• Title/Summary/Keyword: Cognitive Language

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Agrammatic Comprehension of Empty Categories in English

  • Hong, Min-pyo
    • Korean Journal of Cognitive Science
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    • v.13 no.2
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    • pp.15-23
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    • 2002
  • This paper reports an experiment on Broca's aphasics' comprehension of a class of English constructions involving empty categories. Based on Grodzinsky's (1986) account of chance-level performance of agrammatic understanding of movement constructions and their thematic role assignments. I show that Grodzinsky's notion of invisible empty categories can be further extended to include pronomical anaphors (PRO's) in Chomsky's (1981) sense and that the asymmetry in their poor comprehension of subject- and object-control constructions can be explained by the heuristic mechanism of the default thematic role assignment rule. eventually supporting Grodzinsky's claim that empty categories are not visible In agrammatic's syntactic representation.

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Integration of Korean Spelling/Grammar Checkre with Web-Based Language Learning System (한국어 철자/문법 검사기와 웹 기반 언어 학습시스템의 통합 환경 구축)

  • 남현숙;김상훈;김지원;권현주;정유진;권혁철
    • Proceedings of the Korean Society for Cognitive Science Conference
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    • 2000.05a
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    • pp.37-40
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    • 2000
  • '바른 우리글 쓰기' 학습시스템은 우리말 작문 학습에 필요한 지식을 익히도록 하고자 만들었다. 이 논문의 궁극적인 목표는 한국어 철자/문법 검사기와 국어 학습시스템을 연계하여 학습자가 적극적으로 학습에 참여하도록 동기를 부여하는 능동적인 언어 학습 시스템의 구현이다. 흔히 웹에 기반한 학습시스템에서 학습자는 일방적으로 정보를 제공받거나 독립적인 위치에서 자율적인 학습을 해나가야 하므로 끊임없는 흥미와 관심이 없이는 효율적인 성과를 거두기 어렵다. 이와 같은 약점을 보완하려는 맥락에서 이 학습시스템은 학습자가 스스로 학습한 후 그 결과를 평가 문제나 한국어 철자/문법 검사기를 통해 즉각적으로 확인해 보고 부족한 내용을 공부할 수 있도록 한다.

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Core Concept-based Korean Spoken Language Parsing Using Ending Information and Example Sentences (문장의 종결정보와 예문을 이용한 핵심개념 기반의 한국어 대화체 파싱)

  • 김홍국;서영훈
    • Proceedings of the Korean Society for Cognitive Science Conference
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    • 2000.06a
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    • pp.279-284
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    • 2000
  • 핵심개념 기반의 분석 시스템은 기존의 CFG형태로 기술된 문법의 양을 현저히 줄이고 간투어, 중복발화등과 같은 파싱 불필요 성분을 처리하는 루틴을 개선해 파서의 부담을 줄인 분석 방법이다. 핵심개념 기반 분석 시스템은 동사를 기준으로 문법을 기술한다. 따라서 발화자의 사투리 등에 의해서 동사 정보를 상실한 문장은 분석이 되지 않는 문제점을 가지고 있으며 또한, 문장 분석시 분석 문법을 구성할 수 없는 짧은 발화문같은 경우에도 분석을 하지 못하는 문제점을 가지고 있다. 이러한 문제점들을 해결하기 위해서 본 논문에서는 발화문의 예를 작성해 놓은 예문사전과 발화문이 가지고 있는 종결형 정보를 이용해서 그러한 문제를 해결하고 분석의 정확성을 높였다.

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Korean Learners' Development of English Passive Constructions

  • Park, Hye-Sook
    • English Language & Literature Teaching
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    • v.15 no.4
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    • pp.199-216
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    • 2009
  • This study investigates how Korean speakers develop their interlanguage of English passive constructions with a reference to the learners' grammar proficiency levels. Sixty two college students of different levels of English participated in this study. They were asked to complete a sentence-completion task. Their production was classified into accurate passives, malformed passives, pseudo-passives, unaccusatives, and actives according to the use of transitive, ergative and unergative verbs. They then were further analyzed depending on the subjects' levels of grammar by three main factors: L1 transfer, the English voice system, and universal cognitive factors. The results showed that the subjects of the lower group produced more pseudo-passives, malformed passives, and overpassivization than those of the higher group, and even subjects of higher group still made passives for ergative verbs. It was also shown that L1 and universal factors had more influence on the lower group than on the higher group. Based on the analyses of the subjects' responses, the development of the English passive system by Korean learners is shown and some implications are suggested for effective teaching of English.

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Psychometrics of Perspective Taking in Writing: CombiningManualCoding and Computational Approaches

  • Minkyung Cho
    • International journal of advanced smart convergence
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    • v.12 no.1
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    • pp.120-129
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    • 2023
  • Perspective taking, one's knowledge of their own mental and emotional states and inferences about others' mental and emotional states, is an important higher order cognitive skill required in successful writing. However, there has not been much research on the identification and examiantion of the psychometrics of perspective taking. To fill in this gap, I reviewed the psychological and cognitive frameworks of perspective taking including theory of mind, audience awareness, development of epistemological understanding, and argumentation schema. I also reviewed various methods of examining the psychometric properties of perspective taking in written composition, including both manual and computational approaches. The review of literature yielded suggestions on the development of manual coding scheme for perspective taking as well as the selection of indexes to draw from natural language processing tools. Challenges and affordances of combining the manual and computational approach are discussed along with future research directions to advance the field of psycholinguistics.

Linguistic Description and Theory

  • Nakajima, Heizo
    • Korean Journal of English Language and Linguistics
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    • v.1 no.3
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    • pp.349-368
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    • 2001
  • We have brought up several distinct types of English clausal constructions, and have been lead to the descriptive generalization in (14),repeated here as (33): (33) Reduced clauses cannot occur in non-complement positions. The generalization in (33) refers to two theory-internal notions, reduced clauses and non-complement positions. Both notions are concerned with the composition of syntactic structures to be defined by X-bar theory. Without these theoretical notions, it would be difficult to describe in a general form the fact that certain types of complement clauses-namely, null-that clauses, if-clauses, Acc-ing gerund, ECM complement clauses, and Raising complement clauses-cannot occur in particular syntactic positions. Instead, one would have to describe this fact for each clause type, in such a way that null-that clauses cannot occur in such and such positions, and if-clauses cannot occur in such and such positions, and Acc-ing gerund cannot occur in such and such positions, and so on, although the positions in which they cannot occur are totally the same. Given the terminology of X-bar theory, however, it has turned out that these types of complement clauses are all reduced clauses, and the positions where they cannot occur are all non-complement positions. Then, the generalization has obtained that reduced clauses cannot occur in non-complement positions. It is a theoretical issue, and differs depending upon theories, how to explain why such a descriptive generalization holds at all. Hopefully, the demonstration here provides a piece of evidence showing that a theory or a particular theoretical nation plays an important role in the description of linguistic facts. Moreover, I have made a crucial prediction on the basis of the well-accepted theoretical assumption the ECM complement clauses and Raising complement clauses are reduced clauses; namely, the prediction that these types of clauses cannot occur in non-complement position. The prediction based upon the theoretical assumption is actually borne out, as illustrated earlier. The illustration of the prediction, I hope, shows that a theory or a particular theoretical assumption, coupled with another theoretical assumption, allows us to make some interesting predictions. Predictions serve to widen a range of linguistic facts to be described. A theory plays a crucial part in finding out interesting facts as well as in describing them in some general forms. Finally, let me state a few words as to the recent generative theory in connection with linguistic description. The recent generative theory is getting more and more abstract. I think it is moving toward a good direction as cognitive science. It will contribute, among others, to the inquiry into what is knowledge that is very specific to language faculty, and into how it interacts with other cognitive faculties. However, I am suspicious about how much the abstract generative theory will contribute to the description of linguistic facts in a particular language. While generative theory is claimed to aim both for descriptive adequacy and for explanatory adequacy, the recent generative theory is likely to put much more weight on explanatory adequacy. In my view, a less abstract theory is enough, or even more useful, for the purpose of linguistic description. Of course, how abstract theory one should adopt as a framework differs depending upon what aspect of language one attempts to describe. What I would like to emphasize here is that linguistic theory does not conflicts with linguistic description, and a linguistic theory with an appropriate degree of abstractness serves as a tool for finding out new interesting facts, as well as for describing them in some general, elegant forms.

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Evaluating the Impact of Training Conditions on the Performance of GPT-2-Small Based Korean-English Bilingual Models

  • Euhee Kim;Keonwoo Koo
    • Journal of the Korea Society of Computer and Information
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    • v.29 no.9
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    • pp.69-77
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    • 2024
  • This study evaluates the performance of second language acquisition models learning Korean and English using the GPT-2-Small model, analyzing the impact of various training conditions on performance. Four training conditions were used: monolingual learning, sequential learning, sequential-interleaved learning, and sequential-EWC learning. The model was trained using datasets from the National Institute of Korean Language and English from BabyLM Challenge, with performance measured through PPL and BLiMP metrics. Results showed that monolingual learning had the best performance with a PPL of 16.2 and BLiMP accuracy of 73.7%. In contrast, sequential-EWC learning had the highest PPL of 41.9 and the lowest BLiMP accuracy of 66.3%(p < 0.05). Monolingual learning proved most effective for optimizing model performance. The EWC regularization in sequential-EWC learning degraded performance by limiting weight updates, hindering new language learning. This research improves understanding of language modeling and contributes to cognitive similarity in AI language learning.

On the type of peer interaction The difference between the inner and the environmental variables of infants (유아의 또래 상호작용 유형에 대한 유아의 내적 변인과 환경적 변인 차이 연구)

  • Choi, Hang Jun
    • 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.

An ESL Program in Higher Education: Is An ESL Program Only Enough to Develop ESL Learners' CALP?

  • Yun, Jee-Hwan;Park, Yong-Hyo;Song, Jihyun
    • English Language & Literature Teaching
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    • v.17 no.3
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    • pp.291-307
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    • 2011
  • The primary purpose of this study was to report overall findings of academic English proficiency of university ESL students in an ESL program from 2003 to 2008 at a university in the U.S. Furthermore, this study proposes to explore the effectiveness of the ESL program on developing the ESL learners' academic English proficiency. In order to achieve these purposes, this study applied a quantitative research methodology which analyzed data (more than 3,000 samples) collected by the university ESL program. The data included the ESL learners' English proficiency test scores. The results indicated that the effectiveness of the ESL program was significant in improving the ESL learners' cognitive/academic language proficiency across all three groups: ESL-only, ESL + Under, and ESL + Grad. That is, after either a complete ESL program intervention only or both a partial ESL program intervention and taking academic courses, the three groups' academic English proficiency was increased to almost same degree The findings are discussed and implications for pedagogy are suggested.

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Using a project-based learning approach in Korean EFL classrooms (EFL 상황에서의 프로젝트 학습법 활용 방안)

  • Kim, Nam-Soon
    • English Language & Literature Teaching
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    • v.11 no.1
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    • pp.57-76
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    • 2005
  • This study provides a rationale for using project-based learning with Korean students of English in Korea; in addition, it describes the process of creating and implementing project-based learning in the classroom and gives examples of how this unique teaching and learning method has been used successfully to teach learners with different levels of English proficiency. The first two chapters of the study examine the nature of project-based learning by comparing it with related fields of study, such as language teaching syllabi and methods, cognitive psychology, constructivists' views and interaction theory. The latter part of the study deals with issues related to applying project-based learning in Korean English classes. It emphasizes the importance not only of motivating active group effort and participation, but also in creating a trusting, cooperative relationship between group members in order to have a successful accomplishment of a project. The study concludes with implications for future studies.

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