 비디오 학습이나 웹과 같이 원거리에서 이루어지는 학습 지원 시스템에서의 언어행동에 관한 연구는 없었다. 본 연구에서는 행동언어학적인 관점에서 이루어진 연구를 바탕으로, 한국인과 일본인을 대상으로 하여 실제 강의가 이루어지는 동안 언어행동의 문화적 차이가 미치는 영향과 그 결과를 검증했다.

• Proceedings of the Korean Information Science Society Conference
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• 2012.06a
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• pp.428-430
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• 2012

악성코드의 위협이 점차 증가하고 있다. 악성코드를 보다 잘 탐지하기 위해 의미 구조를 기반으로 탐지하는 안티바이러스 프로그램이 필요하게 되었다. 의미구조를 기반으로 악성코드를 검출하기 위해서는 프로그램의 어떤 행동이 나쁜 행동인지를 구체적으로 서술하는 것이 필요하다. 이 논문에서는 악성코드의 행동을 형식적으로 나타내는 기술 언어를 만들고 그것이 얼마나 표현가능한지를 악성코드의 행동을 직접 표현해 봄으로써 구체적으로 설명한다. 이 기술 언어를 사용하여 특정 프로그램과 기술 언어를 입력으로 받아 악성코드인지 여부를 알아내는 정적 분석기를 만들 수 있을 것이다. 여기서 제시하는 행동 기술 언어는 프로그램의 행동을 구체적으로 고차원으로 표현할 수 있고, 악성코드의 대표적인 행동들을 충분히 담을 수 있을 만큼 강력하다.

• Journal of the Korean Chemical Society
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• v.44 no.4
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• pp.356-362
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• 2000

Students' protocols obtained from audio/video taping of small cooperative group problem solving processes were analyzed in the aspectsof verbal behaviors. The frequencies of the behaviors were com-pared by students' previous achievement level. Students' involvement in the verbal interaction for each level of students in each small group were also investigated. High-ability students ebility students and medium-or low-ability students.No significant differences were found in the subcategories of 'receiving information' or 'asking'. 0nly 3 small groups among 12 groups studied were found tobe bal-anced in students' involvelment. lnvolvement of medium-ability studentstended to be lower than that of high-and low-abilit students.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.5-23
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• 2013

The purpose of this study was to examine the effect of young children's verbal expression on their prosocial behaviors. The subjects were 44 four-year-olds and 42 five-year- olds in nine kindergartens and daycare centers located in Gyeonggi-do. The instruments used were Verbal Expressiveness Inventory(Jang, 1981) and PBSYC for teachers(Kim, 2003). The major findings of the study were as follows: Concerning the correlations between their verbal expression and prosocial behavior, those who had better verbal expression showed more prosocial behavior. The relationships between the subfactors of verbal expression and those of prosocial behavior were inconsistent to some extent, but there was a positive correlation between the two overall. So it could be said that a better verbal expresson leads to better prosocial behavior. From the findings of the study on the effect of the verbal expression on prosocial behavior, it can be concluded that young children who have better verbal expression are more excellent at building a good peer relationship, helping their peers, being considerate, making themselves accessible, sharing their own belongings with peers and regulating their own emotions. This study is expected to assist early childhood education institutions to provide young children with a variety of educational activities geared toward improving verbal expression to improve their prosocial behaviors. Also, this study is expected to help teachers to improve the prosocial behavior of young children in diverse ways.

• Journal of Korea Game Society
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• v.15 no.3
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• pp.161-176
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• 2015

The purpose of this study was to examine the effects of a script intervention based on multimedia on the verbal and behavioral self-advocacy skill of elementary school students with disabilities. A multiple probe baseline design across subjects had been used with 4 students with intellectual disabilities. The results showed all participants showed significant increase of verbal and behavioral self-advocacy performance in asking for help, expressing one's opinions, and coping with violations, and the effects were maintained. The intervention was more effective for verbal self-advocacy than behavioral. Some suggestions for future study are discussed.

• Korean Journal of Social Welfare
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• v.51
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• pp.29-61
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• 2002

This study was designed to find out the determinants of types of bullying behavior, and the effects of types of bullying behavior on the bullies. For this purpose, a hypothetical model which explains the relationships among 6 environmental factors, 5 types of bullying behavior, and 5 outcome variables for the bullies was developed. Using the data collected from 177 junior and high school students who have bullied the other students, the hypothetical model was tested. For data analysis, a path analysis was used, and the best-fitting model was found (df=78, GFI=0.953, CFI=1.00). As a result of analyzing the model, types of bullying behavior were found to be determined by the different environmental factors: Isolation was determined by 2 factors (feeling of isolation from friends, exposure to bullying), social bullying by 2 factors (lack of support from parents, exposure to bullying), verbal bullying by conflicts with parents, physical bullying by 3 factors (lack of support from parents, exposure to isolation and exposure to bullying), and instrumental bullying by lack of support from parents. On the other hand, the pleasure that the bullies feel after bullying behavior was increased by isolation, verbal bullying and physical bullying, while decreased by instrumental bullying. Guilt feeling was decreased by isolation and instrumental bullying, while increased by physical bullying. Isolation increased the tendency of blaming the victim. Isolation and instrumental bullying increased bullies' self-esteem, while social bullying decreased self-esteem. Verbal bullying increased the extent of bullying, while instrumental bullying decreased the extent of bullying. Based on the findings, the intervention strategies to change the bullies' attitudes toward victim, and to increase social support from the significant others as well as the effective ways to reorganize the school environment in order to reduce and prevent bullying behavior were suggested.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.234-243
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• 2000

This study investigated the relationships between verbal behaviors and chemistry problem solving ability in cooperative learning. Based on the previous chemistry achievement. 11th-graders were assigned heterogeneously into three-membered groups. Small cooperative group problem solving processes in using 4 stage-problem solving strategy were audio/video taped. Students' chemistry problem solving ability was then measured by a problem solving strategy performance test. Their verbal behaviors were classified into giving information, receiving information, asking questions, and disagreeing. These were further coded into 16 subcategories. Providing, a subcategory of giving information, was the most frequent behavior. In studying partial correlation between verbal behaviors and problem solving ability, 7 categories were found to have significantly positive relationships. Providing showed the highest correlation with the problem solving ability as reported previously. Moreover, this study also revealed significant correlations in the categories of clarifying provided, correcting, justifying, and clarifying. In the case of low-ability students, the verbal behaviors of giving or receiving information were strongly correlated with problem solving ability. However, these verbal behaviors did not enhance the problem solving ability of high- and medium-ability students.