• 한국학교수학회논문집
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• 제16권3호
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• pp.561-582
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• 2013

그동안 수학교육에서 의미는 강조되었지만 의미가 뜻하는 것이 무엇인지, 어떻게 분류될 수 있는지는 명확하게 규정되지 못하였다. 이러한 입장에서 의미를 표현적 의미와 인지적 의미로 구분하였으며, 두 의미도 수학적 상황과 현실적 상황으로서의 의미로 다시 재분류 하였다. 의미의 분류를 기반으로, 본 연구에서는 수학적 모델링문제 해결에서 보이는 학생의 의미 인식에 대해 살펴보았다. 그 결과 다른 의미의 이해에 비해 현실적 상황의 인지적 의미 이해에서는 상대적으로 어려움을 겪는다는 것을 알게 되었으며, 식을 세우는 단계에서의 의미보다 풀이과정에서의 의미 이해에 더 어려움을 겪는다는 것을 알게 되었다. 따라서 수학적 모델링의 전 과정에서 의미의 이해를 돕기 위해, 학생이 실생활 상황과 수학을 연결 지어 사고하도록 지도하여야 하며, 측정과 단위를 통한 지도 방법이 실생활 상황과 수학의 연결을 위한 하나의 방안이 됨을 알 수 있었다. 이러한 현실 상황과 수학의 연결을 강조한 지도를 통해 더 폭넓은 수학의 활용이 가능하리라 생각된다.

• 한국엔터테인먼트산업학회논문지
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• 제15권7호
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• pp.137-143
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• 2021

본 논의는 복합기제를 담은 미디어 텍스트의 확장 의미에 대한 인지화용적 의미 해석 이론을 토대로 대학생을 위한 의사소통 교육 및 한국어 연계 전공 교육자의 리터러시 교육의 연계가능성에 대해 논의된 질적 연구라 할 수 있다. 쌍방향적 의사소통 전략으로 활용된 미디어 콘텐츠 표현의 내포적 의미는 학습자 개개인의 인지환경에 따라 다각적인 해석으로 수용될 것이다. 그렇다면 콘텐츠 제작자가 의도한 일반적인 미디어 콘텐츠 의미 내용은 어떻게 수용되고 있는가. 이러한 의구심이 논의의 출발점이다. 필자는 문제해결을 위해 인지의미론의 실험화용적 방법론에 기대어, 인지언어학의 관련성 모델을 적용시켜 학습자의 창의적인 인지환경과 현시적 내용을 연결시켜 그 대비점을 모색하였다. 논의 결과 학습자 스스로 인지환경과 현시적 내용을 연결시킬 수 있는 주체성과 창의적 사고를 표현할 수 있는 기본 틀을 마련할 수 있었다. 특히 적극적이며 긍정적인 학습자들은 제작된 미디어 텍스트를 문제제기할 수 있는 토론의 능력과 텍스트에 내포된 의미의 타당성을 논증하기 위해 제 3의 대안을 제시하는 등 새로운 인지환경을 구축하는 직접적인 서술적 표현도 드러났다. 추후 복합기제가 담긴 미디어 텍스트는 현대 사회에서 다양한 매체를 통해 쉽게 이뤄지는 간접적이며 설득적인 의사소통 행위이기에 미디어 텍스트 제작자와 학습자의 신뢰적인 대화의 보편적 의사소통 원리가 존재해야 할 것이다

• 비교문화연구
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• 제39권
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• pp.177-190
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• 2015

This study investigates the difference of the cognitive approach of Korean and Chines of the space direction that modern Chinese space phrase 'N+shang'. For this, we defined the spatial meaning of the noun 'N' and space noun 'shang' then investigate the conditions when 'N+shang' means 'the substance interior direction' and 'the substance exterior direction'. Also via 'lou+shang', we conducted the survey to Korean and Chinese students in order to see the what kind of cognitive differences be shown when they approach and translate the space direction of 'N+shang' structure. As a result of the survey, we were able to find cultural difference of spatial approach of 'N+shang' between these two countries, Korean select the cognitive inference path; from the substance external direction to internal direction while Chinese select from internal to external.

• 한국연극학
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• 제49호
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• pp.133-169
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• 2013

Reexamining Brecht's theoretical hypotheses in terms of cognitive science, this essay arrived at several temporary interpretations. Cognitive science implies that empathy can precede the rational understanding in Verfremdungseffekt. The spectator tends to simulate the unfamiliar incident and character and feels the consequential embodied emotion that leads to the cognitive understanding. The similar situation can be found in social gestus. According to cognitive science, gesture(social gestus) is simulated in the mirror-neuron of spectator, arousing consequently the embodied emotion that triggers the succeeding understanding. The spectator apts to experience and feel physically the moving gesture before decoding it as a social signification. Brecht's intention that attempts to reveal the duality of actor and character by eliminating the fourth wall is negated by cognitive science. According to the theory of conceptual blending, the spectator under the eliminated fourth wall mixes actor and character, and simulates this blending image so that he experiences it imaginatively. As such, another kind of illusion can be formed when a fourth wall is collapsed. Meanwhile, the critical thinking of spectator Brecht wanted can be hard to occur during the performance. It is necessary for the spectator to recollect the bygone dialogue and action in terms of social context as if he presses the pause, stopping the playback while watching a play in video. In this respect the social meaning Brecht intended can be achieved more effectively by the stop motion like tableau. It would not only give the time for the spectator to consider the implied social signification, but also make him possible to decode a semiotic meaning as if interpreting a still picture. Or it can be delivered by the dialogue that expresses the playwright's critical judgement. In this case, the subject of critical thinking is not the spectator but the author. The alternative explanation that the cognitive science suggests illuminates theoretically the reasons why Brecht's theory fails to be realized in practice. In a sense, Brecht's theory is nothing but a theoretical hypothesis. It takes the premise that the emotion hinders the rational thinking, understanding emotion and reason oppositively like Plato. This assumption is negated easily by the recent cognitive science that sees the reason as a by-product of physical experience including emotion. The rational understanding, in this sense, begins from the embodied emotion. As such the cognitive science denies the dichotomy of emotion and reason that Brecht adopted. The theoretical hypothesis of cognitive science makes us recognize again the importance of bodily experience in theatre. In theatre the spectator tends to experience physically before decoding the intellectual meaning. The spectator Brecht wanted, therefore, is far from the reality. The spectator usually experiences and reacts physically before decoding the meaning critically. Thus Brecht's intention can be realized by the embodied emotion resulted from simulation. This tentative interpretation suggests that we need to pay more attention to the empirical study of spectatorship, not remaining in a speculative study.

• 대한한방내과학회지
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• 제19권1호
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• pp.97-113
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• 1998

BACKGROUND The purpose of this study was to investigate disability of the patients after stroke, clinical applicability and usefulness of the FIM in evaluating the functional abilities and to assess the characteristics of the patients after stroke. And this study examined difference by predictive factors on the treatment outcome. METHOD The study was composed of 31 stroke patients who were within 1 week after stroke and had been treated in hospital more than 4 weeks. Improving rate was measured by using the Functional Independence Measure(FIM), and the correlation was analyzed between Motor FIM and Cognitive FIM. We analyzed significant meaning statistically in the mean value of FIM. RESULT 1. There was no significant meaning statistically in the mean value of FIM that was between both at admission and after 2 weeks. But there was proportional correlation between both at admission and after 4 weeks, and significant meaning statistically. 2. There was proportional correlation between both FIM and Motor FIM, and significant meaning statistically. But there was no significant meaning statistically between both FIM and Cognitive FIM. 3. There was no significant meaning statistically between both FIM and sex, age, side of weakness, stroke subtype, hypertension, hypercholesterolemia, diabetes mellitus, heart disease, starting point of rehabilitation therapy and past history of cerebral vascular accident. While dysarthria affected functional recovery in stroke patients, and significant meaning statistically. CONCLUSION 1. FIM appeared to be a valid and reliable method to measure the functional abilities of the patients after stroke. 2. Only one thing between Motor FIM and score didn't influence FIM score. 3. Dysarthria affected functional recovery in stroke patients, and it is the statistically significant factor.

• 영어어문교육
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• 제11권1호
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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.

• 인지과학
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• 제2권1호
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• pp.143-165
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• 1990

I will discuss some aspects of the meaning of prodiscoure maker 'kulay'in Korea.This marker has been studied few scholars,since Korean lingusts did not have any interest about this category of linguistic form.Also,they did not realized the importance of discourse and discourse markers.So,we have only shallow information about prodiscourse phenomena and prodiscourse markers,too. Morphologically,kulay(그래)'could be analyzed into 'ku(그)'and 'lay(래)'and 'lay(래)'could be divided into'l(ㄹ)'and 'ay(ㅐ)' again.But I will discuss 'kulay'as one linguistic unit without divison. It will be claimed in this paper that both [prodiscoures]feature and [discourse continuity]feature can satisfactorily account for the core meaning of'kulay'.And,it will be mentioned that the marker has many kinds of specfic meaning depends on paricular discourse.Also, I would like to examine the semantic feature([prodiscourse+discourse continuity]) in many kinds of korean discourse.And I will show that some factors re;ated tp the marker's specific meaning are the meaning of preceding and following discourse and the participant's psychological attitude.The conclusion must be that the meaning of 'kulay'can help us understand certain phenomena about prodiscourse and prodiscourse markers in the korean language.Also the various meanings of 'kulay'can give more information to Applied-Korean linguistics.

• 대한수학교육학회지:학교수학
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• 제9권3호
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• pp.375-396
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• 2007

본 연구는 수학 교사와 고등학생을 대상으로 그래프로부터 의미를 어떻게 구성하고 그 과정에서 그래프 해석의 요소들이 어떻게 상호작용 하는지를 분석하여, 그래프 교수학습에서 고려해야 할 점을 제안하는 것을 목적으로 한다. 분석결과, 교사와 학생 모두 그래프에서 의미를 구성하는 것에서 많은 어려움을 겪었고, 의미를 구성할 때 포개어지는 관계망의 형태로 구성해갔다. 또한 의미를 구성하는 과정에서 인지적 맥락적 정서적인 요소가 서로 상호작용하여 해석체를 구성해갔다. 하지만 이 과정에서 교사는 그래프에 질적인 접근방법으로 인지적인 요소에 주로 초점을 두었던 반면에, 학생은 양적인 접근방법으로 인지적인 요소와 함께 맥락적인 요소도 고려하여 자신이 구성한 해석체를 정당화시키고 이를 기반으로 의미를 구성해갔다. 본 연구는 이런 결과를 기반으로 그래프 교수학습에서 고려해야 할 점을 3가지로 제안하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.487-494
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• 2009

Since the term, 'scientific literacy' was introduced by P. D. Hurd in 1958, it has been used as a term, representing major goals in science education. In Korea, the term 'scientific literacy' was used in the statement of the summative objective of the 2007 science reformed curriculum. But in various educational contexts m which teachers and researchers works, the definition of the term has not been used consistently. This phenomena would be interpreted as showing limits of the term describing the goals of science education. This study examined the historical change in the meaning of the term in purpose of trying to anchor the definition. In this study, the changing period was divided into before introducing the term and after. The after era was divided into the period of confusing and anchoring in the meaning, and the period of expanding the meaning. Especially, after science as intellectual ability was conceptualized in science education communities, the meaning of scientific literacy was partially confused. In current time, as the concepts of language in cognitive science influenced the use of language in science education, the trends of expending the meaning of scientific literacy has been grasped in science education community.

• 비교문화연구
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• 제19권
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• pp.295-311
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• 2010

The concept of frame in semantics has implications for our understanding of such problematic terms as "meaning" and "concept". It is conventional to say that a particular word corresponds to a particular "concept" and to assume that concepts are essentially identical across speakers. In contrast, the notion of frame accepts that the frame for a particular word can vary across speakers as a function of their particular life experience. To say, instead of thinking in terms of words as expressing "concepts", we should think of them as tools, like frames, that cause listeners to activate certain areas of their knowledge base, with different areas activated to different degrees in different contexts of use. This notion is Fillmore's most crucial contribution to current cognitive linguistic theories, and his frame semantics is built on such a notion. This paper discusses the basic assumptions and goals of frame semantics, and examines the notion of frame and illustrates various framing words of English and Korean under such a notion.