• Korean Journal of Cognitive Science
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• v.11 no.3_4
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• pp.73-81
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• 2000

This study was conducted to investigate some characteristics of representation of category knowledge and script knowledge. Using primed lexical decision task with higher level primers in the representation structure, Experiment 1 examined the interaction effects between knowledge type and concept typicality. It was found that the concept typicality has some effects in category representation, while it has no significant effect in script representation. In Experiment 2, primers of the lower hierarchy in the representation structure were employed. The results showed that the main effect of knowledge type was significant: the response time for category knowledge was faster than that for script knowledge. Typicality effect did not show in this experiment. The results of t the two experiments suggest that category knowledge is represented in hierarchy and typicality. while script knowledge may lack in that characteristics. Other aspects of the differences in characteristics of category- and script- knowledge representation were discussed,

• The Journal of the Korea Contents Association
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• v.13 no.3
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• pp.502-510
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• 2013

The purpose of this paper investigate the general definition of Tense and the concepts about Aspect. I consider the correlation between the lexical and the grammatical aspect. Tense is an inflection type of a verb that indicates the time, tense is grammatical categories. Tense has the current tense and the past tense in English. If we recognize aspect as a grammatical category, that the subject of in description will be confined to the grammatical expression. In contrast, when considered as a category of meaning, lexical and grammatical representation is the expression target. Therefore, aspect is stated as a grammatical category. Specially, the aspect of English, there is only a progressive tense and perfect tense. In this case, the progressive aspect is progressive tense and the perfect aspect is perfect tense. Chapter 2, I investigate the definition of the tense of many scholars and define the usage of each tense. In Chapter 3, I exhibit the definition of the Aspect. Aspect is grammatical and semantic one. Tense and Aspect is a simple grammar category, but they have a various spectrum. Therefore, As the definition of the Tense and Aspect becomes clear it will be helpful to students who are received English education. In addition, the definition about tense and aspect needs in variety of areas, more research is needed.

• Asia Marketing Journal
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• v.13 no.4
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• pp.1-27
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• 2012

Extending the findings of Rajagopal and Burnkrant (2009), this research examines the moderating role of consumers' goals (i.e., head category-relevant goal vs. modifier category-relevant goal) in the effects of two different interpretation strategies (i.e., relational interpretation vs. property interpretation) on product beliefs and attitudes toward hybrid products. In the current research, we make two predictions. First, we predict that both head category and modifier category beliefs will be higher under property interpretations than under relational interpretations in the modifier category-relevant goal priming conditions, whereas there will be no significant differences between each product category beliefs across the two interpretation conditions in the head category-relevant goal priming conditions. Second, we predict that attitudes toward hybrid products will be higher under property interpretations than under relational interpretations in the modifier category-relevant goal priming conditions, whereas there will be no significant differences between the attitudes toward hybrid products across the two interpretation conditions in the head category-relevant goal priming conditions. These predictions are tested and confirmed in two experiments. Finally, we discuss theoretical and practical implications of our findings and develop directions for future research.

• Journal of Industrial Convergence
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• v.18 no.5
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• pp.97-101
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• 2020

This study intended to analyze effects of education of python through meta-analysis. The researcher selected five primary studies reporting statistical data after implementing education of python in elementary classroom settings. Three research questions were stated. What is the total effect size of education of python? What are effect sizes of publication type, dependent variable, and etc.? What are results of meta-regression analysis by grade level, period, and etc.? Findings are as follows. The overall effect size was .598, which is medium. For categorical variables, the effect size of peer-reviewed journal articles was larger than theses. The effect size of affective domain was larger than student achievement and cognitive domain. For meta-regression analysis, education of python was more effective as the period and duration of the program increased. Finally, discussions and recommendations including qualitative investigation on affective domain and program management considering characteristics were presented regarding research findings.

• The Korean Journal of Applied Statistics
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• v.30 no.5
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• pp.615-632
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• 2017

Unlike randomized trial, statistical strategies for inferring the unbiased causal relationship are required in the observational studies. The matching with the propensity score is one of the most popular methods to control the confounders in order to evaluate the effect of the treatment on the outcome variable. Recently, new methods for the causal inference in latent class analysis (LCA) have been proposed to estimate the average causal effect (ACE) of the treatment on the latent discrete variable. They have focused on the application study for the real dataset to estimate the ACE in LCA. In practice, however, the true values of the ACE are not known, and it is difficult to evaluate the performance of the estimated the ACE. In this study, we propose a method to generate a synthetic data using the propensity score in the framework of LCA, where treatment and outcome variables are latent. We then propose a new method for estimating the ACE in LCA and evaluate its performance via simulation studies. Furthermore we present an empirical analysis based on data form the 'National Longitudinal Study of Adolescents Health,' where puberty as a latent treatment and substance use as a latent outcome variable.

• Korean Journal of Culture and Social Issue
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• v.17 no.3
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• pp.287-304
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• 2011

The Purpose of this study is to understand phases and paradigms related to voluntary services offered by undergraduates and the processes in which voluntary services are implemented. For this, interviews for 23(men: 10, women: 13) undergraduates were conducted from Aug., 2008 to Apr., 2009 were conducted and the data collected from those interviews were analyzed on the basis of the Grounded Theory. Main analysis procedure is known as codings(open coding, axial coding, selective coding). This analyses produced 119 concepts, 41 subcategories, and 16 categories in open coding. Then, axial coding was conducted to organize the basic framework of generic relationships among psychological motivation, social context, personal perception, practical action, psychological response, and psychological consequence. Core essence is "Volunteer types are categorized simple practice type, self-serving type, and community type." Finally, undergraduate volunteers were explained in 3 types(simple practice, self-serving, and community) on the basis of paradigms. These results were discussed in terms of further research and limitation.

• The Korean Journal of Applied Statistics
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• v.27 no.7
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• pp.1077-1095
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• 2014

Unlike randomized trial, statistical strategies for inferring the unbiased causal relationship are required in the observational studies. Recently, new methods for the causal inference in the observational studies have been proposed such as the matching with the propensity score or the inverse probability treatment weighting. They have focused on how to control the confounders and how to evaluate the effect of the treatment on the result variable. However, these conventional methods are valid only when the treatment variable is categorical and both of the treatment and the result variables are directly observable. Research on the causal inference can be challenging in part because it may not be possible to directly observe the treatment and/or the result variable. To address this difficulty, we propose a method for estimating the average causal effect when both of the treatment and the result variables are latent. The latent class analysis has been applied to calculate the propensity score for the latent treatment variable in order to estimate the causal effect on the latent result variable. In this work, we investigate the causal effect of adolescents delinquency on their substance use using data from the 'National Longitudinal Study of Adolescent Health'.

• Journal of the Korean earth science society
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• v.32 no.6
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• pp.525-536
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• 2011

In any applications using various types of spatial data, it is very important to account for the scale differences among available data sets and to change the scale to the target one as well. In this paper, we propose to use a geostatistical downscaling approach based on vaiorgram deconvloution and block simulation to generate fine-scale categorical thematic maps from coarse-scale fraction data. First, an iterative variogram deconvolution method is applied to estimate a point-support variogram model from a block-support variogram model. Then, both a direct sequential simulation based on area-to-point kriging and the estimated point-support variogram are applied to produce alternative fine-scale fraction realizations. Finally, a maximum a posteriori decision rule is applied to generate the fine-scale categorical thematic maps. These analytical steps are illustrated through a case study of land-cover mapping only using the block fraction data of thematic classes without point data. Alternative fine-scale fraction maps by the downscaling method presented in this study reproduce the coarse-scale block fraction values. The final fine-scale land-cover realizations can reflect overall spatial patterns of the reference land-cover map, thus providing reasonable inputs for the impact assessment in change of support problems.

• Geotechnical Engineering
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• v.29 no.3
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• pp.8-19
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• 2013

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.44-64
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• 2022

This study explored the elementary school teachers' experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of 'difficulty in teaching students with low achievement in science'. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: 'compromising-', 'overcoming-', 'accepting-', and 'conflicting-reality type'. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.