• Journal of Fisheries and Marine Sciences Education
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• v.18 no.2
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• pp.122-136
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• 2006

The purpose of this study is to explore the features and features of causes of communicative deficits in high-functioning autistic children in order to intervene educational programs. When communicating with others, high-functioning autistic children have difficulties in the aspects of syntax and semantics, especially pragmatics. These causes of communicative deficits of high-functioning autistic children can be explained respectively by theory of mind, executive function, and central coherence theory. According to theory of mind, qualitative impairment of interaction and communication accounts for communicative deficits. Executive function argues that communicative deficits of high-functioning autistic children be caused by limited concern. Central coherence theory suggests that communicative deficits be caused by the inappropriate integration of cues. Considering these causes of communicative deficits in high-functioning autistic children, we proposed educational strategies order to intervene educational programs.

• Speech Sciences
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• v.11 no.2
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• pp.151-164
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• 2004

This study examined the use of intonation in children with single word sentences and investigated the communicative functions of pitch range and pitch direction. Two children aged 13months were observed in interaction with their mothers for 10 months. The vocalizations were coded separately for communicative function and for prosodic feature. Results show that level tones are used most frequently, and pitch range is higher for request than declaration or answer and lower for answer than request or declaration. And trends in prosodic contours were observed in request, declaration, and answer respectively. For one child, rising tones were frequently associated with request whereas rising-falling tone with declaration. For the other child, rising-level tones were more frequently associated with request whereas falling-level appeared more often in conjunction with declaration. These trends appeared more distinct in proportion as they grow in months. This result indicate that the way to express communicative functions transfer gradually from differentiating pitch range to diversify pitch direction.

• Journal of Institute of Control, Robotics and Systems
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• v.17 no.12
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• pp.1248-1255
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• 2011

In daily life, another major role of human hand is a communicative function using hand gestures besides grasp function. Therefore, if amputees can express their intention by the prosthetic hand, they can much actively participate in social activities. Thus, this paper propose myoelectric multi-function prosthetic hand which can express 6 useful hand gestures such as Rock, Scissors, Paper, Indexing, Ok and Thumb-up. It was designed as under-actuated structure to minimize volume and weight of the prosthetic hand. Moreover, in order to effectively control various hand gestures by only two EMG sensors, we propose a control strategy that the signal type are expanded as "Strong" and "Light", and hand gestures are hierarchically classified for the intuitive control. Finally, we prove the validity of the developed prosthetic hand with the experiment.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.133-156
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• 2007

Although the understanding of English tense system is a crucial factor for communicative English learning and teaching for EFL students, it has been neglected over the years. As with other areas of the grammar, difficulties may arise from the nature of the system itself or from differences between time, tense and aspect. Consequently, many learners face a considerable difficulty with the English tense system as they are more often unable to grasp the basic conceptual differences of present/present continuous, past/present perfect, will/be going to along with many others. More concerning fact is that lots of instructors or so-called native English teachers seem not to be aware of the importance of teaching English tense system. The purpose of this study is to review and examine various theories and practical usages of tense in order to establish and/or present better methods for teaching tenses. This paper is focused on comparatively exact distinction of time, physical notion from tense, grammatical category as well as sequences of tenses in view of school grammar and communicative function. At the end or middle of each chapter, efficient teaching and learning techniques or strategies on tenses are suggested to help instructors or learners who relentlessly face confusions in understanding tense and its usage for communicative English learning and teaching. This study attempts to influence learners' ability to recognize and write tense in authentic contexts not to mention spoken English.

• Korean Journal of Social Welfare
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• v.58 no.4
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• pp.119-139
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• 2006

The main purpose of this study is to examine the implications of Habermas's Critical Theory, which has been considered as modern descendant of enlightenment thought, on the social work profession. The focus of this paper is a critical examination on expected perceptual and practical gain provided by communicative theory for the professional relations between social workers and clients. This paper proves that Habermas's theory has failed to sufficiently grasp the scope and functions of social work practice. First, in regard to perceptual gains, Habermas's theory commits some kind of reductionism which considers communicative behaviors as only and original one. It is likely to limit the scope and extent of the function and mission of social work into a kind of communication performed by humans with communicative ability. Second, in regard of practical gains, Habermas's theory does not provide detail procedure of power-free communication nor critical criteria to evaluate the degree of ideal speech situation. Without these ones, Habermas's critical theory might play a role of liberal conservatism, which is trying to replace the substantial contents with procedural formality. In sum, to be a adequate theoretical and practical framework for social work, Habermas's theory needs to combine additional humanitarian considerations into communicative paradigm with more detail requirements and preconditions for ideal speech situations between professional and clients.

• Journal of Electrical Engineering and information Science
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• v.2 no.3
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• pp.41-50
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• 1997

In this paper, we describe the design, implementation and evaluation for a multimedia conferencing system with intramedia and intermedia synchronization support between audio and video. The synchronization mechanism proposed here is capable of dynamically adapting to various network conditions thus providing an optimized QoS. In realizing the system based on this mechanism, NeVoT on Mbone is used for audio and VIC for video. Furthermore a synchromization controller is designed and realized with a unique process in supporting intermedia synchronization. Each media agents handling its media stream are modified with intramedia synchronization function. And a communicative function between media agents and synchronization controller is added as well for intermedia synchronization function. Each media agents function reports its buffering status to the synchronization control process which in turn send out optimized buffering delay value thus supporting intermedia synchronization. The realized system is configured and tested on Ethernet and ATM network where performance measurements were performed and its effective synchronization support has been assured.

• Journal of Digital Convergence
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• v.14 no.9
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• pp.251-264
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• 2016

The purpose of this study is to compose direction about mUC as a communication channel in the company. Recently, many companies have started to adopt or try to vitalize the use of mUC. This study starts from the viewpoint of communication which is the original purpose of SNS or mUC. The purpose and function of life-world are drawn based on Habermas' theory of communicative action. Firstly, this study will check on a difference in usage over the action and articulation between SNS and mUC. Secondly, this study will examine a difference of effect of life-world between SNS and mUC. Thirdly, to check that there is difference according to the user characteristics. The result is that there are differences about action and articulation but little differences of effect to the life-world between SNS and mUC. Also, there is difference according to the user characteristics. This study could contribute to compose direction when a company adopts or vitalizes mUC.

• Journal of English Language & Literature
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• v.57 no.6
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• pp.1017-1041
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• 2011

This study investigates Korean EFL learners' awareness and use of the English existential there-construction by examining data collected from 54 Korean EFL learners of English by means of a pragmalinguistic judgment task and a controlled discourse completion task. The results of the judgment task reveal that lower proficiency learners rated canonical sentences and existentials with a preposed locative best in the communicative situations where the use of existentials would have been most appropriate. A comparison of the ratings by more proficient learners and native speakers shows that existentials received highest ratings by both groups where they are the most natural option, while canonical sentences received significantly higher ratings by the learners. With regard to the production data, learners tended to avoid existentials, but rather relied on canonical sentences. Existentials were rarely used by lower proficiency learners and not used productively even by more proficient learners in the situations where existentials would have been the most natural option. These results suggest that Korean learners' difficulty with the use of existentials is not merely a product of performance limitations, but attributable to limited knowledge about existentials and their syntactic alternatives in terms of contextual appropriateness. Lower proficiency learners lack such knowledge, and more proficient learners, while showing better awareness of the use of existentials, have problems as to the placement of new information when engaging in writing tasks that place lower level of demands on attention to the information status of noun phrases compared to communicative, oral tasks.

• Phonetics and Speech Sciences
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• v.4 no.2
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• pp.135-143
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• 2012

Discourse is regarded as an important component of communication assessment, but studies about the discourse characteristics of the elderly are scant. The purpose of this study was to confirm the effects of aging, gender, and educational level on discourse in elderly people with normal cognitive function. Forty normal elderly and forty young people participated in this study. A picture description task (Boston Cookie-Theft picture) was used to examine discourse function. The description task was analyzed for both productivity (total number of sentences, total number of syllables, and syllables per sentence) and semantics (CIU ratio). The results were as follows: 1) Only CIU ratio differed significantly according to age. 2) In the total number of syllables and syllables per sentence, females demonstrate a higher number than males. 3) The CIU ratio differed significantly according to educational level. These results suggest that impairment of communicative function is an aspect of cognitive impairment that can be related to aging. Also, discourse performance in the elderly is associated with their gender and educational level.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.219-231
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• 2018

This study surveyed the elementary school teachers' use of visual representations and their perceptions of the functions of visual representations in the teaching of electricity unit. A total of 110 elementary teachers who have experiences in teaching electricity unit responded to online survey. The result showed firstly that most of the teachers use visual representations in their teaching and it is mostly limited to those presented in textbooks or images that they can get easily from internet search. Secondly, elementary teachers thought that they have high ability in using visual representations and low ability in understanding students' visual presentation ability. Thirdly, visual representations are more often preferred to be used as teacher-centered ways than student-centered ways for motivating students and conceptual understanding. However, in case of scientific inquiry, both teacher-centered and student-centered ways were equally preferred. Lastly, the teachers' perceptions of the functions of visual representations were categorized into 'teaching-instrumental function', 'learning-instrumental function', 'communicative-instrumental function' and 8 subcategories were found. The most frequent function was the 'information delivery function' in the 'teaching-instrumental function' category. Implications for teacher education and further studies were discussed.