• Title/Summary/Keyword: 음운기억

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Phonological Discrimination Ability and Phonological Working Memory of Typically Developing Children and Children with Specific Language Impairments (일반 아동과 단순언어장애 아동의 음운변별능력 및 음운작업기억 특성)

  • Park, Kyung-A;Hwang, Bo-Myung
    • Phonetics and Speech Sciences
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    • v.3 no.4
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    • pp.95-102
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    • 2011
  • The purpose of this study was to identify the characteristics of the phonological discrimination ability and phonological working memory of 10 typically developing children aged 4, and 10 other children with Specific Language Impairments whose language age is similar. In orders to compare their phonological discrimination ability among phonological awareness, discrimination tasks were conducted at the syllable and phoneme levels. Also, in order to compare their phonological working memory, the subjects repeated nonsense syllables. The research results may be summarized as follows: First, the children with Specific Language Impairments demonstrated a lower performance than the typically developing children in phonological discrimination ability at both syllable and phoneme levels, and the difference between the groups was statistically significant. Second, the children with Specific Language Impairments exhibited a lower phonological working memory performance in all syllables compared with normal children. Although there was no significant difference in 2 and 3 syllables, a significant difference appeared as the length of the syllables became longer from 4 to 6 syllables. It is deemed necessary to conduct research into qualitative and quantitative differences through an formal assessment of the phonological awareness and phonological working memory of children with Specific Language Impairments.

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Individual Differences in Instrument Inference (도구추론의 온라인 생성과정에서의 읽기범위 개인차 효과)

  • 김성일;유현주
    • Proceedings of the Korean Society for Cognitive Science Conference
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    • 2000.05a
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    • pp.201-206
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    • 2000
  • 도구추론에서 읽기범위에 따른 개인차 효과가 나타나는지를 살펴보고자 2개의 실험을 수행하였다. 실험 1에서 어휘판단과제를 사용한 결과 읽기범위가 큰 이해자는 도구추론을 온라인으로 생성하였지만, 읽기범위가 작은 이해자는 도구추론을 온라인으로 생성하지 못하는 것으로 나타났다. 그림명명과제를 사용한 실험 2 에서는 읽기 범위에 관계없이 도구추론이 온라인으로 생성되는 것으로 나타났다. 실험 1과 2의 상반된 결과를 종합해 보면, 언어이해과정에서는 발생하는 도구추론의 유형은 언어적인 도구추론과 시각적인 도구추론으로 구분할 수 있으며, 어휘판단과제는 언어적 추론에 민감한 과제인 반면, 그림명명과제는 시각적 추론에 매우 민감함 과제인 것으로 해석할 수 있다. 이러한 결과는 읽기범위가 작업기억의 음운루프 모듈에서의 처리효율성을 반영하는 측정치라는 점을 시사한다.

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Korean Word Search App Using Meta-characters (메타문자를 사용한 한국어 사전 탐색 앱)

  • Kwon, Hong-Seok;Kim, Jae-Hoon
    • Annual Conference on Human and Language Technology
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    • 2011.10a
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    • pp.110-113
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    • 2011
  • 스마트 폰의 보급이 대중화됨에 따라 다양한 앱들이 사용되고 있으나 효율적인 사전 탐색에 관한 앱은 그다지 많지 않다. 현재 공개된 한국어 사전 탐색 앱은 완전한 단어이거나 단어의 부분 문자열을 질의로 사용한다. 이 경우 완전한 단어를 기억하지 못하거나 한국어 정보처리를 위한 여러 형태의 음운 정보를 쉽게 탐색할 수 없다. 이러한 문제를 개선하기 위해 본 논문에서는 메타문자를 사용하여 효율적으로 단어를 탐색할 수 있는 앱을 개발한다. 본 논문에서 사용하는 메타문자는 임의의 음절을 표현하는 '*'와 '?'과 종성을 표현하는 ':'를 사용하며 사전구조는 자소 단위의 트라이를 사용한다. 또한 음절은 물론이고 자소(초성, 중성, 종성)로 구성된 질의를 탐색할 수 있다. 더구나 음절과 자소가 혼합된 질의도 사용할 수 있도록 하여 사용자의 편의를 크게 도모하였다.

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COMPARATIVE STUDY UPON THE CHARACTERISTICS OF WRITING BETWEEN THE PATIENTS WITH WRITING DISABILITIES AND NORMAL ELEMENTARY SCHOOL STUDENTS (쓰기 장애 환자와 정상 초등학교 학생의 쓰기 특성 비교)

  • Cho, Soo-Churl;Shin, Sung-Woong
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.12 no.1
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    • pp.51-70
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    • 2001
  • Characteristics of handwriting were investigated and compared between the patients with writing disabilities and normal elementary school pupils. Generally, the heights of the letters of the patients were significantly larger than those of normal children, and letters of the patients were more sparsely distributed than those of controls. The distance between the words were significantly reduced in the patients’ writings, which indicated that patients had much more problems of space-leaving than normal pupils. Letter heights differences were significant across all grades in the patients and normal controls. The heights of the letters decreased as they grew older, and the slope of the decrements were more steeper in normal girls(r=-0.45) than girls with writing disabilities(r=-0.16). Sex differences were found in the letter spacings in low grades(grades 1, 2), that is, the distances between the letters were significantly narrower in the male patients than normal boys in these grades, and the differences were almost indiscriminating in grades 3 through 5, and finally, in sixth grade, letter spacings were signifycantly broader in normal boys than male dysgraphics. In girls, letter spacings were significantly broader in the patients across all grades. These findings supports the hypothesis that male and female writings were qualitatively different and that distinct mechanisms served in boys and girls dysgraphics. Across all grades and sexes, spaces between the words of the patients were significantly broader than normal pupils, which suggested that space-leaving between the words was important in Korean writings. There was trend that letter spacings and word spacings decreased across grades, but in girls, no correlations between the letter spacings and grades were found. Correlation analyses revealed that letter heights and letter spacings had mild correlation(r=0.11-0.15), and that letter spacings and word spacings had robust correlation(r=0.99). Phonological errors were mostly found in last phoneme(Jong-seong), especially double-phoneme(ㄳ, ㄵ, ㄶ, ㄺ, ㄻ, ㄼ, ㄾ, ㄿ, ㅀ, ㅄ), and in the case the sound values changed due to assimilations of phonemes. Semantic errors were rare in both groups. Space-leaving errors were correlated with phonological errors, and more frequent in boys than girls. In conclusion, significant differences existed in the letter heights, letter spacings, word spacings, and frequencies of phonological errors and spaceleaving errors between the patients with writing disabilities and normal pupils. The characteristics of writings changed across grades and the developmental profiles were somewhat quantitatively different between the groups. The differences became obvious from the second-third grades.

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The Characteristics of the Learning Performance according to the Indoor Temperature of the Learning Environment and the Color of the Learning Materials (학습 환경의 실내 온도와 학습재료의 색채에 따른 학습수행의 특성)

  • Kim, Boseong
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.14 no.2
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    • pp.681-687
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    • 2013
  • This study examined whether the combination of the indoor temperature on the learning environment and the colors of the learning materials affect the learning performance. To do this, the condition of indoor temperature was divided into three conditions: the neutral condition which is the appropriate temperature condition of the learning activities ($22.5{\sim}24^{\circ}C$), the high-temperature condition (> $24^{\circ}C$), and the low-temperature condition (< $22.5^{\circ}C$). In addition, colors of red, blue, black, and green were used as the warm, cold, and neutral colors, and the verbal-working memory task was used as the learning task. As a result, it was not significant differences in the response time of the learning task, whereas, in the accuracy rate of the learning task, the performance was more accurate in red- and black-color conditions. These results could be interpreted as the saliency and color-temperature of the red color, and the familiarity and specificity of the black color.