• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.470-477
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• 2017

The Quality of Early Childhood Teachers has recently become More Important as the Amount of Time Spent by Early Childhood Educational Institutions Increases. The Purpose of this Study was to Investigate the Effects of Professionalism Awareness and Occupational Stress on Teacher and Child Interactions in Early Childhood Teachers. The Questionnaires were Distributed to 150 teachers in 30 Early Childhood Education Centers and 134 completed Questionnaires were Collected and Analyzed Using SPSS 18.0 Program. The Results of this Study are as Follows. First, the Lack of Leadership and Administrative Support Adversely Affects Teacher's Professionalism Awareness. Behavior Interaction and Verbal Interaction among Teachers and Children are Influenced by Emotional Interaction. Second, analysis of the Influence of Professionalism Awareness and Occupational Stress on Emotional Interaction of Early Childhood Teachers revealed that Among the Sub-factors of Professional Awareness, the Variables of Work Ethics, Professional Knowledge and Technical Requirements Positively Influenced Affective, Emotional, Verbal, and Behavioral Interactions.

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.329-333
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• 2022

상호참조해결은 주어진 문서에서 상호참조해결 대상이 되는 멘션(mention)을 식별하고, 동일한 개체(entity)를 의미하는 멘션들을 찾아 그룹화하는 자연어처리 태스크이다. 최근 상호참조해결에서는 BERT를 이용하여 단어의 문맥 표현을 얻은 후, 멘션 탐지와 상호참조해결을 동시에 진행하는 End-to-End 모델이 주로 연구가 되었다. 그러나 End-to-End 방식으로 모델을 수행하기 위해서는 모든 스팬을 잠재적인 멘션으로 간주해야 되기 때문에 많은 메모리가 필요하고 시간 복잡도가 상승하는 문제가 있다. 본 논문에서는 서브 토큰을 다시 단어 단위로 매핑하여 상호참조해결을 수행하는 워드 레벨 상호참조해결 모델을 한국어에 적용하며, 한국어 상호참조해결의 특징을 반영하기 위해 워드 레벨 상호참조해결 모델의 토큰 표현에 개체명 자질과 의존 구문 분석 자질을 추가하였다. 실험 결과, ETRI 질의응답 도메인 평가 셋에서 F1 69.55%로, 기존 End-to-End 방식의 상호참조해결 모델 대비 0.54% 성능 향상을 보이면서 메모리 사용량은 2.4배 좋아졌고, 속도는 1.82배 빨라졌다.

• Journal of the Korean Chemical Society
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• v.58 no.4
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• pp.393-405
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• 2014

The purpose of this study was to investigate the characteristics of social interaction on cultural aspects, verbal interaction, and discussion maps in scientific modeling instruction on combustion in middle school. Revised-CLEQ (Cultural Learning Environment Questionnaire), verbal interaction framework, discussion maps analysis were implemented for this study. The results of study follow respectively. First, the characteristics on cultural aspects of middle school students showed cooperation rather than competition in terms of collectivism. Students' attitudes to learning science tended to depend on others' idea, and students were passive and reluctant to present their comments when they were modeling work. Second, for the characteristics of verbal interaction, they simply presented knowledge related to build a model. The response to comments and feedback was relatively few. Third, discussion maps showed a lot of interaction for reponses that was alternatively brought the concept of commenters, which students were depended on a specific one, and responses. There were not many interaction for elaboration, which were described to have new presented ideas, corrections, and reasons when they exchange their ideas. In this study the model type of interaction affecting the formation of the students understanding of and in our country, it makes a lot of social interactions as the basis for teaching system could be utilized.

• Phonetics and Speech Sciences
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• v.13 no.4
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• pp.35-46
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• 2021

In this study, we examined the interactive aspects between pitch reduction phenomena considered a universal language phenomenon and native language interference in the production of L2 intonation performed by Chinese learners of Korean. To investigate their interaction, we conducted an acoustic analysis using acoustic measures such as pitch span, pitch level, pitch dynamic quotient, skewness, and kurtosis. In addition, the correlation between text comprehension and pitch was examined. The analyzed material consisted of four Korean discourses containing five and seven sentences of varying difficulty. Seven Korean native speakers and thirty Chinese learners who differed in their Korean proficiency participated in the production test. The results, for differences by language, showed that Chinese had a more expanded pitch span, and a higher pitch level than Korean. The analysis between groups showed that at the beginner and intermediate levels, pitch reduction was prominent, i.e., their Korean was characterized by a compressed pitch span, low pitch level, and less sentence internal pitch variation. Contrariwise, the pitch use of advanced speakers was most similar to Korean native speakers. There was no significant correlation between text difficulty and pitch use. Through this study, we observed that pitch reduction was more pronounced than native language interference in the phonetic layer.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• Bulletin of the Korean Space Science Society
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• 2009.10a
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• pp.46.2-46.2
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• 2009

탑재소프트웨어는 위성의 자세, 전력, 열 제어를 담당하는 소프트웨어로서 위성의 탑재컴퓨터 상에서 실행된다. 탑재소프트웨어는 추력기, 배터리, 온도조절장치와 같은 위성의 하드웨어 장치를 자치적으로 관리한다. 지상에서 위성을 운영할 수 있도록 탑재소프트웨어는 지상으로부터 명령을 받아서 처리하고, 위성의 텔레메트리 데이터를 지상으로 전송한다. 위성의 탑재소프트웨어를 프로그래밍하기 위하여 C 언어와 ADA 언어가 주로 사용된다. 이 논문에서는 소프트웨어 디자인과 하위레벨 프로그래밍 관점에서 C 언어와 ADA 언어를 비교 분석한다. 프로그래밍언어는 소프트웨어 디자인과 불가분의 관계에 있다. 이 논문은 프로그래밍언어와 함께 다목적실용위성과 통신해양기상위성의 소프트웨어 디자인을 소개한다. 다목적실용위성의 탑재소프트웨어는 절차 지향언어인 C로 작성되었으며, 함수 호출을 기반으로 설계되었다. 통신해양기상위성의 경우, 객체지향언어인 ADA로 작성되었으며, HOOD(Hierarchical Object-Oriented Design) 기법에 따라 모델링되었다. 탑재소프트웨어 프로그래밍언어는 위성의 탑재 하드웨어와 직접적으로 상호작용하도록 요구된다. 이 논문은 C와 ADA 언어가 메모리주소 및 로우 스토리지를 다루는 방법을 보여준다.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.353-363
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• 2000

In this study, discourse patterns of four peer small groups in learning science concepts were examined. Verbal interactions during small group discussions were audio- and video-taped, transcribed, and analyzed. Three coding frameworks for the levels of turns, interaction units, and episodes were developed. In the analyses of turns, no clear relationships between students' prior achievements and contributions to knowledge building processes were found. Partly participating modes and symmetrical interaction modes were dominant in the analyses of interaction units to suggest that some students did not participate actively in small group discussions and that students' verbal interactions were superficial. The analyses of episodes also indicated that agreeing and/or partial elaborating on group members' ideas were the most frequent patterns and dialectical exchanges were rare in small group discussion.

• Annual Conference on Human and Language Technology
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• 1994.11a
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• pp.297-304
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• 1994

코퍼스는 기계 가독형으로 개장되어 있는 실제 사용 언어의 집합으로 자연어 처리에 필요한 여러 가지 언어 정보를 내재하고 있다. 이들 정보는 코퍼스 분석기를 이용하여 획득할 수 있으며 용례와 각종 통계 정보 및 확률 정보, 연어 목록 등은 코퍼스에서 추출할 수 있는 대표적인 언어 정보들이다. 그러나 기존의 한국어 코퍼스 분석 도구들은 용례 추출 기능만을 보유하여 활용 범위가 제한되어 있었다. 이에 본 논문에서는 대량의 한국어 코퍼스를 분석하여 용례뿐만 아니라 자연어 처리의 제분야에서 필요한 언어 정보들을 추출하는 방법에 대해 연구하였으며 이의 검증을 위해 KCAT(Korean Corpus Analysis Tool)를 구현하였다. KCAT는 코퍼스 색인, 용례 추출, 통계 정보 추출, 연어 추출 부분으로 구성되어 있다. 용례 색인을 위해서는 여러 가지 사전과 용례 색인 구조가 필요한데 KCAT에서는 가변 차수 B-Tree 구조를 이용하여 사전을 구성하며 용례 색인을 위해 버킷 단위의 역 화일 구조를 이용한다. 질 좋은 용례의 추출을 위해 KCAT는 다양한 용례 연산 및 정렬 기능을 제공한다. 또한 통계적 방법의 자연어 처리 분야를 위해 어휘 확률, 상태 전이 확률, 관측 심볼 확률, 상호 정보, T-score 등을 제공하며, 기계 번역 분야에서 필요한 연어를 추출한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.448-459
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• 2019

The purpose of this study is to investigate the differences between children's internal variables (gender, temperament, development) and environmental variables (teaching efficacy, teaching - child interaction, classroom environment) The data collected for this study were analyzed using descriptive statistics, reliability analysis, correlation analysis, cluster analysis, and t-test using the SPSS 22.0 program. The results are as follows. First, the peer interaction of the infant showed a difference in sex between the types. Second, children's peer interaction showed differences in interstitial temperament, language development, and cognitive development. Third, the peer interaction of young children was different between the types of environment variables such as teaching efficacy, teacher - infant interaction, and classroom environment. As a result, it is suggested that the children's social temperament will lead to healthy peer interaction, and that language development and cognitive development will lead to a positive developmental process. In this study, the meaning and meaning of children's intergenerational behaviors in children's gender and temperament, language and cognitive development, and environmental variables such as teaching efficacy, teacher - infant interaction, I checked. In addition, it is meaningful that the positive and negative peer interactions are segmented and analyzed in detail to examine the peer interaction of infants. However, the limitation of this study is that it is not possible to investigate all the fields belonging to the infant's personal variables and environmental variables.

• Journal of the Korea Convergence Society
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• v.8 no.3
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• pp.177-184
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• 2017

The purpose of this study was to explore children and robot interaction in distant language learning environments using three different video-conferencing technologies-two traditional screen-based videoconference technologies and a telepresence robot. One American and six Korean elementary school students participated in our case study. We relied on narratives of one-on-one interviews and observation of nonverbal cues in robot assisted language learning. Our findings suggest that participants responded more positively to interactions via a telepresence robot than to two screen-based video-conferencings, with many citing a stronger sense of immediacy during robot-mediated communications.