• 한국노년학
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• v.38 no.1
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• pp.1-14
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• 2018

Everyday hearing handicap caused by presbycusis ultimately reduces quality of life in older adults. The aim of this study was to explore effects of cognitive impairment on self-reported hearing handicap in older adults with early-stage presbycusis. We compared K-HHIE scores between 40 elderly subjects with mild cognitive impairment (MCI) and age- and hearing-threshold matched 40 cognitively normal elderly (CNE) subjects. The results are as follows: 1) The MCI group scored significantly higher than the CNE group on the social/situational and emotional sections, and in total. 2) The MCI group scored significantly higher than the CNE group on all four subscales, and the most significant group difference was on the first subscale relating to interpersonal relationships and social handicaps. 3) Both groups scored highest on the item 8 (problems hearing whispering sounds) and item 15 (problems hearing TV or radio sounds). Besides those two items, the MCI group also scored high on the item 21 (problems hearing in a restaurant), item 6 (problems hearing when attending a party), item 3 (avoiding groups of people), and item 20 (personal or social restrictions). Our findings suggest that, among older adults with early-stage presbycusis, older adults with cognitive impairment tend to report greater everyday hearing handicap than their peers with normal cognitive function. Especially, they show significant problems hearing in background noise or multi-talker situations, which cause social restrictions and social/emotional loneliness.

• Journal of the Ergonomics Society of Korea
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• v.25 no.2
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• pp.135-146
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• 2006

Multimodal interfaces are recognition-based technologies that interpret and encode hand gestures, eye-gaze, movement pattern, speech, physical location and other natural human behaviors. Modality is the type of communication channel used for interaction. It also covers the way an idea is expressed or perceived, or the manner in which an action is performed. Multimodal Interfaces are the technologies that constitute multimodal interaction processes which occur consciously or unconsciously while communicating between human and computer. So input/output forms of multimodal interfaces assume different aspects from existing ones. Moreover, different people show different cognitive styles and individual preferences play a role in the selection of one input mode over another. Therefore to develop an effective design of multimodal user interfaces, input/output structure need to be formulated through the research of human cognition. This paper analyzes the characteristics of each human modality and suggests combination types of modalities, dual-coding for formulating multimodal interaction. Then it designs multimodal language and input synchronization method according to the granularity of input synchronization. To effectively guide the development of next-generation multimodal interfaces, substantially cognitive modeling will be needed to understand the temporal and semantic relations between different modalities, their joint functionality, and their overall potential for supporting computation in different forms. This paper is expected that it can show multimodal interface designers how to organize and integrate human input modalities while interacting with multimodal interfaces.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.25-49
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• 2006

Though a large amount of research concerning listening strategies has been conducted, the strategic behaviors of younger students in this area have received less attention. This study is a follow up study of an earlier case study by the author (2006). The purpose of this study is to verify what listening strategies Korean elementary learners use in a general L2 listening situation. 213 elementary students participated in this study, and a listening strategy questionnaire was used. ANOVA, MANOVA, Correlation and Multiple Regression Analysis were used to interpret the data. The results of this study reveal that younger participants used all four types of listening strategies, cognitive, compensation, metacognitive and affective, fairly often; however, the results also show that they differ in how frequently they use each strategy according to their listening proficiency. Overall, highly proficient learners use more strategies compared to less proficient learners. High proficiency learners use compensation strategies most and cognitive strategies least. Low proficient learners use affective strategies most and compensation strategies least. Moreover, the results showed no significant grade- or gender-related strategic behaviors, and also showed that L2 listening proficiency can be a significant predictor of strategic behavior of young learners. 12% of the variance in L2 strategic behaviors was attributable to L2 listening proficiency.

• Korean Journal of Child Studies
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• v.37 no.2
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• pp.127-142
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• 2016

Objective: This research examined mothers' and preschoolers' uses of mental state terms during pretend play and linked such use to children's independent mental state terms used in hypothetical narratives. Methods: Fifty four-year-olds and their mothers were engaged in pretend play and the preschoolers were asked to provide hypothetical narratives. Mothers' and preschoolers' mental state terms were analyzed in terms of types and frequencies. Results: During pretend play, the mothers and preschoolers used desire state terms most variously and frequently, followed by cognitive and emotion state terms. In the hypothetical narratives, the preschoolers used desire state terms most variously and frequently; however they talked about emotion state terms more variously and cognitive state terms more frequently. In addition, the mothers' mental state terms were correlated with the preschoolers' mental state terms during the pretend play, and the mothers' and preschoolers' uses of mental state terms during pretend play were related to the preschoolers' mental state terms in hypothetical narratives. Conclusion: Findings from this study highlight that, during the preschool period, a mothers' mental state language might foster her child's understanding of mental states in himself/herself and in others.

• Korean Journal of Child Studies
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• v.5
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• pp.3-20
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• 1984

The purpose of this paper was to review critiques on methodological problems relating to Piaget's researches in terms of its scientific nature. On the basis of review of literature, the following problems were pointed out: 1. Notwithstanding Piaget's emphasis on the scientific requirement for verification, Piaget was against the deductive method typical of scientific verification. 2. Piaget's theory was so vague that it couldn't be falsified. 3. Piaget ignored criticism of his method, and this was viewed as unscientific in the eyes of most scientists. 4. Avoiding the antecedent-consequence sequence of scientific experimentation, Piaget took the descriptive, rather than the explanative nature. 5. Piaget didn't accept individual differences in cognitive style in his research paradigm. 6. Piaget's experimental procedures looked very simple but they were too complex to understand what was happening. 7. Although Piaget's major ideas treated the child as the active constructor of reality, the child's experimental tasks were structured by experimenter. 8. Piaget's clinical method depended heavily upon language although the procedures required manipulation of objects. 9. Piaget always justified his experiments in terms of protocois selected from all the responses obtained. However, these protocols may not be the most representative responses or behaviors showing the child's cognitive structure.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.49-62
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• 2007

The higher cognitive functions of the human brain including teaming are hypothesized to be selectively distributed across large-scale neural networks interconnected to the cortical and subcortical areas. Recently, advances in functional imaging have made it possible to visualize the brain areas activated by certain cognitive activities in vivo. Neural substrates for teaming and motivation have also begun to be revealed. Functional magnetic resonance imaging (fMRI) provides a non-invasive indirect mapping of cerebral activity, based on the blood- oxygen level dependent (BOLD) contrast which is based on the localized hemodynamic changes following neural activities in certain areas of the brain. The fMRI method is now becoming an essential tool used to define the neuro-functional mechanisms of higher brain functions such as memory, language, attention, learning, plasticity and emotion. Further research in the field of education will accelerate the verification of the effects on loaming or help in the selection of model teaching strategies. Thus, the purpose of this study was to review brain study methods using fMRI in science education. In conclusion, a number of possible strategies using fMRI for the study of elementary science education were suggested.

• Korean Journal of Cognitive Science
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• v.11 no.1
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• pp.9-24
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• 2000

This paper analyzes the distribution and classification of unrealized arguments of a predicate often called zero pronouns. in spoken Korean. Based on the transcript of a one-hour-Iong dialogue. recorded from public radio stations. I present the statistical data on argument ellipsis in Korean with respect to the frequency of zero ronouns as well as the nature of their antecedents. I go further to review some of the previous efforts to identify the discourse- theoretic functions of zero-pronouns in the framework of Centering Theory. and propose that the zero-pronouns in spoken Korean be divided into center-insensitive vs. center-sensitive classes. I also point out a couple of language-particular idiosyncrasies found in Korean, such as morpho-syntactic elements and encyclopaedic knowledge. that interact with center management in on-going discourse and often lead to difficulties in applying the centering rules and constraints to Korean.

• Korean Journal of Cognitive Science
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• v.17 no.4
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• pp.271-286
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• 2006

In this paper, we introduce automatic question generation technique using the language resources like User-Word Intelligent Network(U-WIN) and Korean dictionary including quite a for of information. And we present Korean word learning system with this technique. The item pool method which almost learning-system are using makes some problems. As a solution of the problems, we classified into 8 question type and implemented the Korean word learning system which is making the Korean question automatically by using the morphological and semantic information according to the automatic question generation pattern of each type.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.141-144
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• 2005

본 연구에서는 한국어 음성어휘의 표상이 음성정보로 이루어져 있는지 아니면 철자정보로 이루어져 있는지와, 음성어휘의 표상단위가 음절인지를 조사하였다. 연구 과제로는 형태점화기법(form priming technique)을 사용하였다. 점화 자극과 목표 자극간의 관련성 수준으로는 음운적 혹은 철자적인 것을 사용하였다. 점화 자극과 목표자극간의 간격은 50msec 이었다. 따라서 SOA 각 점화자극의 제시시간에 50msec를 합한 것이다. 연구 결과는 음운적으로 관련되어 있을 때에는 무관련 조건에 비해 느려지는 방해점화(inhibitory priming)가 나타났고 철자적으로 관련되어 있는 경우에는 촉진적점화(facilitatory priming)가 나타났다. 이런 연구 결과는 시각단어 재인 연구에서도 보이는 공통적인 현상으로 음성어휘와 시각어휘가 심성어휘표상에서는 동일한 형태를 지니고 있음을 암시한다. 또한 음운적 관련성에 의한 방해점화효과는 음운음절을 공유하고 있는 어휘 후보자간의 경쟁 때문에 나타난 것으로 해석되며, 철자관련 촉진효과는 어휘접근 전에 일어나는 과정에서 나타나는 것으로 해석된다.

• Korean Journal of Cognitive Science
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• v.22 no.4
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• pp.429-447
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• 2011

In this paper, we propose a modified deterministic Korean dependency parser using a projectivity. The modified parser is improved by finding errors, such as cross dependency, from the original parsing results and correcting them according to the projectivity and head-final principles. Our parser also uses parsing history information in addition to rich features, which only a deterministic algorithm can use. Results on the modified parser for ETRI(2005) corpus, that consists of complex sentences, show that our parser outperforms other parsers.