• English Language & Literature Teaching
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• v.11 no.1
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• pp.245-260
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• 2005

Various kinds of cognitive aspects must be inclusively considered for understanding to transitivity. Basically, transitivity is not a notion of pure lexical items, pure syntactic dimensions and only semantic interpretation. That is, transitivity is affected by the extralinguistic phenomena which contain speakers psychological and cognitive interpretations. It is based on human cognitive abilities to interpret the exact meaning of language expressions. To sum up, transitivity has a relation with the observer's (speaker's) cognitive interpretation within the entire contexts.

• Human Ecology Research
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• v.58 no.1
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• pp.13-29
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• 2020

This study investigated the relationship between preschoolers' smart media usage in regards to cognitive and language development, especially the mediating effect of preschoolers' smart media addiction tendency and the moderated mediating effect of maternal guidance on smart media usage. The study surveyed 273 preschoolers' mothers who lived in Daegu City and Kyungpook Province. The findings of this study were as follows. First, preschoolers' smart media addiction tendency mediated the relationship between smart media usage time in regards to cognitive and language development. Second, maternal active mediation and monitoring moderated the relationship between preschoolers' smart media usage time and smart media addiction tendency. Third, there was a maternal co-use moderated the mediating effect of preschoolers' smart media addiction tendency on language development. In conclusion, preschoolers' smart media addition tendency mediated the effect of smart media usage time on cognitive and language development. Among the mediation pathways, the influence of preschoolers' smart media addiction tendency on language development was moderated by maternal co-use. The findings of this study suggest that maternal guidance should be applied differently depending on preschoolers' smart media addiction tendency. This study examined preschoolers' and maternal smart media-related variables on preschoolers' cognitive and language development in order to provide preliminary data that can be used to explore the maternal guidance on how to use smart media for their preschool children.

• Annual Conference on Human and Language Technology
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• 2019.10a
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• pp.353-356
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• 2019

본 논문은 Universal conceptual cognitive annotation(보편 개념 인지 주석, 이하 UCCA)를 한국어에 적용하는 방안에 대해 제시하였다. 우선 기존의 한국어 의미 분석 체계들의 장단점을 살펴본 뒤, UCCA가 가지고 있는 상대적인 장점들을 소개하였다. UCCA는 모든 언어에 대하여 일관적인 기술을 하려는 Meaning representation framework의 하나로, 보편언어적인 의미 분석 체계를 가지고 있다. 본고는 주석 단위와 문법적 요소의 관점에서 한국어의 특성을 반영하여 UCCA를 한국어에 적용하는 방안을 검토하였다.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.280-292
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• 2012

Cognitive-pragmatic language ability decreases during the normal aging process. Evaluating the ability might be useful in testing predicting cognitive level and diseases such as dementia. The aim of this study is to analyze various assessment protocols for normal aging, and evaluate the content validity of the currently developing cognitive-pragmatic language test domains and items. Content Validity Index(CVI) was calculated based on ratings judged by 17 experts including speech-language pathologists and clinical psychologists. As a result, it was found that CVIs of all 7 domains including attention, memory, organization, reasoning, problem solving, executive function, pragmatic language were above .75. It was concluded that the test items contained the appropriate content validity to assess cognitive-pragmatic language for normal aging.

• International Journal of Computer Science & Network Security
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• v.23 no.6
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• pp.162-168
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• 2023

This article presents an examination of the major cognitive-semantic theories in linguistics (Langacker, Lakoff, Fillmore, Croft). The CST's foundations are discussed concerning the educational policy changes, which are necessary to improve the linguistic disciplines in the changing context of higher education, as well as the empowerment and development of the industry. It is relevant in the light of the linguistic specialists' quality training and the development of effective methods of language learning. Consideration of the theories content, tools, and methods of language teaching, which are an important component of quality teaching and the formation of a set of knowledge and skills of students of linguistic specialties, remains crucial. This study aims to establish the main theoretical positions and directions of cognitive-semantic theory in linguistics, determine the usefulness of teaching the basics of cognitive linguistics, the feasibility of using methods of cognitive-semantic nature in the learning process. During the research, the methods of linguistic description and observation, analysis, and synthesis were applied. The result of the study is to establish the need to study basic linguistic theories, as well as general theoretical precepts of cognitive linguistics, which remains one of the effective directions in the postmodern mainstream. It also clarifies the place of the main cognitive-semantic theories in the teaching linguistics' practice of the XXI century.

• IEIE Transactions on Smart Processing and Computing
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• v.1 no.3
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• pp.192-200
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• 2012

In order for humans and robots to interact in daily life, robots need to understand human speech and link it to their actions. This paper proposes a hierarchical behavior model for robot action control using natural language commands. The model, which consists of episodes, primitive actions and atomic functions, uses a sentential cognitive system that includes multiple modules for perception, action, reasoning and memory. Human speech commands are translated to sentences with a natural language processor that are syntactically parsed. A semantic parsing procedure was applied to human speech by analyzing the verbs and phrases of the sentences and linking them to the cognitive information. The cognitive system performed according to the hierarchical behavior model, which consists of episodes, primitive actions and atomic functions, which are implemented in the system. In the experiments, a possible episode, "Water the pot," was tested and its feasibility was evaluated.

• Korean Journal of Child Studies
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• v.24 no.6
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• pp.1-14
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• 2003

In contrast with Zelazo and Frye (1997) who argued that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules, Bilaystok (1999) identified analysis(representation) and control(selective attention) as components of language processing and has shown that control develops earlier in bilingual than in monolingual children. This study investigated the effects of bilingualism on children's cognitive ability and language development by comparing Korean- Chinese bilingual with Chinese monolingual children in Yanji. Sixty children 3 to 5 years of age in each of the bilingual and the monolingual groups in Yanji, China participated in ths study. Results showed that bilingual were more advanced than monolingual children in solving problems requiring a high level of control, confirming Bialystok's(1999) results.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.135-146
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• 2016

Objective: This study explored the creative thinking styles of children according to cluster analyses and examined group differences in language ability, cognitive ability, and peer relationships. Methods: The study used the data from the 2012 Panel Study of Korean Children by the Korea Institute of Child Care and Education. The participants comprised 1,681 4-year-olds. Data were analyzed via cluster analyses, ${\chi}^2$ distributions, and ANOVA tests. Results and Conclusion: The results from the cluster analyses based on percentiles of the subfactors of K-FCTYC (Korean Figural Creativity Test for Young Children) indicated four clusters: "divergent creative with openness," "non-creative," "divergent creative," and "multiple creative." Additionally, the four clusters differed by gender, language ability, cognitive ability, and peer relationships.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2010.05a
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• pp.60-65
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• 2010

Language learning involves linguistic environments around the learner. So the variation in training input to which the learner is exposed has been linked to their language learning. We explore how linguistic experiences can cause differences in learning linguistic structural features, as investigate in a probabilistic graphical model. We manipulate the amounts of training input, composed of natural linguistic data from animation videos for children, from holistic (one-word expression) to compositional (two- to six-word one) gradually. The recognition and generation of sentences are a "probabilistic" constraint satisfaction process which is based on massively parallel DNA chemistry. Random sentence generation tasks succeed when networks begin with limited sentential lengths and vocabulary sizes and gradually expand with larger ones, like children's cognitive development in learning. This model supports the suggestion that variations in early linguistic environments with developmental steps may be useful for facilitating language acquisition.

• Journal of Digital Contents Society
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• v.19 no.6
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• pp.1051-1060
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• 2018

This study aims to propose instituting the serious games of language-based cognitive enhancement for the BIF children. The program consists of 4 cognitive areas (perception, attention, working memory, knowledge inference) in 4 language dimensions (phoneme, word, sentence, discourse). 16 games of 4 areas/2 dimensions with 3 difficulty levels were implemented in a mobile station and pilot-tested to children including BIFs. The results from the pilot tests supported for the validity and effectiveness of our games: Children's game performance correlated with their IQ scores (overall and sub-areas) revealing significant differences between the groups. The stroop scores in pre-and-post training hinted the increase of children's cognitive control.