• 한국의류학회지
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• 제18권3호
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• pp.311-326
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• 1994

The purpose of this study was to identify 1) the effect of two contexts (job interview, Informal outing) and clothing cues (type, style, color) on male impresssions 2) the effect of perceiver's age on male impressions created by the clothing cues and contexts. The subjects consisted of 256 male undergraduate students and 256 middle-aged men. The experimental materials developed for this study were a set of stimuli and response scales. The stimuli were 8 color photographs of drawings of a male figure in clothing which were manipulated in two levels, each of three clothing cues including type, style and color. The experimental design was full factorial design of $(2^4contex^2{\times}clothing type^2{times}clthing color^2$. Each of the 16 sub-samples includes 16 subjects from the two perceiver group. Questionnaires used to measure perceivers responses to the stimuli were 7-point semantic differential scales composed of 37 bipolar adjectives representing personal traits. The data was processed by factor analysis, ANOVA, multiple classification analysis, Duncan's multiple range test. The major findings drawn from this study were as follows: 1. Three factors emerged to account for the dimensional structure of the impressions of the male figure in clothing in two social situations. These factors involved evaluation, activity and uniqueness. 2. The contexts, clothing types and clothing styles had significant effects on evaluation, activity and uniqueness. The clothing styles had a considerable effect on both evaluation and uniqueness while the clothing types affected activity. The clothing color had least effect on the impression and had only moderate effect on evaluation. 3. Perceiver's age influenced impressions formed by the social contexts and clothing cues. Male college students were least affected by contexts and clothing cues, while middle-aged men wert affected most.

• 한국보육지원학회지
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• 제10권2호
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• pp.133-151
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• 2014

본 연구는 어머니가 만 2세 자녀와 함께 가상/역할 놀이와 책 읽기의 두 맥락에서 상호작용하는 동안 어머니가 사용하는 정신 상태 용어의 특성을 살펴보고 비교하는 데 그 목적이 있다. 연구대상은 서울시에 거주하는 36쌍의 어머니-만 2세 자녀 쌍이었다. 연구결과 어머니들은 책 읽기 맥락보다 가장/역할 놀이 맥락에서 정신 상태 용어를 더 많이 사용하였으나 세 가지 유형의 정신 상태용어를 사용하는 비율은 맥락에 따라 다르지 않았다. 두 맥락 모두에서 욕구 상태 언어를 정서 상태나 인지 상태 용어보다 자주 사용하였으나 어머니들이 사용하는 욕구 상태, 정서 상태, 인지 상태 용어는 개인 별로 편차가 매우 심했고, 하나의 맥락에서 정신 상태 용어를 많이 사용하는 어머니들은 다른 맥락에서도 정신 상태 용어를 많이 사용하였다. 본 연구의 결과는 자녀의 마음이론 발달에 기여하는 어머니 역할에 대한 실천적 시사점을 갖는다.

• 한국과학교육학회지
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• 제16권4호
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• pp.389-400
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• 1996

The purposes of this study were to analyze chemistry problem solving processes of middle school students and to compare their problem solving behaviors in the aspects of the cognitive developmental level of student, the success in problem solving, and the context of problem. Their failures in solving problems were also analyzed in the aspects of problem solving stage and prior knowledge. Forty-two students individually solved four problems regarding density and solubility using a think-aloud method. Students' responses were analyzed after intercoder agreement for analyzing problem-solving processes had been established to be 0.94. The results were as follows: 1. Most students solved chemistry problems following the stages of understanding, planning, and solving, while few exhibited the behaviors of the reviewing stage. There was also individual difference in the number of the stages repeated and their behaviors at each stage. 2. Most students were successful in understanding problems. However, unsuccessful and/or concrete-operational students had more difficulties in understanding problems than successful and/or formal-operational students, and students tended to have more difficulties in understanding problems in everyday contexts than in scientific contexts. 3. Successful and/or formal-operational students exhibited more behaviors of the planning stage than unsuccessful and/or concrete-operational students. Students showed more behaviors of the planning stage, but failed more at this stage, in everyday contexts than in scientific contexts. 4. Most students did not review their solutions. Successful and/or formal-operational students exhibited these behaviors more than unsuccessful and/or concrete-operational students. Students tended to exhibit the behaviors more in everyday contexts than in scientific contexts. 5. Many students failed to solve problems correctly due to the lack of prior knowledge and the inability to plan appropriately.

• 말소리와 음성과학
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• 제11권3호
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• pp.31-38
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• 2019

The current electromagnetic articulography study analyzes several articulatory measures and examines whether, and if so, how they are interconnected, with a focus on cluster types and an additional consideration of speech rates and morphosyntactic contexts. Using articulatory data on non-assimilating contexts from three Seoul-Korean speakers, we examine how speaker-dependent gestural overlap between C1 and C2 in a low vowel context (/a/-to-/a/) and their resulting intergestural coordination are realized. Examining three C1C2 sequences (/k(#)t/, /k(#)p/, and /p(#)t/), we found that three normalized gestural overlap measures (movement onset lag, constriction onset lag, and constriction plateau lag) were correlated with one another for all speakers. Limiting the scope of analysis to C1 velar stop (/k(#)t/ and /k(#)p/), the results are recapitulated as follows. First, for two speakers (K1 and K3), i) longer normalized constriction plateau lags (i.e., less gestural overlap) were observed in the pre-/t/ context, compared to the pre-/p/ (/k(#)t/>/k(#)p/), ii) the tongue dorsum at the constriction offset of C1 in the pre-/t/ contexts was more anterior, and iii) these two variables are correlated. Second, the three speakers consistently showed greater horizontal distance between the vertical tongue dorsum and the vertical tongue tip position in /k(#)t/ sequences when it was measured at the time of constriction onset of C2 (/k(#)t/>/k(#)p/): the tongue tip completed its constriction onset by extending further forward in the pre-/t/ contexts than the uncontrolled tongue tip articulator in the pre-/p/ contexts (/k(#)t/>/k(#)p/). Finally, most speakers demonstrated less variability in the horizontal distance of the lingual-lingual sequences, which were taken as the active articulators (/k(#)t/=/k(#)p/ for K1; /k(#)t/

• 말소리와 음성과학
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• 제5권1호
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• pp.109-121
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• 2013

This study examined several kinematic properties of the primary articulator (the tongue dorsum) and the supplementary articulator (the jaw) in the articulation of the voiceless velar stop (/k/) within nonassimilating contexts. We examined in particular the spatiotemporal properties (constriction duration and constriction maxima) from the constriction onset to the constriction offset by analyzing a velar (/k/) followed by the coronal fricative (/s/), the coronal stop (/t/), and the labial (/p/) in across-word boundary conditions (/k#s/, /k#t/, and /k#p/). Along with these measurements, we investigated intergestural temporal coordination between C1 and C2 and the jaw articulator in relation to its coordination with the articulation of consonant sequences. The articulatory movement data was collected by means of electromagnetic midsagittal articulometry (EMMA). Four native speakers of Seoul Korean participated in the laboratory experiment. The results showed several characteristics. First, a velar (/k/) in C1 was not categorically reduced. Constriction duration and constriction degree of the velar (/k/) were similar within nonassimilating contexts (/k#s/=/k#t/=/k#p/). This might mean that spatiotemporal attributes during constriction duration were stable and consistent across different contexts, which might be subsequently associated with the nontarget status of the velar in place assimilation. Second, the gestural overlap could be represented as the order of /k#s/ (less) < /k#p/ (intermediate) < /k#t/ (more) as we measured the onset-to-onset lag (a longer lag indicated shorter gestural overlap.). This indicates a gestural overlap within nonassimilating contexts may not be constrained by any of the several constraints including the perceptual recoverability constraint (e.g., more overlap in Front-to-Back sequences compared to the reverse order (Back-to-Front) since perceptual cues in C1 can be recovered anytime during C2 articulation), the low-level speech motor constraint (e.g., more overlap in lingual-nonlingual sequences as compared to the lingual-lingual sequences), or phonological contexts effects (e.g., similarity in gestural overlap within nonassimilating contexts). As one possible account for more overlap in /k#t/ sequences as compared to /k#p/, we suspect speakers' knowledge may be receptive to extreme encroachment on C1 by the gestural overlap of the coronal in C2 since it does not obscure the perceptual cue of C1 as much as the labial in C2. Third, actual jaw position during C2 was higher in coronals (/s/, /t/) than in the labial (/p/). However, within the coronals, there was no manner-dependent jaw height difference in C2 (/s/=/t/). Vertical jaw position of C1 and C2 was seen as inter-dependent as higher jaw position in C1 was closely associated with C2. Lastly, a greater gap in jaw height was associated with longer intergestural timing (e.g., less overlap), but was confined to the cluster type (/kp/) with the lingual-nonlingual sequence. This study showed that Korean jaw articulation was independent from coordinating primary articulators in gestural overlap in some cluster types (/k#s/, /k#t/) while not in others (e.g., /k#p/). Overall, the results coherently indicate the velar stop (/k/) in C1 was robust in articulation, which may have subsequently contributed to the nontarget status of the velar (/k/) in place assimilation processes.

• 말소리와 음성과학
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• 제1권4호
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• pp.61-71
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• 2009

This study aims to investigate whether the misalignment between syllable and word onsets due to the process of resyllabification affects Korean-English late bilinguals perceiving English continuous speech. Two word-spotting experiments were conducted. In Experiment 1, misalignment conditions (resyllabified conditions) were created by adding CVC contexts at the beginning of vowel-initial words and alignment conditions (non-resyllabified conditions) were made by putting the same CVC contexts at the beginning of consonant-initial words. The results of Experiment 1 showed that detections of targets in alignment conditions were faster and more correct than in misalignment conditions. Experiment 2 was conducted in order to avoid any possibilities that the results of Experiment 1 were due to consonant-initial words being easier to recognize than vowel-initial words. For this reason, all the experimental stimuli of Experiment 2 were vowel-initial words preceded by CVC contexts or CV contexts. Experiment 2 also showed misalignment cost when recognizing words in resyllabified conditions. These results indicate that Korean listeners are influenced by misalignment between syllable and word onsets triggered by a resyllabification process when recognizing words in English connected speech.

• 정보과학회 컴퓨팅의 실제 논문지
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• 제21권12호
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• pp.756-761
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• 2015

사물인터넷 패러다임의 등장으로 사물인터넷 디바이스로부터 수집되는 컨텍스트를 이용한 개인화 서비스에 대한 수요가 증가하는 추세이다. 하지만, 상황인지 서비스들이 정의한 데이터 교환 방식과 사물인터넷 디바이스가 지원하는 데이터 교환 방식 간에 불일치로 인해 동일한 데이터 교환 방식을 지원하는 사물인터넷 디바이스에서만 컨텍스트를 수집할 수 있다. 본 논문에서는 상황인지 서비스와 사물인터넷 디바이스 간의 데이터 교환 방식의 불일치를 동적으로 중재하기 위한 기법을 제안한다. 제안된 동적 중재 기법을 이용하여 상황인지 서비스는 사물인터넷 디바이스가 지원하는 데이터 교환 방식에 상관없이 컨텍스트의 수집이 가능하다.

• 정보처리학회논문지A
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• 제16A권6호
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• pp.489-500
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• 2009

네트워크 기반 로봇에서 로봇은 한정된 자원을 가지며 서비스에 따라 필요로 하는 입출력 장치와 컴퓨팅 능력 및 응답 실시간성이 다르다. 본 논문에서는 네트워크 기반 로봇에서 로봇이 다양한 서비스를 효율적으로 수행하고 서비스의 실시간성을 제공하도록 하기 위하여 서비스 실 행 컨텍스트를 동적으로 관리하는 방법을 제안한다. 실제 네트워크 기반 로봇에 적용하여 실험한 결과, 제안한 방법은 서비스 실행의 실시간 응답성을 만족하며 로봇의 자원 사용률을 향상시켰다. 제안한 방법은 서비스 실행 컨텍스트에 대한 변경이 용이하므로 센서 및 새로운 서비스 에 대한 확장성과 융통성을 제공하며 로봇 서비스의 재사용성을 증대시킨다.

• 아동학회지
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• 제25권4호
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• pp.33-48
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• 2004

The purpose of this study was to examine if mothers and their children used different interaction strategies depending on the interacting contexts. Sixty-five mothers and their children were observed while they interacted with each other in two contexts, that is, a free play context and a joint problem solving context. The result of this study showed that first, the mothers' strategies and their children's strategies were closely related. When the mothers used positive strategies, their children also responded with positive strategies. In contrast, when the mothers used negative strategies, their children also tended to use negative strategies. Second, the contexts which the mothers and their children interacted affected the strategies that the mothers and their children used. The mothers and the children were more likely to use positive strategies in the context of free play than in the context of the joint problem solving. This result points out the importance of free play as the context of producing a positive atmosphere where the mothers and their children interacted positively and had a good time. Suggestions for further study and implications for parents were provided.

• 한국과학교육학회지
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• 제13권2호
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• pp.257-271
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• 1993

Four science concepts were selected from high school earth science textbook to investigate the differences in students knowledges activated in laboratory and earth environmemtal contexts. Two items, one is for laboratory and the other for earth environmental contexts, were develped for each selected concept. Students' responses were analyzed in terms of 'Common Activated Knowledges' (CAK), 'Specific Activated Knowledges'(SAK) across students' cognitive frames, grades and sexes. As contextual differences of the problems increased, gender contributed more than other variables to the frequencies of activating CAK and SAK. Context effects were also reported across cognitive frames for CAK, but SAK became more avtivated when the contextual differences of the items become smaller. As a whole, students with laboratory cognitive frames showed more significant context effects than others. Students in 11th grade, with scientific frames and with earth science cognitive frames showed relatively small context effects. The results of the study showed that sciene concepts learned in a laboratory context are not usually transferred spontaneously to earth environmental contexts. Special instructional strategies should developed to overcome the context effects.