• Journal of Korean society of Dental Hygiene
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• v.12 no.5
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• pp.1017-1027
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• 2012

Objectives : The purpose of this study was to help form treatment relationship with patient through more effective communication by defining the relationship between dental hygienist's medical communication and outpatient's reliance satisfaction. Methods : The study researched 273 male and female patients who visited dental clinics and hospitals of Busan from March 12 to March 26, 2012 and its results are as follows. Results : 1. The linguistic communication of dental hygienist was $3.72{\pm}0.63$ and non-linguistic communication was $3.48{\pm}0.58$. 2. For the dental hygienist's reliance satisfaction, the reliance was $3.62{\pm}0.65$ and the satisfaction was $3.74{\pm}0.65$. 3. The dental hygienist's communication degree depending on general characteristic was statistically significant when the job of patient was housewife(p<0.001) and the number of dental clinic visits was more than 10 times (p<0.000). The dental hygienist's non-linguistic communication was statistically significant depending on patient's gender(p<0.000), age(p<0.002), job(p<0.001) and number of dental clinic visits (p<0.000). 4. The dental hygienist's reliance and satisfaction showed statistically significant difference depending on patient's gender(p<0.000), age(p<0.002), job(p<0.001) and number of dental clinic visits (p<0.000). 5. The dental hygienist's non-linguistic communication showed a positive correlation with reliance and satisfaction(p=0.000). Conclusions : When considering the result above, it is necessary to develop the teaching method and material to educate the communication ability of dental manpower. It is necessary to reinforce the curriculum of dental hygienics and the education of dental hygienist to perform effective, smooth communication between dental hygienists.

• Journal of KIISE:Computing Practices and Letters
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• v.15 no.12
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• pp.983-987
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• 2009

One of the critical themes in the language acquisition is its exposure to linguistic environments. Linguistic environments, which interact with infants, include not only human beings such as its parents but also artificially crafted linguistic media as their functioning elements. An infant learns a language by exploring these extensive language environments around it. Based on such large linguistic data exposure, we propose a machine learning based method on the cognitive mechanism that simulate flexibly and appropriately infant's language learning. The infant's initial stage of language learning comes with sentence learning and creation, which can be simulated by exposing it to a language corpus. The core of the simulation is a memory-based learning model which has language hypernetwork structure. The language hypernetwork simulates developmental and progressive language learning using the structure of new data stream through making it representing of high level connection between language components possible. In this paper, we simulates an infant's gradual and developmental learning progress by training language hypernetwork gradually using 32,744 sentences extracted from video scripts of commercial animation movies for children.

• Lingua Humanitatis
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• v.8
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• pp.409-427
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• 2006

This paper deals with the various conceptual metaphors of 'mind' in Korean and English within the Cognitive Semantics. The purpose of this paper is to investigate the metaphorical expressions of the concept 'mind' represented andunderstood in various ways in Korean and English, to find out the linguistically-universal conceptual metaphors underlying the uses of the metaphoric expressions. In addition, this paper discusses the differences in linguistic realization of the concept 'mind' between Korean and English from the socio-cultural background. In the traditional view, metaphor was thought only as the linguistic matters and a deviance from literal or normal use. However, within the Cognitive Linguistic view such as Lakoff and Johnson(1980), metaphor has been considered as a means of understanding and conceptualizing world. According to them, metaphor is found in everyday life because it is not only as a matter of language but also as a nature of human conceptual system controlling cognition, thought and behavior. Conceptual metaphor is suggested as a device to understood abstract and less familiar things through concrete and more familiar things. Conceptual metaphors may be realized linguistically as well as non-linguistically, in the form of movies, arts or behavior. To define the concept 'mind' shared among the Koreans, conceptual metaphors used to represent 'maum(mind)'in Korean are examined. Then they are compared with the ones used to represent 'mind' in English. This is based on the idea that conceptual metaphors represented in linguistic expressions naturally reflect the speakers' concept and conceptualization is a universal irrespective of language. This paper exemplifies the Korean sentences as well as English sentences to utilize some conceptual metaphor such as Johnson(1987)'s THE MIND IS THE BODY and shows many other conceptual metaphors used in Korean and English to represent the same concept 'mind'. What are some metaphors shared by two languages and what is specific to one of them will be shown, too. This paper also suggests that the different conceptualization or lexicalization is partly due to the effect of the oriental cultural background that is more interested in the mental world than the physical world.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.91-112
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• 2009

The purpose of this study was to analysis children's engagement behavior and teachers' linguistic behavior by type of group activity in kindergarten. The subjects were 45 children and 2 teachers of 5 years' class in 2 kindergarten. The data were collected by 16 times observation in general classrooms for 4 weeks to explore the children's engagement behavior and teachers' linguistic behavior. The results of this study are as follows: Firstly, the large group and structural activity from initiated teacher's plan. Secondly, children's watching and listening behavior was most frequently shown in academic large group activity. And children's active engagement behavior was most frequently shown in free play of peer group. Finally teachers explained and directed frequently in academic large group activity. And teacher praise and permission was frequently shown in free play of small group teacher-child interaction. Consequently, it is important to recognize the relationships between the activity type and children's engagement behavior in organized daily program for early child education.

• Proceedings of the Korean Society for Language and Information Conference
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• 2001.06a
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• pp.237-257
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• 2001

This paper investigates the idiosyncratic understanding of universal quantifiers such as every, each or all by young children at the ages of 4 to 7, and argues that the phenomenon is explicable in terms of the maturation of both the cognitive system and the linguistic system. Evidence for this dual explanation comes from the fact that the visual input, a picture, plays a key role in determining the children’s conceptual representation, suggesting the need for the central integration of visual and linguistic elements; and from the fact that a quantifier in the linguistic input has an intrinsic property, i.e. a <+focus> feature. I have tried to explain the nature of the cognitive factors in terms of the function of the central system, suggesting a modified form of Smith & Tsimpli’s (1995) version of Fodor’s (1983) modularity hypothesis. Conceptual representations of two kinds are in competition with each other and they are integrated into a neutral LOT (Language of Thought) representation at some point . In the process of this integration, the representations from the visual input predominate over those from the auditory input, though the quantize. (treated as new information provided by the latter) is salient in the final representations. When visual conceptual representations predominate over purely linguistic ones, quantifier spreading errors occur. By contrast, when the relevant grammatical knowledge has developed sufficiently to counteract the conceptual representations, this peculiar behaviour by children should disappear. It is argued that children have to learn two kinds of grammatical fact with regard to universal quantification: (i) they have to learn the status of the quantifier as a functional head of DP so that it has to be positioned inside DP; and (ii) they have to learn the Left-Branch Condition which specifies that movement of an element in the left-branch position is possible only by pied-piping the entire phrase.

• Research in Community and Public Health Nursing
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• v.26 no.3
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• pp.199-208
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• 2015

Purpose: This study was conducted to analyze the association between health literacy and health behavior and the effect of health literacy on health behavior in late school-age children. Methods: Data were obtained from 333 participants who were $5^{th}$ and $6^{th}$-grade students sampled from 8 elementary schools in Busan. Rapid Estimate of Adolescent Literacy in Medicine (REALM-Teen) and Newest Vital Sign (NVS) was used for assessing linguistic and functional health literacy, and the health promotion behavior score was measured for health behavior. Results: The percentage of those with limited linguistic and functional health literacy was high (47.1%, 56.8%). Linguistic health literacy (r=.38, p<.001) and functional health literacy (r=.11, p=.048) had a correlation with health behavior. Health behavior was significantly associated with perceived health status (${\beta}=1.94$, p<.001), number of times of health education (${\beta}=0.18$, p<.001), academic achievement (p<.001), home literacy environment (${\beta}=0.13$, p=.016), perception of changes after health education (p=.011), and linguistic health literacy (${\beta}=0.23$, p<.001). Conclusion: The results of this study indicate that children with adequate health literacy are more likely to do health behaviors. Therefore, it is important to develop educational strategies to raise children's health literacy level and consequently to induce them to perform more health behaviors in daily life.

• Korean Journal of Adult Nursing
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• v.27 no.3
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• pp.251-261
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• 2015

Purpose: The aim of this study was to identify the levels of and the related factors to health literacy and health behavior compliance in patients with coronary artery disease. Methods: A cross-sectional survey was conducted with a convenience sample of 121 hospitalized patients with coronary artery disease. The structured questionnaires were used to measure the levels of health literacy and health behavior compliance. Results: The average linguistic health literacy score was $32.23{\pm}21.46$, the functional health literacy score was $6.51{\pm}5.08$, and the health behavior compliance score was $61.66{\pm}15.53$. The levels of education (${\beta}$=.35), income (${\beta}$=.27), and perceived health status (${\beta}$=.21) were found significant, explaining 41.8% of the variance in linguistic health literacy. The levels of education (${\beta}$=.23), income (${\beta}$=.27), age (${\beta}$=-.24), and family support (${\beta}$=.22) were found to be significant, explaining 50.9% of the variance in functional health literacy. The levels of education (${\beta}$=.27), family support (${\beta}$=.20), and linguistic health literacy (${\beta}$=.40) were found to be the significant factors, which explained 45.1% of the variance in health behavior compliance. Linguistic health literacy specifically explained 9.5% of health behavior compliance. Conclusion: Health literacy was associated with health behavior compliance, influencing the factors of health behavior compliance. These findings suggest that the interventions for improving health literacy are necessary to enhance health behavior compliance in patients with coronary artery disease.

• Journal of the Korean Institute of Intelligent Systems
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• v.1 no.1
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• pp.9-25
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• 1991

This tutorial paper has been written for biologists, physicians or beginners in fuzzy sets theory and applications. This field is introduced in the framework of medical diagnosis problems. The paper describes and illustrates with practical examples, a general methodology of special interest in the processing of borderline cases, that allows a graded assignment of diagnoses to patients. A pattern of medical knowledge consists of a tableau with linguistic entries or of fuzzy propositions. Relationships between symptoms and diagnoses are interpreted as labels of fuzzy sets. It is shown how possibility measures (soft matching) can be used and combined to derive diagnoses after measurements on collected data. The concepts and methods are illustrated in a biomedical application on inflammatory protein variations. In the case of poor diagnostic classifications, it is introduced appropriate ponderations, acting on the characterizations of proteins, in order to decrease their relative influence. As a consequence, when pattern matching is achieved, the final ranking of inflammatory syndromes assigned to a given patient might change to better fit the actual classification. Defuzzification of results (i.e. diagnostic groups assigned to patients) is performed as a non fuzzy sets partition issued from a "separating power", and not as the center of gravity method commonly employed in fuzzy control. It is then introduced a model of fuzzy connectionist expert system, in which an artificial neural network is designed to build the knowledge base of an expert system, from training examples (this model can also be used for specifications of rules in fuzzy logic control). Two types of weights are associated with the connections: primary linguistic weights, interpreted as labels of fuzzy sets, and secondary numerical weights. Cell activation is computed through MIN-MAX fuzzy equations of the weights. Learning consists in finding the (numerical) weights and the network topology. This feed forward network is described and illustrated in the same biomedical domain as in the first part.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.279-288
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• 2020

In this paper, we try to criticize a bias that liberal arts are not practical. First, I introduce holistic models of knowledge and constructivism in education. Second, I suggest 'linguistic turn' as another noticeable phenomenon. Language is an element of culture, but a priviledged one because culture, in itself, is linguistic. So culture is a sort of a text. We can see that liberal arts or humanities to deal with texts, contexts and languages can have an important role to read, understand and construct a world. So the rediscovery of the traditional model of the education of liberal arts like processes of graduating studies of liberal arts or humanities, is relevant to a new 'practical' model of reading and leading recent social transformations. An important point is academic contribution. And current situation called 'Knowledge-Based Society' also supports my point in another way. The situation of rapidly changing knowledge requires an education of problem-solving ability by unifying and reconstructing knowledge supporting with constructivism in education rather than the cramming system of education.

• Journal of Fashion Business
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• v.14 no.6
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• pp.11-22
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• 2010

The main purpose of this research was to examine the linguistic characteristics of domestic men's formal wear brand name. Four linguistic characteristics of language type, combined structure type of language, word class, length of brand name were investigated in this research and also examined the difference between brand type. For sample selection, the 209 men's fashion brands were selected from '2009 Korea Fashion Yearbook' and then, 25 brands which could not collect proper informations about the brand name or naming were excluded. Among total 184 men's brand names, 66 men's formal wear brands were selected and studied. For data analysis, quantitative evaluation of the frequency and qualitative evaluation have been used. The result as follows.; (1) Seven language types were found in domestic men's formal wear brand names. English has been used the most, then followed by Italian and French. (2) For combined structure type of brand name language, the single word used the most, followed by separately combined word type, artificially combined word, and unified word type. (3) The most frequently used the type of word class was noun, and followed by phrase, adjective, and verb. In the noun type, 6 different types which expressed a person, concrete & abstract entity, place, acronym, and neologic were found. For phrase, only noun type was appeared, however, 6 out of 20 phrases were abbreviated type. All eight adjective brand names implied an attributive character of the brand such as 'Dainty' or 'Solus(Solo)'. (4) The long name used most and then followed by normal and short length of brand name. Looking by the number of syllable, 4 syllables appeared the most and then followed by 3, 5, 6, 2 & 7 showed the same rate, and 8 syllables. (5) The result which compared the difference according to each brand type showed a difference in its language type, language combined style, word class, but length of brand name.