• MALSORI
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• no.52
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• pp.15-48
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• 2004

The present study investigates phonation types of the plosives in Bahasa Indonesia in terms of VOT, F0, durations of intervocalic closure, the preceding vowel, and the following vowel. The results showed that two speaker groups have distinct phonation types. Speaker Group I was characterized by a short voice lag for voiceless plosives and a considerable amount of voice lead for voiced ones. Speaker Group II was characterized by a short lag for both voiceless and voiced plosives. Although both groups showed a significant difference in F0 and the durations of individual segments between voiceless and voiced plosives, they had a remarkable difference in the temporal structure of the segments. Speaker Group I had temporal compensation between the intervocalic closure and the surrounding vowels across voice, such that the shorter the intervocalic closure the longer the surrounding vowels, while Speaker Group 2 didn't. This means that there are two different phonation type systems within a language.

• MALSORI
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• no.64
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• pp.53-76
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• 2007

This study investigates phonation types of Korean obstruents associated with the vowels immediately following singletons or geminates in intervocalic positions. F0, H1-H2, and spectral tilt were measured from the 20 ms segment at the onset of the vowels for the tokens of /paCa/ and /paCCa/, where Cs are of the same manner and place of articulation. The results showed a remarkable change in the values of F0, H1-H2, and spectral tilt as the preceding obstruents shifts from the lenis singletons to the lenis geminates, which suggests that the spectral characteristics of the vowels following the lenis geminates are not different from those of the vowels following fortis singletons or geminates. Significantly enough, this study adds data about the spectral characteristics of Korean phonation types.

• Journal of Animal Science and Technology
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• v.51 no.5
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• pp.421-426
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• 2009

This study was conducted to clarify the characteristics of vocalization of laying hen related with space in battery cage. The size of cages were classified into control (0.30 m ${\times}$ 0.14 m ${\times}$ 0.55 m, length ${\times}$ width ${\times}$ height), small (0.21 m ${\times}$ 0.14 m ${\times}$ 0.55 m) and large (0.30 m ${\times}$ 0.30 m ${\times}$ 0.55 m) size. Vocalization of 16 individuals of laying hen in each group of Hy-Line Brown (80 week old) were recorded 3 hours per day (10:00am~11:00am, 3:00pm~4:00pm and 7:00pm~8:00pm) using digital recorder and microphone during October 2008 and February 2009. Characteristics of frequency, intensity and duration of vocalization were analyzed by GLM (general linear model) and Duncan's multi-test. There were differences in basic and maximum frequency, and intensity based on analysis of spectrogram and spectrum among different cage sizes. Vocalization of laying hen would be one of the indicators to understand the stress caused by rearing space in batter cage.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.5
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• pp.3046-3050
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• 2014

The purpose of the present study was to evaluate the effect of 7-point interval scale(EAI) and visual analogue scale(VAS) on perceptual judgement and the reliability of severity on voice problems by dysphonic speakers. 30 undergraduate students studying communication disorder were enrolled in the perceptual evaluation. Those listeners judged overall voice severity within the anchored(condition 1) and non-anchored scales(condition 2) for vowel prolongation and reading tasks by 25 speakers with voice disorder. The results of this study showed that the scores by VAS was significantly higher than EAI in both condition 1 and condition 2 for vowel prolongation and reading task. However, the scores by EAI method was higher than by VAS method on voice severity of vowel prolongation (condition 1) and reading task(condition 2). These results suggest auditory-perceptual scaling procedures must be more studied in the aspects of clinical application of voice disorder.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.122-132
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• 2005

Graphing abilities are critical to understand and convey information in science. And then, to what extent are secondary students in science courses able to understand line graphs? To find clues about the students' interpretation processes of the information in science-related line graphs, this study has the following research question: Is there a difference between the levels of complexity of good and poor readers as they use the thinking aloud method for studying cognitive processes? The present study was designed to provide evidence for the hypothesis that good line graph readers use a specific graph interpretation process when reading and interpreting line graphs. With the aid of the thinking aloud method we gained deeper insight into the interpretation processes of good and poor graph readers while verifying verbal statements with respect to line graphs. The high performing students tend to read much more information and more trend-related information than the low performing students. We support the assumption of differential line graph schema existing in the high performing students in conjunction with general graph schema. Also, high performing students tend to think aloud much more metacognitively than low performing students. High performing students think aloud a larger quantity of information from line graphs than low performing students, and more trend-related sentences than value-related sentences from line graphs. The differences of interpretation processes revealed between good and poor graph readers while reading and interpreting line graphs have implications for instructional practice as well as for test development and validation. Teaching students to read and interpret graphs flexibly and skillfully is a particular challenge to anyone seriously concerned with good education for students who live in an technological society.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.503-513
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• 2005

The purpose of this study was to analyze the generating processes of scientific emotion, that appears during the generation of biological hypotheses. To perform the study, a tentative model was set up through pilot test, a think-aloud training procedure was planned and a standardized interview instrument was developed before getting protocols. In this study, 8 college students were selected to bring out protocol through the method of think-aloud, retrospective debriefing, focused interview and observing. As the result of analysis of the collected protocol through coding scheme, 4 types of process for scientific emotion-generating were sorted out. First type was a basic process which was a feeling process in prior to recognition. Second type was a retrospective process that explains the process of retrospect for emotional memory based on the past. Third type was a cognitive process and it explains emotion that occurs during thinking process to achieve cognitive goal. Fourth type was an attribution process and it explains that emotion is generated in the process of attribution for cognitive goal's achievement. These types of process of scientific emotion-generating can contribute the basis for developing cognitive model of EBL (Emotional Brain-based Learning) strategy.

• Proceedings of the KSPS conference
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• 2002.11a
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• pp.77-80
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• 2002

This study proposes phonation type index k as a descriptor of the overall spectral tilt, which is free from the effects of fundamental frequency and vowel quality. The newly proposed phonation type index k presents a simple and single measure of the overall spectral tilt. Phonation type index k can be applied to speech technology. It can also be used in diagnosing patients voice qualities in speech pathology. The distribution of phonation type index k, which is speaker-dependent, may be useful in forensic phonetics and voice recognition as an indicator of speaker identity.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.84-87
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• 2007

The final purpose of this paper is to prove that, under noisy environment, there is significant difference of perceptibility of the place of articulation between fortis plosives and aspirated plosives in Korean. For this research, a perceptual experiment had been made. Two groups of subjects heard stimuli with noise and were required to answer which sound they had heard. The result is that, with noise, aspirated plosives cannot be heard clearly whereas fortis plosives can be heard well.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.511-521
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• 2014

In this study, we conducted an exploratory investigation of the imaginative writing processes of middle school students. Twelve 8th graders were asked to imagine and write about the daily life of atoms, assuming that they became specific atoms for themselves. The think-aloud method was used to investigate students' writing processes. We recorded students' writing processes, and also collected the data through interviews to clarify ambiguities in their writing processes. The analyses of the results revealed that their imaginative writing processes could be classified into the three types by the two aspects of writing process components (retrieving information and generating ideas). That is, the integration of retrieving information and generating ideas, the predominant retrieving information, and the predominant generating ideas. The students who were classified into the type of the integration of retrieving information and generating ideas came up with a story and properly introduced science concepts into it. These suggested that this type of students expressed their own understanding more effectively, and that this type was most appropriate for imaginative writing in learning science. The results also showed that the imaginative writing processes were greatly influenced by whether the planning step was adequately considered or not. On the bases of the results, we suggest the teaching strategies for effective imaginative writing in learning science.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.225-237
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• 2017

In this study, we investigated the characteristics of the individual processes of pre-service chemistry teachers in making written test items. For this, we analyzed the think-aloud processes of eight pre-service chemistry teachers while making six written test items about gas laws and their in-depth interview scripts. The characteristics of the processes were found to be divided into six categories; the lack of systemicity in planning stage for making written test items, the lack of awareness and consideration for the interrelationship between instruction and assessment, the diverse criteria in determining test item types, the difficulties in judging behavioral domains and difficulties of items in the table of specification, the limitation in using teacher's guides and misunderstanding of teacher's guides, and the limitation in point and/or content of review and differences depending on the time of review. These can provide some significant guidelines and implications in finding ways to improve pre-service chemistry teachers' ability to make written test items.