• Speech Sciences
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• v.15 no.3
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• pp.79-94
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• 2008

The purpose of this study was to compare phonological awareness ability of students with Down Syndrome(DS) and typically developing children(TD). TD and DS were equal the reading abilities(reading recognition). The subject were 10 DS and 10 TD, and were examined by test of phonological awareness. The test of phonological awareness was composed according to phonological units(word, syllable, phoneme) and task types(deletion, discrimination, blending). The results obtained in this study were as follows: The total score of phonological awareness ability of DS were significantly lower than TD. And the score of phonological awareness ability according to phonological units and task types were significantly lower than TD. But both DS and TD performed better on phonological deletion and blending task than discrimination. TD and DS represented different correlation between task types and phonological units. This means that TD performed better on all types of tasks and phonological units than DS.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.123-142
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• 2009

The present study used multi-faceted Rasch measurement to explore the characteristics and bias patterns of non-native raters when they scored L2 writing tasks. Three raters scored 254 writing tasks written by Korean university students on two topics adapted from the TOEFL Test of Written English (TWE). The written products were assessed using a five-category rating scale (Content, Organization, Language in Use, Grammar, and Mechanics). The raters only showed a difference in severity with regard to rating categories but not in task types. Overall, the raters scored Grammar most harshly and Organization most leniently. The results also indicated several bias patterns of ratings with regard to the rating categories and task types. In rater-task bias interactions, each rater showed recurring bias patterns in their rating between two writing tasks. Analysis of rater-category bias interaction showed that the three raters revealed biased patterns across all the rating categories though they were relatively consistent in their rating. The study has implications for the importance of rater training and task selection in L2 writing assessment.

• IE interfaces
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• v.9 no.3
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• pp.269-282
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• 1996

This paper introduced a procedure for improving the quality of group decision making in various task types. Emphasis is placed on the construction of the optimal GDSS(Group Decision Support System) design with identifying the group decision characteristics of decision stages on the various task types. Especially, the identification of outliers and the establishment of confidence limits in group decision making were stressed. Participants in group decision making whose 'opinions fall outside the group's tolerance level are further studied to annex the source of this variation. The result showed that a preparation stage in the generating idea-type task and a illumination stage in the negotiating-type task were critical. Furthermore, the degree of the disagreement was severe in the verification and the preparation stages on group decision making. This paper developed a general procedure for improving the quality of group decision making. The procedure presented helps in identifying those stakeholders whose opinions may significantly deviate from that of the group.

• School Mathematics
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• v.18 no.4
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• pp.749-771
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• 2016

The purpose of this study is to analyze mathematical tasks of Korea and the USA textbooks focused on conditions for parallelograms. In this study, structures of task, types of proof and reasoning, and levels of cognitive demand are investigated. The conclusion is as follows: First, with respect to structures of task, structures presented in the USA textbooks are more diverse. Second, with respect to types of proof and reasoning, Korea and the USA prefer IC task and DA task. And task types presented in the USA textbooks are more diverse. Third, with respect to levels of cognitive demand, in both Korea and the USA textbooks, PNC task and PWC task account most. And compared to the USA, Korea prefer algorithms. In addition, we find out implications for reconstruction of Korea textbook. It is as follows: First, with respect to structures of task and types of proof and reasoning, the diversity of composition needs to be raised. Second, with respect to levels of cognitive demand, the concentration in PNC task needs to be declined. And levels of cognitive demand on types of tasks need to be reconsidered. Third, with respect to tasks' topic and material, internal and external connectivities of mathematics need to be strengthened.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.477-485
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• 1996

The purpose of this study was to identify the preferable motivation types in science-learning and to find out the relationship between these types and scientific achievement of students in the secondary school. The subjects of the study were the second grade 581 students sampled by random cluster sampling method in three middle schools and three high schools. Three motivation types in science learning were analyzed, and they were named to task-orientation, ego-orientation and work-avoidance. From our results, secondary school students preferred task-orientation and work-avoidance to ego-orientation. In the case of task-orientation, high school students, especially in male group, had much preferable tendency than that of middle school students (p<0.001). It is interpreted that, as the level of scientific content of texts or the cognitive level of students were higher, a preference for the motivation type was focused to the task-orientation, especially in male group. In the case of ego-orientation, the female group showed much preferable tendency than that of male group in middle school (p<0.05). However, the female group in high school students was not different from the other groups in this motivation type. In the case of work-avoidance, there were not only a significant difference between males and females in the middle school (p<0.001), but also difference between middle and high school students in female group (p<0.05). It showed that female group had much preferable tendency than that of male group, and this tendency was decreased to the higher grade students in secondary school. From the analysis of correlation between motivation types and scientific achievement, task-orientation and work-avoidance were correlated to the scientific achievement. Its results were interpreted that the scientific achievement could be accomplished by the external motivation stimulus as well as the scientific content of texts. The task-orientation were comparatively correlated to the intelligence quality. It means that the students having high intelligence quality showed much preferable for the task-orientation.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.253-276
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• 2006

The purpose of this study is to compare and analyze the aspects of task-based materials in high school English textbooks for first year students in Korea. Based on the theoretical backgrounds for designing communicative tasks and the basic contents of the 7th national curriculum for English, a total of six different qualitative evaluation categories of task-based materials are constructed. The six categories include input data, settings, activity types, language skills, activity themes, and communicative functions. The results of the data analysis showed that the regulations of the 7th national English curriculum, which were aimed at improving the students' communicative abilities, were properly reflected in the materials of task-based activities of all textbooks. On the other hand, a few problems were found in some textbooks: too many individual tasks; being out of proportion in presenting task types and themes; non-systematic introduction of language skills, etc. To conclude, a few suggestions are made to provide some meaningful considerations for the text material developers in order to produce better textbooks in the future: task goals and rationale that encourage the learner's positive motivation; authenticity of input data based on the real-world context; a collaborative learning environment that enhances communicative interaction; a proportional representation of the various activity types including creative problem-solving procedures; systematic introduction of integrated language skills, etc.

• Proceedings of the KSR Conference
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• 2007.05a
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• pp.1204-1208
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• 2007

In order to prevent railway accidents due to human errors which have been recognized to be the most important cause in the railway accidents, human errors should have been controlled based on systematical analysis of the human errors, and countermeasures should be derived to reduce human error probability. Among several factors inducing human errors, task load (or task complexity) is representative. In order to reduce the human error, a systematic analysis should be undertaken to evaluate task load. In this study, task load according to task types of railway worker who are a safety critical staff have been quantitatively analyzed based on NASA-TLX(Task Load Index).

• Journal of the Ergonomics Society of Korea
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• v.32 no.1
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• pp.59-68
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• 2013

Objective: The purpose of this paper is to introduce a task complexity model combining task design aspects and complexity dimensions and to explain an approach to identifying and organizing task complexity factors based on the model. Background: Task complexity is a critical concept in describing and predicting human performance in complex systems such as nuclear power plants(NPPs). In order to understand the nature of task complexity, task complexity factors need to be identified and organized in a systematic manner. Although several methods have been suggested for identifying and organizing task complexity factors, it is rare to find an analytical approach based on a theoretically sound model. Method: This study regarded a task as a system to be designed. Three levels of design ion, which are functional, behavioral, and structural level of a task, characterize the design aspects of a task. The behavioral aspect is further classified into five cognitive processing activity types(information collection, information analysis, decision and action selection, action implementation, and action feedback). The complexity dimensions describe a task complexity from different perspectives that are size, variety, and order/organization. Combining the design aspects and complexity dimensions of a task, we developed a model from which meaningful task complexity factors can be identified and organized in an analytic way. Results: A model consisting of two facets, each of which is respectively concerned with design aspects and complexity dimensions, were proposed. Additionally, twenty-one task complexity factors were identified and organized based on the model. Conclusion: The model and approach introduced in this paper can be effectively used for examining human performance and human-system interface design issues in NPPs. Application: The model and approach introduced in this paper could be used for several human factors problems, including task allocation and design of information aiding, in NPPs and extended to other types of complex systems such as air traffic control systems as well.

• Journal of the Ergonomics Society of Korea
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• v.15 no.1
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• pp.27-38
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• 1996

A total of 77 unanticipated trip cases induced by human errors in Korean nuclear power plants were collected from the nuclear power plant trip event reports and analyzed to investigate the areas of high priority for human error reduction. Prior to this analysis, a classification system was made on the four task-related categories including plant systems, work situations, task types, and error types. The erroneous actions affecting the unanticipated plant trips were indentified by reviewing carefully the description of trip events. Then, the events with erroneous action were analyzed by using the classification system. Based on the results for the individual cases, human error occurrences were counted for each of the four categories, also for the selected pairs of categories, to find out the relationships between the two categories in aspects of human errors. As a result, the plant systems, work situations, and task types, and error types which are dominant in human error occurrences were identified.

• Journal of Information Processing Systems
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• v.14 no.3
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• pp.621-630
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• 2018

Selection of a suitable task from the extensively available large set of tasks is an intricate job for the developers in crowdsourcing software development (CSD). Besides, it is also a tiring and a time-consuming job for the platform to evaluate thousands of tasks submitted by developers. Previous studies stated that managerial and technical aspects have prime importance in bringing success for software development projects, however, these two aspects can be more effective and conducive if combined with human aspects. The main purpose of this paper is to present a conceptual framework for task assignment model for future research on the basis of personality types, that will provide a basic structure for CSD workers to find suitable tasks and also a platform to assign the task directly. This will also match their personality and task. Because personality is an internal force which whittles the behavior of developers. Consequently, this research presented a Task Assignment Model (TAM) from a developers point of view, moreover, it will also provide an opportunity to the platform to assign a task to CSD workers according to their personality types directly.