• Phonetics and Speech Sciences
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• v.7 no.1
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• pp.89-95
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• 2015

We explored Dutch listeners' perception of Korean three-way contrast of fortis, lenis, and aspirated stops. The three Korean stops are all voiceless word-initially, whereas Dutch distinguishes between voiced and voiceless stops, so Korean voiceless stops were expected to be difficult for the Dutch listeners. Among the three Korean stops, fortis stops are phonetically most similar to Dutch voiceless stops, thus they were expected to be the easiest to distinguish for the Dutch listeners. Dutch and Korean listeners carried out a discrimination task using three crucial comparisons, i.e., fortis-lenis, fortis-aspirated, and lenis-aspirated stops. Results showed that discrimination between lenis and aspirated stops was the most difficult among the three comparisons for both Dutch and Korean listeners. As expected, Dutch listeners discriminated fortis from the other stops relatively accurately. It seems likely that Dutch listeners relied heavily on VOT but less on F0 when discriminating between the three Korean stops.

• Korean Journal of Cognitive Science
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• v.7 no.2
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• pp.113-154
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• 1996

• Journal of Information Science Theory and Practice
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• v.7 no.1
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• pp.52-71
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• 2019

An insider threat is a threat that comes from people within the organization being attacked. It can be described as a function of the motivation, opportunity, and capability of the insider. Compared to managing the dimensions of opportunity and capability, assessing one's motivation in committing malicious acts poses more challenges to organizations because it usually involves a more obtrusive process of psychological examination. The existing body of research in psycholinguistics suggests that automated text analysis of electronic communications can be an alternative for predicting and detecting insider threat through unobtrusive behavior monitoring. However, a major challenge in employing this approach is that it is difficult to minimize the risk of missing any potential threat while maintaining an acceptable false alarm rate. To deal with the trade-off between the risk of missed catches and the false alarm rate, we propose a unified psycholinguistic framework that consolidates multiple text analyzers to carry out sentiment analysis, emotion analysis, and topic modeling on electronic communications for unobtrusive psychological assessment. The user scenarios presented in this paper demonstrated how the trade-off issue can be attenuated with different text analyzers working collaboratively to provide more comprehensive summaries of users' psychological states.

• Korean Journal of English Language and Linguistics
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• v.3 no.1
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• pp.133-155
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• 2003

The purpose of this paper is to survey the definition and scope of English Education as an academic discipline or science, relating to English linguistics, linguistics and applied linguistics. English Education has come to be regarded as fulfilling its true function when it is based on the solid scientific principles and methods of such related sciences as linguistics, English linguistics, psycholinguistics, sociolinguistics, sociology, psychology and pedagogy. English Education is, therefore, an independent and specialized applied science, interrelated with the sciences mentioned above. Thus, English Education is defined as an academic discipline which is concerned with the concrete teaching and learning of English, and which is based on the scientific methods, applications and evaluations of English. As a science, English Education has three elements: content, process and methods. Content, which concerns input, consists of the fundamental interrelated sciences and English language skills. Process refers to research methodology and analysis. Methods are the application of the theories and the processes.

• International journal of advanced smart convergence
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• v.12 no.1
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• pp.120-129
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• 2023

Perspective taking, one's knowledge of their own mental and emotional states and inferences about others' mental and emotional states, is an important higher order cognitive skill required in successful writing. However, there has not been much research on the identification and examiantion of the psychometrics of perspective taking. To fill in this gap, I reviewed the psychological and cognitive frameworks of perspective taking including theory of mind, audience awareness, development of epistemological understanding, and argumentation schema. I also reviewed various methods of examining the psychometric properties of perspective taking in written composition, including both manual and computational approaches. The review of literature yielded suggestions on the development of manual coding scheme for perspective taking as well as the selection of indexes to draw from natural language processing tools. Challenges and affordances of combining the manual and computational approach are discussed along with future research directions to advance the field of psycholinguistics.