• Journal of the Korean Society for information Management
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• v.40 no.1
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• pp.175-198
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• 2023

This study aimed to investigate the difference in response to reading as shown in book reports by personality type and interest type. For this purpose, personality type analysis data, interest type analysis data, and book report data written in subject reading activities were collected from 81 third graders at D Science High School in Daejeon. Topic analysis was conducted on the collected book reports, and the probability of a topic being mentioned was statistically tested according to personality type (thinking type, feeling type) and interest type (investigative type, types other than investigative). Subsequently, the conceptual connection structure of words was measured by keyword network analysis, and the analysis results of topic modeling were complemented by the centrality index. As a result of the study, the topic regression analysis showed statistically significant differences between thinking type (T) and feeling type (F) in topic 2 (understanding and studying) and topic 3 (reading and thinking), and statistically significant differences between investigative type and non-investigative type in topic 2 (understanding and studying). The results of this study can be used as a basis for tailored book recommendations and personalized reading education.

• Korean Journal of Child Studies
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• v.23 no.6
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• pp.1-14
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• 2002

This study investigated topic continuity in 5-year-old children during verbal interactions with peers by socioeconomic status and type of task. Each of the 78 children in this study participated in topic continuity sessions consisting of 4 l0-minute play periods with a same-sex peer : 2 in familiar and 2 in unfamiliar situations. Sessions were videotaped and transcribed. Transcripts were analysed by a modified version of the Kertoy and Vetter (1995) topic coding system; categories included topic initiation, topic continuation(collaboration and incorporation), and off-topic. Results showed that children from middle-income families stayed on topic and collaborated more than children from low-income families. Children displayed more topic continuation, collaboration and incorporation in familiar than in unfamiliar situations.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.533-543
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• 2010

This paper analyzed the improvement of cognitive level of the students and interactions which occurred in each step of free-topic scientific inquiry to help science teachers understand free-topic scientific inquiry better. Free-topic scientific inquiry is helpful to students with a deep strategic learning goal orientation type or a deep strategic ability goal orientation type in their transition (2B/3A) of cognitive levels. Most students have difficulties in the phase of establishing topics and hypotheses. The result says that the discussion techniques are improved through free-topic scientific inquiry, but the quality of interaction is not easily improved. The deep strategic learning goal orientation type concretizes opinion through interaction in free-topic scientific inquiry. The deep strategic ability goal orientation type are actively involve in the interaction, but they pay no attention to the process because they stick to the result. The surface strategic ability goal orientation type can not deepen a discussion due to high frequency of low level inquiry. However, the frequency of high level inquiry increases through free topic scientific inquiry operation. As a result, the characteristics of free-topic scientific inquiry were discussed and the educational implications of the progress of free-topic scientific inquiry and the organization of grouping were drawn.

• Language and Information
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• v.20 no.1
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• pp.1-24
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• 2016

Korean is well-known for its topic-prominent properties. In this paper, we look into several subtypes of topic constructions whose grammatical complexities have received much attention in generative grammar. From a semantic/pragmatic view, topics in Korean can be classified into three different types: aboutness, contrastive, and scene-setting. Meanwhile, syntax can classify topic constructions into two types, depending on whether or not the comment clause following topic has a syntactic gap linked to the topic. In this paper, we review some key properties of these topic constructions in Korean, and suggest that each type is licensed by tight interactions between syntactic and semantic constraints. In particular, the paper tries to offer a Construction Grammar analysis where each grammatical component is interacting in non-modular ways and in which the multiple inheritance network of constructions plays an important role in capturing cross-cutting generalizations of the topic constructions.

• Speech Sciences
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• v.10 no.4
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• pp.41-55
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• 2003

This paper investigates the tonal patterns of English information structure composed of topic and focus. It has been argued in previous theories that there is a significant relationship between English topic-focus structure and intonation. The English topic is marked with L+H* pitch accent and focus is marked with H* pitch accent. These theories, however, are oversimplified ones since they do not consider the contextual differences of topic and focus. To examine more concrete tonal patterns of English topic and focus, we classified topic into two subcategories of reminding topic and old-information topic. Focus was categorized into three: information focus, contrastive focus, and reference focus. The overall results show that native English speakers are inclined to use both the L+H* and H* pitch accent for the topic and focus of an utterance. We also observe a tendency to deaccentuate the topics given as old information and to mark the topics given as noun phrase with H* pitch accent. As for the intonation of focus, H* pitch accent is the most frequent type of accent, but L+H* also shows a high percentage of implementation especially in the context of correction or contrast.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.379-393
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• 2017

This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of 'General, Scientific, and Topic-Related Self-Directedness'. The products of the students' activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students' general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students' scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students' topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students' interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.

• Language and Information
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• v.5 no.1
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• pp.87-105
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• 2001

This paper categorizes currently available theories of focus into two major types a 'discourse structure approach'(DSA) and a 'sentence structure approach'(SSA) The former DSA is intended to refer to a type of approach that analyzes focus only in terms of the discourse structure in which a focused sentence occurs. The alternative semantics approach which is the most widely available theory of focus belongs to this The latter SSA is meant to refer to a type of theory that analyzes focus in terms of sentence-internal structure, This study supports the SSA be revealing some empirical problems of the DSA that arise is analyzing two different kinds of focus, the A-accented focus and the B-accented focus (contrastive topic), and provides a brief sketch of a comprehensive analysis of focus and contrastive topic.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.181-185
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• 2021

As part of an effort to derive measures to prevent school violence, which is continuously emphasized in the school field, this study tried to examine the topic that has recently become an issue related to school violence from the perspective of data science. In particular, it was attempted to crawl posts related to school violence using online SNS data and examine the characteristics of each type by using the topic modeling method. As a result of arranging the keywords for each topic derived from the topic modeling analysis by type, it was possible to divide the contents into three main categories: prevention of school violence, punishment of perpetrators, and measures to be taken. First, as the contents of school violence prevention activities, it is the contents of the role of specialized organizations for the prevention of school violence. Second, it was derived from the contents of measures and procedures for school violence. Third, it was possible to examine the contents of recent issues of school violence. In future research, it is necessary to conduct research that is used to solve the social problems facing based on data-based prediction.

• Phonetics and Speech Sciences
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• v.1 no.2
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• pp.119-128
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• 2009

Many researchers have argued about the relationship between information structure and intonation. Their results can be summarized in three main points: the intonation of topic and focus in English information structures is implemented as i) a pitch accent, ii) a tune (a pitch accent + (an) edge tone(s)), or iii) a boundary tone. The purpose of this paper is to study various intonational patterns of topic and focus in English information structures, using natural conversations. In this paper, the types of topics and foci are divided, based on contrastiveness. The topics are classified as five non-contrastive and four contrastive topics. The foci are classified as neutral focus, informational focus, and contrastive focus. The results show that the intonation of the topic in English information structures is mainly implemented as a pitch accent, except for the type of the pronoun topic (Lp) which is not implemented as a pitch accent or a tune. However, the intonation of the focus is implemented as a tune in the neutral focus (Fn) and as a pitch accent or a tune in the informational focus (Fi) and the contrastive focus (Fe). In our discussion and conclusion, we suggest that it is not always true that for the meaning of contrast, the topic or the focus is represented as a $L+H^{\ast}$ pitch accent, which has been the main contrastive intonation from earlier studies.

• KIPS Transactions on Software and Data Engineering
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• v.9 no.2
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• pp.45-52
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• 2020

Since the opening of the national petition site, it has attracted much attention. In this paper, we perform topic analysis of the national petition site and propose a prediction model for answerable petitions based on deep learning. First, 1,500 petitions are collected, topics are extracted based on the petitions' contents. Main subjects are defined using K-means clustering algorithm, and detailed subjects are defined using topic modeling of petitions belonging to the main subjects. Also, long short-term memory (LSTM) is used for prediction of answerable petitions. Not only title and contents but also categories, length of text, and ratio of part of speech such as noun, adjective, adverb, verb are also used for the proposed model. Our experimental results show that the type 2 model using other features such as ratio of part of speech, length of text, and categories outperforms the type 1 model without other features.