• English Language & Literature Teaching
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• v.9 no.spc
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• pp.149-165
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• 2003

This paper is aimed at the investigation of pragmatic contributions to the identification of explicatures. An explicature is the result of fleshing out the semantic representation of an utterance. The basic assumption of the paper is that the process of the developing the semantic representation into an explicature depends heavily on contextual information. Therefore, we are concerned with the way in which hearers use contextual information to flesh rut or develop the semantic representation of an utterance. The identification of explicatures includes both the recovery of the proposition expressed and the recovery of what we called higher-level explicatures. There are three subtasks involved in the recovery of the proposition expressed: reference assignment disambiguation and enrichment On the other hand, there are two subtasks involved in the recovery of higher-level explicatures: attitudes and speech acts.

• School Mathematics
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• v.12 no.4
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• pp.585-604
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• 2010

This study aims to investigate understanding of meanings of division, quotitive division and partitive division, by the third graders and preservice elementary teachers. To do this, we analysed and compared mathematics textbooks according to 9 mathematics curricula, gathered information about their understanding by questionnaire method targeting 5 third graders and 36 preservice elementary teachers, and analysed their responses in relation to recognition of division-based situations, solution using visual representations, and awareness of quotitive division and partitive division. In Korea, meanings of division have been taught in grade 2 or 3 in various ways according to curricula. In particular, the mathematics textbook of present curriculum shows a couple of radical changes in relation to introduction of division. We raised the necessity of reexamination of these changes, based on our results from questionnaire analysis that show lack of understanding about two meanings of division by the preservice elementary teachers as well as the third graders. And we also induced several didactical implications for teaching meanings of division.

• Proceedings of the Korea Information Processing Society Conference
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• 2006.05a
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• pp.269-272
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• 2006

현재 제품계열 공학에서 feature 중심의 공통성 및 가변성 분석을 통한 재사용성에 대한 연구가 활발히 이루어지고 있다. 지금까지는 도메인 전문가의 직관 및 경험에 의해 feature가 분석되어 그 개념의 불명확함으로 재사용 측면에서 제한점을 내포하고 있다. 본 논문에서는 개별 feature 속성 List 작성을 통해 feature간의 의미관계를 중심으로 한 Pattern 분석 방법을 제시하고, 의미 유사성 관계를 적용한 feature 온톨로지 그래프를 이용하여 S/W 제품계열 도메인 공학에서 사용자와 개발자간의 동일한 해석이 가능하고 재사용성을 위한 명시적 feature를 분석 및 추출하는 모델을 제안한다.

• Proceedings of the Korean Information Science Society Conference
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• 2004.04b
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• pp.871-873
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• 2004

현재 다양한 시각 프로그래밍 시스템과 다이어그램을 사용하는 모델링 도구가 증가하고 있다. 이러한 도구에서 사용되는 각 그래픽 요소들은 매우 다양하고, 동일한 형태라도 의미가 다르며, 각 그래픽 요소들이 연결될 수 있는 형태가 다르기 때문에 범용적인 그래픽 편집기를 개발하기 어렵다. 본 논문은 다양한 시각 프로그래밍 언어에 적용가능한 편집기를 개발하기 위해 시각적인 표현에 필요한 기본적인 기능을 제공하는 추상적 시각 프로그래밍 편집기와 각 시각적 프로그래밍 언어마다 의미하는 그래픽 요소를 생성하는 토큰편집기를 가진 추상적인 시각 프로그래밍 시스템을 제안한다. 사용자는 제안한 시스템을 이용하여 각 언어별로 알맞은 명시적 시각 프로그래밍 편집기의 생성이 가능하다. 또한. 모든 명시적 시각 프로그래밍 편집기는 플랫폼에 독립적인 형태로 생성이 가능하다.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.767-775
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• 2019

This study was conducted to analyze explicit and implicit teaching cases of scientific terms in accordance with the 2015 revised curriculum, pointing out the problems of current textbooks in terms of scientific terms education and proposing method to improve them. Scientific terms used in eight science textbooks of 2015 revised curriculum, third and sixth graders of elementary school, first graders of middle school and first graders of high school were extracted, and cases used explicitly and implicitly were collected and analyzed. Brief summary of the results of the study is as follows. First, scientific terms were used in elementary, middle, and high school science textbooks at a rate of about 15 to 30 percent of the total vocabulary contained in the textbooks, which is on average more than five times larger than those in foreign countries based on the number of scientific terms included on each page. Second, among the scientific terms used in science textbooks, the percentage of scientific terms in which semantic education is achieved through explicit means was 9.7 to 18.8 percent, which naturally means that the remaining 80 percent or more of the scientific terms are presented in the form of implicit education. Third, even though the ratio of explicit term education should be higher in the lower grades, the ratio of explicit term education in elementary schools was lower than 10% in the sixth grade.

• Journal of Korean Society of Steel Construction
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• v.23 no.5
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• pp.535-546
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• 2011

In this paper, semi-rigid elasto-plastic post-buckling analysis of a space frame was performed using various explicit arc-length methods. Various explicit arc-length methodsand a large-deformation and small-strain elasto-plastic 3D space frame element with semi-rigid connections and plastic hinges were developed. This element can be appliedto both explicit and implicit numerical algorithms. In this study, the Dynamic Relaxation method was adopted in the predictor and corrector processesto formulate an explicit arc-length algorithm. The developed "explicit-predictor" or "explicit-corrector" were used in the elasto-plastic post-buckling analysis. The Eulerian equations for a beam-column with finite rotation, which considers the bowing effects, were adopted for the elastic system and extended to theinelastic system with a plastic hinge concept. The derived tangent stiffness matrix was asymmetrical due to the finite rotation. The joint connection elements were introduced for semi-rigidity using a static condensation technique. Semi-rigid elasto-plastic post-buckling analyses were carried out to demonstrate the potential of the developed explicit arc-length method and advanced space frame element in terms of accuracy and efficiency.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.127-140
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• 2020

This study investigated the influence of an explicit and reflective modeling instruction on the metamodeling knowledge of fourth-graders. Two fourth-grade classes in an elementary school in Seoul were selected and each class was assigned to an experimental group and a control group, respectively. The experimental group was engaged in explicit and reflective modeling instruction, whereas the control group was engaged in implicit modeling instruction. The two groups were surveyed before and after instruction on the basis of five metamodeling knowledge categories: definition, purpose, design/construction, changeability, and multiplicity. The experimental group showed positive changes in model's meaning, examples, purpose, changeability as well as multiplicity. In contrast, fewer students in the control group understood the meaning of the model and modeling. They also showed limited changes in their understandings with regards to the modeling instruction, and could not expand their understanding of the nature of model and modeling. The findings indicate that an explicit and reflective modeling instruction has positive influence on elementary students' metamodeling knowledge.

• 한국노년학
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• v.37 no.2
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• pp.475-496
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• 2017

Increasing evidence shows that ageist attitudes towards older adults develop quite early in childhood in Western culture, yet, empirical research on this topic in Korea is lacking. It has been argued that as Korea has become more youth oriented, negative views of aging have emerged and Korean children are increasingly exposured to negative stereotypes of older adults. Nuclearization of family structure and consequent reduction of intergenerational interaction is considered to be another important factor. The purpose of this study is to find out whether Korean children have ageist attitudes. Acknowledging the possibility that children tend to report in socially appropriate ways to the explicit measures of ageism, we included implicit measures of ageism. Data was collected from 570 fourth to sixth grade elementary school children selected by quota sampling. The current study used Child-Age Implicit Association Test and two other explicit measurements. The original versions were modified to be culturally applicable to the Korean context. Results indicated that when measured explicitly, children do not report preferring younger person than older person. However when measured implicitly, it was found that children at this young age already reveal negative biases toward the elderly. Contrast to the fact that the level of explicit ageism is significantly different by demographic characteristics of children, no statistical difference in the level of implicit ageism is detected. Based on the results, implications are discussed.

• Annual Conference on Human and Language Technology
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• 2006.10e
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• pp.109-116
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• 2006

자연 언어의 각 어휘는 서로 관계를 가지고 계층적 입체적 모델로 존재한다. 이러한 전제에서 출발한 연구 가운데 대표적인 것이 의미 계층이다. 본고에서는 한국어 형용사의 의미 계층을 추출하는 것을 목표로 하여, 형식적 객관적 방법론을 정립하고, 결과를 비교적 신속하고 정확하게 이끌어 낼 수 있는 전산적 처리 도입하였다. 우선 전체 구축에 필요한 절차를 세우고 각 단계에서 필요한 방법과 휴리스틱을 정리하였다. 이를 바탕으로 사전 뜻풀이말을 이용하여 반자동으로 작업하였으며, 일부 코퍼스를 활용하였다 최종 알고리즘으로는 Top-Down 방식을 택하였다. 이렇게 추출된 한국어 형용사 의미 계층은 226개의 최상위어에서 시작하여 총 3,792개의 표제어를 망라한다. 또한 수직적 계열 관계만을 명시했을 경우 나타날 수 있는 한계를 보완하기 위해, 동의어 반의어와 같은 수평적 의미 관계와 공기 명사와 같은 결합 관계 등을 함께 기술하였다. 한편 표제항을 뜻풀이말의 공기 명사를 이용하여 의미별로 분류하고 각 분류마다 별도의 의미 계층을 수립하였다.

• Proceedings of the Korean Information Science Society Conference
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• 2005.11b
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• pp.535-537
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• 2005

본 논문에서는 시소러스 상에서 개념간 세분화를 위한 의미적 기준인 개념 패싯 (Conceptual Facet)과 관계 패싯 (Relational Facet) 그룹을 사용하는데, 패싯이란 공통의 특성을 갖는 개념들을 함께 그룹화하고 용어간 관계를 구조화하기 위한 장치이다. 개념 패싯은 용어가 갖는 대표적인 의미속성, 범주를 의미하며, 용어 각각을 구별되는 의미장 (Semantic Field)에 분류하도록 한다. 관계 패싯은 상$\cdot$하위 개념 간 의미 관계를 표현한 메타 개념이다. 본 시소러스는 여러 전문가들의 다양한 관점을 반영하도록 설계되었다. 관점이란 주관적이며, 임의적이어서 개별 개념에 내재된 자질 또는 속성과는 구별되는 독립적 속성이다. 개념 패싯, 관계 패싯의 도입은 계층 관계, 동등 관계, 범주 관계 등과 더불어 용어 간 관계를 보다 구체적으로 명시함으로써 최종 사용자에게 검색의 효율성과 정확성을 제공할 수 있다.