• English Language & Literature Teaching
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• no.3
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• pp.95-122
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• 1997

The purpose of this research was to investigate the effects of content and formal schema on reading comprehension. Five hundred fiftynine subjects from high school were assigned to one of the following levels and treatment conditions : (1) Higher level & Schema Activation, (2) Higher level & Non-schema Activation, (3) Lower level & Schema Activation, and (4) Lower level & Non-schema Activation. To evaluate the effects of schema activation. two experiments were conducted : one was related to the content schema and the other to the formal schema. To evaluate the effects of content schema, three different types of tests were conducted : (1) cloze test, (2) guessing the meanings of nonsense words, and (3) immediate recall test. To evaluate the effects of formal schema instruction, four kinds of tests were conducted : (1) sorting the sentences according to the importance, (2) identifying the signal words, (3) immediate recall test, and (4) identifying the specific information. For content schema condition, results indicated that the subjects given the titles or pictures before reading in "Content Schema Activation" treatment had better grades than those of the other treatment in all types of tests. regardless of their levels. Schema activation helped the subjects to increase the cognitive predictability of missing words and to participate in the tasks more actively with risk-taking. And it was also shown that good readers tend to process the words meaningfully, while poor readers tend to process the words phonetically or morphologically. Formal schema activation through teaching the text organization also had a significant influence on three types of tests: sorting the sentences according to the importance, identifying the signal words, and immediate recall test, but not on identifying the specific information. The implications from this study can be briefly noted as follows : (l) In teaching reading, the student's background knowledge should be activated as a pre-reading activity. (2) In reading, it is more important to emphasize the student's schema than the features of the text. (3) Various educational interventions should be introduced, especially for the lower level students. (4) Teaching text structures can be a powerful method for the top-down processing strategy.

• The Journal of the Korea Contents Association
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• v.15 no.9
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• pp.425-435
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• 2015

Though most researchers studying humor in recent years agree that 'incongruity' is essential factor of humor elicitation, they have different views in the course of schema activation in processing humor text. One of the different views on schema activation in processing humor text is wether schemata are activated concurrently or selectively. While concurrent activation view suggests that different schemata are concurrently activated because we perceive them at the same time, selective activation view suggests that different schemata are selectively activated because we use selective attention for their perception. This study was conducted to verify these two different views. We clarified that different schemata were activated in processing of humor text, and we examined whether Vaid's experiment failed or not. Experiment was designed mixed 2 (schema1, schema2) ${\times}$ 3 (setup, incongruity, resolution) ${\times}$ (humor, control) factorial design and latin square counterbalancing. As a result of experiment, we got data that different schemata were activated in the course of 'Incongruity' at the same time. Most of all, the activated schemata were kept activation in the course of 'Resolution'. This result suggest that different schemata were activated concurrently.

• The Journal of the Korea Contents Association
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• v.8 no.11
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• pp.404-411
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• 2008

The purpose of this study is to suggest the effects of schema activation on reading comprehension. The subject of a sample survey was a 36 student experimental group and a 32 student control group, total 68 students at third grade class of C Middle School in Gwangju. Students ability to read English in the two groups were almost the same through, which was shown by pre-test administered before the beginning of the experiment. As a pre-reading activity, the experimental group was showed the pictures and vocabularies related to the text before reading. The other control group did Grammar Translation Method about text. The data needed for this study was obtained by the questionnaires with 25 questions about the English reading. The data analyzing method was t-test through the statistics program SPSS 12.0. The result of this study is as follows : First, the experimental group got a more meaningful score than the control group at the test. Second, pre-reading activities for providing prior knowledge of the text were affected by the student's English proficiency, peculiarly more effective on low level student than advanced level. Studying English reading through schema activation led the students to be present in classes with interests, so the experimental group showed more academic accomplishments than the control group.

• Journal of the Ergonomics Society of Korea
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• v.26 no.3
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• pp.11-16
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• 2007

Viewers remember seeing more of the scene than was present in the physical input: an illusion known as boundary extension. This study examined the aspects of the distortion by presenting 69 subjects with wide-angle views of four scenes. Results of recognition and reproduction test showed that the boundary extension is not a unidirectional phenomenon. On the contrary, boundary restriction and foreground extension were observed with extreme wide-angle views of scenes. Results support the hypothesis that boundary restriction and foreground extension were mediated by the activation of a memory schema during picture perception.

• KIISE Transactions on Computing Practices
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• v.23 no.2
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• pp.104-109
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• 2017

We propose a new machine learning algorithm which analyzes daily activity patterns of users from multi-modal wearable sensor data. The proposed model learns and extracts activity patterns using input from wearable devices in real-time. Inspired by cue integration of human's property, we constructed gated multi-modal neural networks which integrate wearable sensor input data selectively by using gate modules. For the experiments, sensory data were collected by using multiple wearable devices in restaurant situations. As an experimental result, we first show that the proposed model performs well in terms of prediction accuracy. Then, the possibility to construct a knowledge schema automatically by analyzing the activation patterns in the middle layer of our proposed model is explained.

• Journal of the Korea Society of Computer and Information
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• v.12 no.4
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• pp.61-68
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• 2007

Two experiments examined the visual memory distortion by presenting 170 subjects with wide-angle views of four scenes on monitor screen. Retention interval of 0, 1 and 48 hours tested in reproduction and recognition experiment. The results of reproduction showed that the subjects tend to magnify the foreground and background of scenes compared to the real input (scene) for all retention intervals. The viewers recognized mure wide-angle views for the same scenes at the retention interval of 1 and 48 hours. These results demonstrated boundary extension is not a robust and unidirectional phenomenon but boundary contraction can be occurred with wide-angle views. The results also suggested that boundary contraction is the product of the activation of a memory schema hypothesis: In memory the representation moves toward a prototypical view and prototypical object size.

• Korean Journal of Cognitive Science
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• v.24 no.1
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• pp.49-69
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• 2013

While we interact with other people or objects, the brain continuously updates our own body schema to recognize the agent of observed actions. The Extrastriate Body Area (EBA) provides an initial interface for the sense of agency by integrating visual inputs of body parts with internal signals related to self-generated body movements. Less is known, however, about how the functional use of tools contributes to such processes. Here, we investigated whether tool-specific affordance would differentially affect the neural responses in the EBA depending on the agency of imaginary actions. In each trial we presented a picture of an object in a rectangular frame. Objects were either the tools typically brought towards the body (body tools; e.g., telescope, earphones) or away from the body (world tools; e.g., pen, dice; Rueschemeyer, Pfeiffer, & Bekkering, 2010). Depending on the color of the frame, participants imagined either themselves or the other person using the tool (self vs. other conditions). These four types of trials were randomly intermixed with blank trials. As results, independently localized right EBA regions of interest showed greater activation when participants imagined themselves using body tools than using world tools whereas no such differential activations were found when they imagined the other person using the tools. The postscan test revealed no significant difference in vividness of imagery between the self and other conditions. Our results suggest that the EBA incorporates functional affordance of tools into the body schema in order to enhance the sense of agency and to guide our own actions.

• Journal of KIISE:Computer Systems and Theory
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• v.26 no.12
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• pp.1468-1475
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• 1999

컴퓨터망 보안을 위해서는 취약점의 빠른 발견과 그에 따르는 신속한 조치가 요구된다. 이를 위해 컴퓨터망 여러 곳에서 사용자가 원하는 보안 정보를 수집, 분석하고 수집된 보안 정보들을 효과적으로 보여주는 통합적인 보안 관리를 제공하는 모니터링 방식이 필요하다. 본 논문에서는 보안 관리를 위한 동적 모니터링 형식 모델을 제시한다. 동적 모니터링은 상태 전이에 의한 시스템 상태, 사용자와의 상호작용, 시각 및 모니터링 객체의 동적 활성화를 이용하여 컴퓨터망 통합 보안 관리를 제공한다. 계속적으로 변하는 보안 정보, 컴퓨터망 관리자의 관심점과 모니터링 레벨의 변화를 즉각적으로 반영함으로써 관리자에게 컴퓨터망 관리의 정확성, 효율성 그리고 편의성을 제공한다. 모니터링 시스템을 형식적으로 모델링하여 여러 모니터링 응용프로그램의 개발이 가능한 모니터링 플랫폼으로 발전시킬 수 있다. Abstract It is highly required to quickly detect the vulnerability of a computer network system and an appropriate action toward it should be followed as soon as possible for its security. It leads us to the need of a monitoring schema that can provide an integrated security management with carefully selected and analysed data through the computer network for its users. This paper presents a formal model of dynamic monitoring for security management. It provides the comprehensive security management using continuously changing security information, user interactions and dynamic activation of visual and monitoring objects. It enables system security officers to manage computer systems accurately, efficiently and conveniently by reflecting the state transition and the transformation of concerns and a monitoring level of system security officers immediately. This model can be used as the basis of a monitoring platform.

• Journal of the Ergonomics Society of Korea
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• v.35 no.4
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• pp.293-305
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• 2016

Objective: This study aims to measure cognitive load levels by analyzing the EEG of Koreans and foreigners, when they read a Korean text with care selected by level from the grammar and vocabulary aspects, and compare the cognitive load levels through quantitative values. The study results can be utilized as basic data for more scientific approach, when Korean texts or books are developed, and an evaluation method is built, when the foreigners encounter them for learning or an assignment. Background: Based on 2014, the number of the foreign students studying in Korea was 84,801, and they increase annually. Most of them are from Asian region, and they come to Korea to enter a university or a graduate school in Korea. Because those foreign students aim to learn within Universities in Korea, they receive Korean education from their preparation for study in Korea. To enter a university in Korea, they must acquire grade 4 or higher level in the Test of Proficiency in Korean (TOPIK), or they need to complete a certain educational program at each university's affiliated language institution. In such a program, the learners of the Korean language receive Korean education based on texts, except speaking domain, and the comprehension of texts can determine their academic achievements in studying after they enter their desired schools (Jeon, 2004). However, many foreigners, who finish a language course for the short-term, and need to start university study, cannot properly catch up with university classes requiring expertise with the vocabulary and grammar levels learned during the language course. Therefore, reading education, centered on a strategy to understand university textbooks regarded as top level reading texts to the foreigners, is necessary (Kim and Shin, 2015). This study carried out an experiment from a perspective that quantitative data on the readers of the main player of reading education and teaching materials need to be secured to back up the need for reading education for university study learners, and scientifically approach educational design. Namely, this study grasped the difficulty level of reading through the measurement of cognitive loads indicated in the reading activity of each text by dividing the difficulty of a teaching material (book) into eight levels, and the main player of reading into Koreans and foreigners. Method: To identify cognitive loads indicated upon reading Korean texts with care by Koreans and foreigners, this study recruited 16 participants (eight Koreans and eight foreigners). The foreigners were limited to the language course students studying the intermediate level Korean course at university-affiliated language institutions within Seoul Metropolitan Area. To identify cognitive load, as they read a text by level selected from the Korean books (difficulty: eight levels) published by King Sejong Institute (Sejonghakdang.org), the EEG sensor was attached to the frontal love (Fz) and occipital lobe (Oz). After the experiment, this study carried out a questionnaire survey to measure subjective evaluation, and identified the comprehension and difficulty on grammar and words. To find out the effects on schema that may affect text comprehension, this study controlled the Korean texts, and measured EEG and subjective satisfaction. Results: To identify brain's cognitive load, beta band was extracted. As a result, interactions (Fz: p =0.48; Oz: p =0.00) were revealed according to Koreans and foreigners, and difficulty of the text. The cognitive loads of Koreans, the readers whose mother tongue is Korean, were lower in reading Korean texts than those of the foreigners, and the foreigners' cognitive loads became higher gradually according to the difficulty of the texts. From the text four, which is intermediate level in difficulty, remarkable differences started to appear in comparison of the Koreans and foreigners in the beginner's level text. In the subjective evaluation, interactions were revealed according to the Koreans and foreigners and text difficulty (p =0.00), and satisfaction was lower, as the difficulty of the text became higher. Conclusion: When there was background knowledge in reading, namely schema was formed, the comprehension and satisfaction of the texts were higher, although higher levels of vocabulary and grammar were included in the texts than those of the readers. In the case of a text in which the difficulty of grammar was felt high in the subjective evaluation, foreigners' cognitive loads were also high, which shows the result of the loads' going up higher in proportion to the increase of difficulty. This means that the grammar factor functions as a stress factor to the foreigners' reading comprehension. Application: This study quantitatively evaluated the cognitive loads of Koreans and foreigners through EEG, based on readers and the text difficulty, when they read Korean texts. The results of this study can be used for making Korean teaching materials or Korean education content and topic selection for foreigners. If research scope is expanded to reading process using an eye-tracker, the reading education program and evaluation method for foreigners can be developed on the basis of quantitative values.