• 한국노년학
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• v.32 no.3
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• pp.747-758
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• 2012

Detecting probable Alzheimer's disease (AD) at an early stage is crucial in slowing the progression of the disease and initiating drug therapy for more effective symptom management. Therefore, this study aimed to identify linguistic features that allow us to distinguish between patients with AD and normal controls. This paper reports on characteristics of spontaneous speech in subjects in three stages of AD (questionable, mild, moderate) compared with education- and age-matched normal controls. Four components of speech were measured in Korean native speakers with AD and normal aging: speech tempo, hesitation (measured in seconds), rate of articulation errors, and rate of grammatical errors. The results revealed significant differences in most of these speech components among the four groups, including significant differences between normal controls and the questionable AD group in the areas of speech tempo and rate of grammatical errors. Phonological? articulatory ability was preserved in questionable AD, and grammatical ability was preserved in questionable and mild AD. Subjects with moderate AD were severely impaired in grammatical ability. Prospective assessments of spontaneous speech skills using a dialogue and picture-description task are useful in detecting the subtle, spontaneous speech impairments that AD causes even in its early stage.

• The Journal of the Korea institute of electronic communication sciences
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• v.17 no.6
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• pp.1137-1144
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• 2022

In this study, an artificial intelligence(AI) was developed to help with facial expression practice in order to express emotions. The developed AI used multimodal inputs consisting of sentences and facial images for deep neural networks (DNNs). The DNNs calculated similarities between the emotions predicted by the sentences and the emotions predicted by facial images. The user practiced facial expressions based on the situation given by sentences, and the AI provided the user with numerical feedback based on the similarity between the emotion predicted by sentence and the emotion predicted by facial expression. ResNet34 structure was trained on FER2013 public data to predict emotions from facial images. To predict emotions in sentences, KoBERT model was trained in transfer learning manner using the conversational speech dataset for emotion classification opened to the public by AIHub. The DNN that predicts emotions from the facial images demonstrated 65% accuracy, which is comparable to human emotional classification ability. The DNN that predicts emotions from the sentences achieved 90% accuracy. The performance of the developed AI was evaluated through experiments with changing facial expressions in which an ordinary person was participated.

• Cross-Cultural Studies
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• v.50
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• pp.313-346
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• 2018

It is noted that generally speaking, the expressing of actualization or non-actualization of events is not the main role of possibility for the utilization of expressions. In spite of this fact, it is possible to see many examples in which possibility expressions represent actual events, and impossibility expressions represent a type of non-actualization in relation to events. This effect can be described as a semantic extension, by which the participant-internal possibility is extended to actualization due to participant-internal factors, and the participant-external possibility is extended to the actualization due to participant-external factors. When the related possibility expressions are used in this extended sense, they express the dynamic evaluative meaning of 'desirability' of the realized event, while it is determined that when the impossibility expressions are used in this extended sense, they are seen to express the evaluative meaning of 'regretfulness' about the non-actualization of the event. In Modern Japanese, it is noted that there are a few expressions of ability and possibility. They can be largely divided into four types of expressions, according to their origins or uses of expression, which are 'ability verbs', affixes '-れる/られる(-reru/rareru)', '-できる(-dekiru)', and '-得る(-eru)'. They can all express participant-internal possibility and participant-external non-deontic possibility. While 'ability verbs', affixes '-れる/られる' and '-できる' can express participant-external deontic possibility, '-得る' cannot. However, '-得る' is the only possible element to designate the event of a epistemic possibility. Also, the four types of expressions have the usage of conveying 'actualization/non-actualization,' as is the case of the Korean language. However in Japanese, in fact adjectives cannot be associated with 'ability verbs' or 'ability affixes.' Thus the expressions of 'regrets' should in that case depend on the use contexts, unlike the expression 'adj+-지 못하다' as noted in Korean. The ability and possibility in Modern Chinese are mainly expressed by means of the four auxiliary verbs '能($n{\acute{e}}ng$)', '会(huì)', '可以(kěyǐ)' and '可能 ($k{\check{e}}n{\acute{e}}ng$)'. '能' and '会' along with '可以' can all convey participant-internal possibility. In this way '能' and '可以' can express participant-external possibility. Only '会' and '可能' can express epistemic possibility. As for 'actualization,' among the four auxiliary verbs, only '能' can represent actualization. Also, among the negatives of the four auxiliary verbs, only '沒能' can represent non-actualization.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.205-226
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• 2008

The purpose of the study you have seen is to verify the effectiveness of existing quantitative research and to put the Empathy Training Program to practical use for participating children. From looking into this, the changes in empathic understanding that came to light in relationships between teacher and children and children and children are sure to have that effect. For this work, I established the following subject of inquiry: What kind of changing processes can be seen in the empathic understanding of participating children in the Empathy Training Program? To resolve the above line of inquiry, six female sixth grade elementary school students were chosen and they progressed through twelve sessions of the Empathy Training Program. The children were given a sentence completion exam, recognition work, neat writing exam and a school adaptation exam both before and after participation in the program, making data for analysis. To analyze, first, participants had one or two meetings of forty to fifty minutes each. Progress through the program's curriculum was recorded and through the repeating and copying method, to be sure participating children's empathic understanding was revealed, empathic language and behavior was routinely chosen. Next, according the above criteria I looked into visible changes of the participating children's empathic expressions, classifying and analyzing changes in empathic understanding and six instances of common changes in the emphatic understanding of the participants relationships were analyzed and put together. Next I will summarize the findings we have seen in this research: First, if we look into changes in common empathic understanding from the beginning, using the criteria of empathic language, each individual showed understanding at the beginning and passed and progressed through stages of care, insight and emotional expressions. Second, when we looked at the criteria of empathic behavior from the beginning to the end, one's line of vision and ability to concentrate one's attention was connected. Next, the act of nodding one's head looked like a brief nod at first but at the end, it was not just a simple nod but rather they could feel deep empathy. The condition and substance of the facial expression was seen to match and at the very end the child was expressive and stretched out arms to hold and pat the other person and the act of holding hands could also be seen. Among lots of empathic behavior the final stage was shown by half of the children. Third, from the first stage to the last stage there were many cases revealed. The more the children went the more complete their empathic language became. Their vocabulary increased and became more diverse with empathic actions. Also, when comparing actions and expressions from the beginning with the end, visible expressions became more natural and sincere at the end. The result of the research we have seen is that through receiving experience of empathic understanding, participating children showed a sense of self-confidence and they looked to make peaceful expressions while not being aggressive or defensive about problems. In addition, from understanding empathic expressions, participating children's relationships felt closer. This outcome within this group in this case will be applied and the formation of empathic understanding can be used by the children internally to solve their own problems, acquire close relationships with their teachers and others. It will also contribute to smooth classroom management.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.87-120
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• 2003

The purpose of this study is to verify empirically whether or not the linguistically creative problem-solving ability progress by developing and applying an enrichment learning program for the verbally gifted elementary school students. The total number of the verbally gifted students who participated in this study were 60 children. Half of them were subjects for evaluating the appropriateness of the enrichment learning program and the verbally creative problem-solving ability test developed by the researcher. The other half were divided into three groups for applying the teaching materials by Korean Educational Development Institute, the enrichment learning program by the present researcher, and the textbook enrichment program. The data were analyzed by the statistical method of repeated measures ANOVA. The results were as follows: First, the enrichment learning program developed by this researcher has greatly contributed to the advancement of verbally creative problem-solving ability. The program was especially effective in reading and writing, but not in speaking. second, the sub-category of reading includes factual, inferential·critical, and imaginary understanding. Among them, factual and imaginary understanding had not significantly advanced, while inferential·critical understanding had significant progression. Third, it was found that both logical and creative expression did not improve significantly by the enrichment learning program developed by the present researcher. Speaking is difficult to instruct. In conclusion, it was found that the systematic enrichment learning program was effective in developing language skills of the verbally gifted elementary school children. It was also proved to be more effective to teach them reading and writing together in everyday life. Also, it was turned out that continuous development of the enrichment learning program for the verbally gifted students is needed.

• Journal of the Korean Society of Costume
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• v.64 no.2
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• pp.113-125
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• 2014

Creative thinking requires an ability to draw ideas on the given topic in a given time period with concentration. For this, the development process of design concept on the topic was collected through experiments and interviews targeting 10 fashion education experts and 10 clothing majors. After the analysis, the results are as follows: First of all, divergent thinking was done to find as many ideas and possibilities as possible at the step of expanding the topic by analogy. This showed characteristics of spreading thoughts through the spread of lexicon to professional field knowledge of learned, individual's cultural background, other art fields. Second, abstracted and designed words that are expanded and listed by the topic analogy were specified the topic gradually through the free combination method between lexicons. The sentences made by the combination of lexicons were interpreted through the serial listing method, in which the connection between sentences had the meaning of orderly cause and effect form, and the parallel listing method that treated information at once. Third, the few characteristics of the procedure that visualizing into the specific design are as follows. Firstly, the method to transform image that lexicon has into the one appropriate to the topic, the case that reflects external characteristics of selected designed word, and the case which reflects as the extrinsic expression of personal immanent and tactic desires. This study has its means to propose methods and directions to help create more creative and systematic ideas by analyzing the characteristics that appeared during the process of thinking language-oriented design.

• The Journal of the Korea Contents Association
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• v.16 no.8
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• pp.470-476
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• 2016

Recently performing arts pursue a new rootage of the collective intelligence that seeks experimental thinking and diversity in creative convergence. Understanding in this way the concept of artist's horizontal creation structure and individual communication of the public, this study tries to analyze ${\ll}God's\;Eye\;View{\gg}$, an example of convergent performing art. The result of analysis is as follows. The convergence in performing art could be approached through experiential thinking and diachronic of artists by genre, and the interpretation and its value of the result of work be shared horizontally. ${\ll}God's\;Eye\;View{\gg}$ express a dynamic communication and meaning of poetic image, and shows the experimental creation of convergence and the individual communication ability of collective intelligence as a new value of convergence.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.306-317
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• 2016

Both the formal type of architecture and free-form architecture have basic factors and methods for basic expression. Because the use of digital design tools for creation of free-form design mostly depends on the character and ability of designer, this study aims to propose establishment of free-form design creation method as a prototype, including the method to create free-form design, through setting up rules that can be used in common. This study is carried out on the basis of the application of digital design tools used for creation of conceptual free-form styles at the phase of conceptualization and development, which is different from the general theory of free-from design. The free-from style in the modern architecture has begun with the changes in digital design tools and design concepts. In the case study based on the free-form designs in precedent studies, the morphological characteristics have been analyzed and interpreted by using the language of digital design tools, so that this study will suggest the techniques to realize the free-form style on the basis of geometric transformation by using the digital design tools, as well.

• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.703-707
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• 2008

Chinese has the biggest user in the world, is not only used to contact but also has ample cultural value and beautiful modeling. So it's widely used in our life. The Chinese character which is used in the T-shirt has a strong ability of transmit the information on the language. And it has a strong personality on the model too. It's more and more popular over the years with young people. The main objective of this research is to collect the structure data of Chinese character and the illustration of apply Chinese character on T-shirt between China and American. The second is to compare and analyze the number, construction, script, size, place, color, expression of the character. The others is to investigate the illustration of apply character on fashion design. And take the various manifestation of character as the foundation to put forward some new design project of apply Chinese character on the T-shirt.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.415-425
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• 2019

The purpose of this study is to analyse of elementary student experience in software education based on computational thinking framework. A total of 27 students (5th grade) were interviewed who took software education during 4 months in A elementary school which located in Seoul. The findings revealed were as follows: First, the elementary learners were able to perform scratch projects and learn basic concepts for computing thinking. elementary students' studied basic concepts for computational thinking by the process of carrying out their Scratch project. Second, elementary learners were able to confirm the execution of computing accidents in the process of implementing scratch projects. Third, elementary students had change in creative expression and interactive connectivity in terms of learners' computing thinking. The result of this study is meaningful in that it analyzes the educational experience of elementary school students qualitatively and suggests the direction of software education for enhancing computing thinking ability.