• Advances in concrete construction
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• v.11 no.5
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• pp.397-407
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• 2021

This paper investigates the optimal sensor placements and capabilities of this procedure for dynamic characteristics identification of arch dams. For this purpose, a prototype arch dam is constructed in laboratory conditions. Berke arch dam located on the Ceyhan River in city of Osmaniye is one of the highest arch dam constructed in Turkey is selected for field verification. The ambient vibration tests are conducted using initial candidate sensor locations at the beginning of the study. Enhanced Frequency Domain Decomposition and Stochastic Subspace Identification methods are used to extract experimental dynamic characteristics. Then, measurements are repeated according to optimal sensor locations of the dams. These locations are specified using the Effective Independence Method. To determine the optimal sensor locations, the target mode shape matrices which are obtained from ambient vibration tests of the selected dam with a large number of accelerometers are used. The dynamic characteristics obtained from each ambient vibrations tests are compared with each other. It is concluded that the dynamic characteristics obtained from initial measurements and those obtained from a limited number of sensors are compatible with each other. This situation indicates that optimal sensor placements determined by the Effective Independence Method are useful for dynamic characteristics identification of arch dams.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.155-165
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• 2000

The purpose of this study was to find out the degree of science problem solving by the information processing types and cognitive styles of 235 6th grade students. The results of this study were as follows. First, as the students got higher scores in the two types of information processing, they could solve more science achievement items and creative problem solving items correctly. And as the students got higher scores in simultaneous information processing test, they could solve more scientific concept understanding items. Secondly, as the students were more field-independent, they could solve more science achievement items and creative problem solving items. And especially in solving scientific concept understanding items, much higher field-independence was required. Finally, there was a significant difference on the distributions of cognitive styles by the information processing types. As the students got higher scores in the two types of information processing, their cognitive style tended to be more field-independent.

• Communications of the Korean Mathematical Society
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• v.19 no.4
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• pp.765-773
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• 2004

In this paper we define the notion of asymptotically quadrant independent random field and derive the strong laws of large numbers for this random field.

• Journal of the Korean Home Economics Association
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• v.43 no.4 s.206
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• pp.161-172
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• 2005

The present study investigation the effect of a project approach program on children's cognitive styles. It examined closely the characteristics and processes of the project approach program to determine its impact on children's individual cognitive styles such as divergent thinking, field independence, and reflection. The subjects were 384-year-old children. Eighteen children were assigned to the experimental group and twenty to the control group. Pretest-treatment-posttest design was adopted for this study. Collected data were analyzed with SPSS Win 10.0 and processed statistically using average, standard deviation, and ANCOVA. For the children's divergent thinking, the children with the project approach program showed significant difference in fluency and flexibility, but no difference in originality and elaboration, compared to the children in the control group. Children with the project approach program showed more field independence than those in the control group. Children with the project approach program showed no difference in reflection. These results showed that the project approach pro!3ram partly influenced the children's cognitive styles.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.26 no.9
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• pp.1727-1735
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• 2002

The usage of beam scanning type laser marker is rapidly increasing in the field of semiconductor equipment. A device called ″beam adjuster″ is employed to adjust the visible diode laser, which points the marking position for various setting. The device is very sensitive to manufacturing tolerance and assembly condition. Axiomatic approach has been applied to the design of the device. An existing design is analyzed based on the Independence Axiom. The existing design is found to violate the axiom. Two new designs are proposed to satisfy the Independence Axiom. The Information Axiom is utilized to evaluate the designs. A design is selected to have the minimum information content. The significance of this research is that a full cycle of axiomatic design is applied to a real engineering product.

• Journal of the Korean Society for Library and Information Science
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• v.32 no.2
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• pp.77-96
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• 1998

Attitude of librarian's Job satisfaction was shown differently by individual characteristic, personality, and cognitive structure in the same circumstance. This means that it is related to the personal psychological difference and subjective thinking. The purpose of this study is to analyze the psychological difference of libraians, especially their Cognitive style and to know what acts the difference and effect in Job satisfaction. The methodology of the study is a suvey of 160 librarians in 11 academic libraries at Pusan. The results are as fellows. In General, they were satisfied with ph than the normal level ane the most dissatisfied with promotion. They had no difference of Cognitive style with a demographic characteristics, had a similar difference with job satisfation, and the older and the higher position peoples were satisfied with thou ph. Cognitive style firly effect at the ph satisfation. Field dependence librarians are more satisfied with their job than field independence librarians. Field independence librarians are oppropriate to technical Services and field dependence librarians are more oppropriate for public services. In conclusion, they demonstrated that it Is very important to consider each psychological difference with cognitive style.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.645-652
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• 1999

The effects of number, source, and sequence of analogs on middle school students' concept recall and application were investigated. Based on the number (one/two) and source(everyday/science) of analogs, four types of learning materials were developed and pilot-tested. Prior to the treatment the field dependence/independence (FD/l) test was administered and the scores were used as a blocking variable. The learning materials were read by randomly assigned middle school students (N=88), and the concept recall and application test was administered immediately and four weeks later. In the immediate and retention tests, there were no significant main effects of number, source, and sequence of analogs. In the application problems of retention test. however, there were some significant interaction effects with students' FD/I. Field-independent students who learned with two analogs scored significantly higher than those who learned with one analog. In the case of using two analogs, field-dependent students who learned with everyday-analog first scored significantly higher than those who learned with science-analog first.

• Korean Journal of Child Studies
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• v.9 no.1
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• pp.63-80
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• 1988

The main purpose of this study was to investigate the relationships of children's creativity to field independence-dependence cognitive style and demographic variables at age 5. The subjects for the present study were 86 five-year-old boys and girls selected from two kindergartens in Seoul and their parents, who replied to the questionnaire about demographic variables. Children were tested in groups, with the Torrance tests of Creative Thinking-Figural, and individually with the Preschool Embedded Figures Test. The data were analyzed by one way ANOVA, t-test, and Pearson's product-moment correlations. Children's fluency and originality in creativity showed significant positive correlations with field dependent-independent cognitive style. There were no significant differences in creativity according to sex. There were significant differences in field dependent-independent cognitive style according to sex. The score of field independent cognitive style of boys were significantly higher than those of girls. Children's creativity showed low correlations with demographic variables.

• Korean Journal of Child Studies
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• v.14 no.1
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• pp.77-89
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• 1993

The purpose of this study was to investigate (1) children's field dependence by age and sex, (2) children's interpersonal problem solving ability by age, sex, and contextual factors, (3) children's interpersonal problem solving ability by field dependence. The subjects were 120 five-, seven-, and nine-year-olds. Children's field-dependence was measured with the Children's Embedded Figures Test (CEFT). Children's interpersonal problem solving ability was measured with the Preschool Interpersonal Problem Solving Test (PIPS Test). Statistical methods adopted for data analysis were frequencies, percentiles, means, standard deviation, t-test, oneway ANOVA. $Scheff{\acute{e}}$ test and Pearson's correlations. Major findings were that (1) The older children were more field-independent than the younger ones (2) The older children suggested more problem solving methods and higher-level problem solving strategies than the younger ones. (3) Children suggested higher-level problem solving strategies in contexts involving familiar as opposed to unfamiliar participants and contexts involving children as opposed to adults. (4) 9-year-olds' field-independence was positively associated with interpersonal problem solving ability.

• Journal of Korea Society of Digital Industry and Information Management
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• v.4 no.1
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• pp.105-117
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• 2008

T Abstract This study investigates the influence of differential factors on learner satisfaction by field-independent learning style in e-learning. Most of data were collected from students. Participants were classified based on a learning style typology (field-independent/dependent) and, then, analyzed was the influence of key factors on learner satisfaction using multiple regression analysis. This study suggests that e-Learning service providers need to differentiate learners based on learning style in order to improve learner satisfaction. Specially, Field independent learners are more likely to be satisfied by the teacher's provide degree of joyful, degree of contents, degree of learning control pacing, ability of problem solving and consistency.