• Speech Sciences
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• v.7 no.4
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• pp.219-234
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• 2000

The study of boundary tones in connected speech or dialogues is one of the most underdeveloped areas of Korean prosody. This. paper concerns the boundary tones of intonational phrase-final morphemes which are shown in the speech corpus of dialogues. Results of phonetic analysis show that different kinds of boundary tones are realized, depending on the positions of the intonational phrase-final morphemes in the sentences.. This study has also shown that boundary tone patterning is somewhat related to the sentence structure, and for better speech recognition and speech synthesis, it presents a simple model of boundary tones based on the fundamental frequency contour. The results of this study will contribute to our understanding of the prosodic pattern of Korean connected speech or dialogues.

• Korean Journal of Cognitive Science
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• v.10 no.2
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• pp.27-34
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• 1999

The main purpose of this paper is to propose a general dialogue flow in 'the a appointment scheduling dialogues' in German using the concept of dialogue acts. A basic a assumption of this research is that dialogue acts contribute to the improvement of a translation system. They might be very useful to solve the problems that syntactic and semantic module could not resolve using contextual knowledge. The classification of the dialogue acts was conducted as a work of VERBMOBIL project and was based on real dialogues transcribed by experts. The real dialogues were analyzed in terms of the dialogue acts. We empirically analyzed the sequences of the dialogue acts not only in a series of dialogue turns but also in one dialogue turn. We attempted to analyZe the sequences in one dialogue turn additionally because the dialogue data used in this research showed some difference from the ones in other existing researches. By examining the sequences in dialogue acts. we proposed the dialogue flowchart in 'the a appointment scheduling dialogues' 'Based on the statistical analysis of the sequences of the most frequent dialogue acts. the dialogue flowcharts seem to represent' the a appointment scheduling dialogues' in general. A further research is required on c classification of dialogue acts which was a base for the analysis of dialogues. In order to e extract the most generalized model. we did not subcategorize each dialogue acts and used a limited number of items of dialogue acts. However. generally defined dialogue acts need to be defined more concretely and new dialogue acts for specific situations should be a added.

• Design Convergence Study
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• v.18 no.3
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• pp.71-87
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• 2019

Previous research has shown that the use of self-disclosure, the process of revealing personal thoughts and feelings, in conversational agents (CAs) increases overall user evaluations. However, research exploring the effects of self-disclosure in different situations or dialogue types is limited. This study investigated the effects of self-disclosure and dialogue type (task- vs. social-oriented) on trust, usefulness, and usage intention. Results showed significant interaction effects between self-disclosure and dialogue type. For CAs that did not use self-disclosure, trust, usefulness, and usage intention were higher in task-oriented dialogues. In contrast, CAs that did use self-disclosure had higher trust, usefulness, and usage intention in social-oriented dialogues. These results suggest that researchers and designers should consider the specific dialogue types and corresponding user goals when adding human qualities, such as self-disclosure, to CAs.

• Journal of the Korean earth science society
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• v.37 no.4
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• pp.243-268
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• 2016

The purpose of this study was to explore the effects of Cogenerative Dialogues embedded in a modeling-centered science learning and instruction on 7th grade female $students{\acute{i}}$ understanding of scientific models and modelling A total of 49 7th grade female students in two classrooms participated in a series of five modeling-centered science lessons, and 17 students volunteered to participate in this study. Participating students were divided into four groups, and two groups were randomly assigned to a treatment group who were asked to participate in Cogenerative Dialogues after each lesson, while the others, a control group, who did not. For data analysis, Upmeier and $Kr{\ddot{u}ger^{\prime}s$ framework was used to explore $participants{\acute{i}}$ understanding of model, and a revised $Baek{\acute{i}}s$ framework was used to examine $participants{\acute{i}}$ modeling process. Data analysis indicated that students who participated in Cogenerative Dialogues generally showed richer understanding of scientific models, as well as modeling, than the others who did not. This study suggests that Cogenerative Dialogues can be used as an educationally meaningful method for science educators to encourage students actively participate in a whole process of science instruction and learning, which assists them to increase their understanding not only of scientific models and modeling specifically but also of the nature and processes of scientific practice in general.

• Journal of Korean Academy of Nursing
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• v.40 no.1
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• pp.1-13
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• 2010

Purpose: The purpose of this study was to develop evaluation criteria for conversations about medication and to demonstrate conversational analysis with actual dialogues on medication as examples. Methods: This study was a secondary analysis of qualitative research using conversational analysis which showed functional phases and patterns of dialogue about medication (greeting, identifying the patient, medicating, finishing). Nurse-patient conversations were videotaped and transcribed and 75 conversations were used for analysis. Results: Not all functional phases were showed in the conversations about medication. Therefore, conversations about medication can be considered as incomplete dialogues. The evaluation-criteria were represented in terms of the structure and content of the dialogues. Structural evaluation-criteria were the same as the functional phases, as functional stage is the standard for evaluation. The criteria of evaluation for content suggested 3 domains, content, expression, and interaction with 20 items scored on a Likert-type scale of 5-points. Finally, analysis of actual conversations about medication according to the evaluative criteria were provided. Conclusion: The results provide the basic data to develop educational programs and strategies to improve nurses’ competency in conversation about medication.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.97-112
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• 2018

Conducted within the methodological framework of action research, this study examines the ways in which a beginning science teacher in a Korean elementary classroom engaged in collaborative research with her own students to resolve problems preventing effective science teaching and learning. Specifically, this study uses cogenerative dialogue between teachers and students to develop new teachers' knowledge of how to manage the classroom to be able to more effectively implement inquiry instructional strategies and knowledge of students as learners. Findings from this research suggest that by involving students in cogenerative dialogues, beginning teachers are provided with valuable insights into how elementary students think about school, science, and teaching and learning, which can help expand a beginning teacher's capacity to be an effective science teacher of science for all learners, especially diverse learners. These findings suggest that teacher education programs could better support beginning teachers by placing greater emphasis on how to conduct action research, including how to implement cogenerative dialogues to catalyze positive changes in their own classrooms. We conclude by discussing the important implications this research has for supporting new teachers struggle to effectively teach science and who would benefit from using strategies to foster improved relationships with their students and improved understanding about the challenges faced by diverse learners in their classroom.

• Proceedings of the KSPS conference
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• 2006.11a
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• pp.109-112
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• 2006

This paper presents a dialogue interface using the dialogue management system as a method for controlling home appliances in Home Network Services. In order to realize this type of dialogue interface, we first investigated the user requirements for Home Network Services by analyzing the dialogues entered by users. Based on the analysis, we were able to extract 15 user intentions and 22 semantic components. In our study, example dialogues were collected from WOZ (Wizard-of-OZ) environment to implement a reasoning model for generating meaningful responses for example-based dialogue modeling technique. An overview of the Home Network Control System using proposed dialogue interface will be presented. Lastly, we will show that the Dialogue Management System trained with our collected dialogues behaves properly to achieve its task of controlling Home Network appliances by going through the steps of natural language understanding, response reasoning, response generation.

• Proceedings of the Korean Society for Language and Information Conference
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• 1994.02a
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• pp.163-172
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• 1994

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.15-31
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• 2010

This research aimed for revealing social interaction-based environmental learning elements at the natural history museum. First, we carried out a survey of the perceptual change about 'the environment' concept. It was for confirming whether environmental learning occurred in visiting. Second, we found environmental learning elements through analyzing dialogues among small group members during looking around the museum. Social interaction-based environmental learning elements were classified into five; knowledge, affection, value, skill, behaviour. Each environmental learning element included several sub-elements, so we revealed totally 9 environmental learning sub-elements. By results, we said characteristics and possibility of the natural history museum as an informal environmental educational institution. It is meaningful for extending areas of environmental education.

• Journal for History of Mathematics
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• v.21 no.1
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• pp.157-166
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• 2008

Mathematical communication is an important goal of recent educational reform. The NCTM's Principle and Standards for School Mathematics, consulting an emphasis on mathematical discourse from 1991 Professional Standards for Teaching Mathematics, has a Communication Standard at each grade level. This paper examines Socrates's educational philosophy and the mathematical dialogue in Plato's. Further it examines mathematical dialogues between teachers and students from antiquity through the nineteenth century.