• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.37-58
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• 2015

The purpose of the study was to analyze the effects of both young children's gender and temperament and their teachers' teaching efficacy and teacher-child interactions on peer play interactions. For this purpose, the data from the 2012 Panel Study on Korean Children were analyzed using analyses of variances and correlation co-efficiencies. In addition, analyses of hierarchical regression, with young children's temperament and teacher-related factors (teaching efficacy and teacher-child interactions) as the independent variables and three sub-factors of peer play interactions (play interaction, play disruption, play disconnection) as the dependent variables, were conducted. The results showed that young children's temperament, teacher efficacy, teacher-child interactions, and peer play interactions differed by gender and significantly correlated. Young children's temperament and teacher-child interactions significantly affected young children's peer play interactions, and the effect of teacher-child interactions was larger than the effect of temperament by 2~2.5 times. The results proved the importance of early childhood teachers' roles in the development of young children's peer interactions with consideration of differences based on children's gender and temperament. With the results given, implications and suggestions for further research were discussed.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.353-363
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• 2000

In this study, discourse patterns of four peer small groups in learning science concepts were examined. Verbal interactions during small group discussions were audio- and video-taped, transcribed, and analyzed. Three coding frameworks for the levels of turns, interaction units, and episodes were developed. In the analyses of turns, no clear relationships between students' prior achievements and contributions to knowledge building processes were found. Partly participating modes and symmetrical interaction modes were dominant in the analyses of interaction units to suggest that some students did not participate actively in small group discussions and that students' verbal interactions were superficial. The analyses of episodes also indicated that agreeing and/or partial elaborating on group members' ideas were the most frequent patterns and dialectical exchanges were rare in small group discussion.

• Proceedings of the Korean Information Science Society Conference
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• 2005.07b
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• pp.277-279
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• 2005

단백질들은 서로 다른 단백질들과 상호작용하거나 복합물을 형성함으로써 생물학적으로 중요한 기능을 한다고 알려져 있다. 때문에 대부분의 세포작용에 있어 중요한 역할을 하는 단백질들 간의 상호작용 분석 및 예측에 대한 연구는 여러 연구그룹으로부터 풍부한 데이터가 산출된 후게놈시대(post-genomic era)에서 또 하나의 중요한 이슈가 되고 있다. 본 논문에서는 효모에 대해 공개되어있는 단백질 상호작용 데이터들에서 속성들 간의 연관규칙 학습을 통해 잠재적 단백질 상호작용들을 예측하기 위한 연관규칙 기반의 상호작용 예측 방법을 제시한다. 단백질들 간의 상호작용 예측을 위해 고려되는 각 단백질의 다수의 속성차원은 정보이론 기반의 속성선택 알고리즘을 이용하여 효율적으로 줄이며 상호작용의 속성집합을 이용하여 신경망을 훈련시키고 이렇게 훈련된 신경망에서 속성들 간의 연관규칙을 디코딩하여 연관규칙 기반의 상호작용 예측에 활용한다. 연관속성 발굴을 통한 상호작용 예측을 위한 마이닝 방법으로는 연관규칙 발견 알고리즘을 사용하였으며 예측 정확도를 높이기 위하여 신경망 예측 모델의 학습 결과를 디코딩한 규칙들이 추가적으로 사용하였다. 논문에서 제안한 방법을 발견된 연관규칙을 통한 단백질 상호작용 예측문제에 있어 평균 약 $94.5\%$의 예측 정확도를 보였다.

• The Journal of the Korea Contents Association
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• v.13 no.8
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• pp.72-82
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• 2013

The present study explored types of Twitter-mediated communication and emotional responses of Twitter users toward celebrities. Three perspectives of para-social interactions, information hub, and fandom were proposed as communication types on Twitter. Celebrities were classified by entertainer, politician, specialist, and blogger. Communication patterns according to each category of celebrities were analyzed. The patterns of emotional responses, which represents the use of emoticons and emotional expressions were also analyzed. The results show that the type of para-social interactions was frequently accepted for the interactions with politicians and specialists, while fandom style was salient for the entertainers. For the power bloggers, the users tend to adopt the type of information hub interaction. The use of emotions and emotional expressions were most frequent in case of fandom style communication and the messages to the entertainers. Implications were further discussed.

• Journal of the Korean association of regional geographers
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• v.20 no.1
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• pp.30-48
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• 2014

Relying on the interaction indices - dominance index, relative strength index and entropy index, this paper analyzes the structural features of urban network in the Seoul metropolitan area with the flows of commuting, business, and freight. Analytical results show that the Seoul metropolitan urban system is vertical, size-dependent, one-way, and the highest city-dominant network rather than horizontal, size-neutral, two-way, complementary one. The network of freight flow is a little bit more symmetrical than the networks of commuting and business. However, the interaction with Seoul is still determinant in all aspects of hierarchical structure, relative strength, and symmetry of flow.

• Journal of the Korea Convergence Society
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• v.10 no.1
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• pp.115-121
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• 2019

This study presents "Indispensability" and "Irreplaceability" as new variables for studying the attachment process of digital products that are different from physical products. To analyze this quantitatively, we will set up an integrated model to explore how attachment can be formed through different product-user interactions and time value which are necessary for attachment formation. Analysis of 197 respondents' data for empirical analysis showed that system-centric interactions did not affect the duration of use, whereas user-centric interactions affected the duration of use. In addition, the effects of the period of use on the Indispensability and the Irreplaceability were demonstrated, and the effects on the Indispensability were greater than Irreplaceability.

• Journal of the Korean Chemical Society
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• v.45 no.5
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• pp.470-480
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• 2001

The purpose of this study was to investigate the effects of science inquiry experiments emphasizing social interaction on the development of process skills of the students. The social interactions by cognitive level of the students were also analyzed. For this study, 197 8th grade students were sampled. They were divided into an experimental group and a control group. During four-month period, the experimental group received science inquiry experiments treatment emphasizing social interactions while the control group received traditional treatment. Not only science inquiry ability pretest-posttest, but also multiple data collection method such as a questionnaire, class observation, and audio/video recording were used in collecting the data. According to the results of this study, it was found that the mean score of the experimental group was significantly higher than that of the control group at 0.05 level. It was also found that the students of high cognitive level led the peers and participated in the class discussion actively with the teacher while the students of low cognitive level followed the students of high cognitive level and showed inactive interaction with the teacher. Analysis of the students' perceptions on inquiry experiments showed that students participated in discussion actively in the class as these experiments gave an opportunity for them to discuss and were able to solve the problems with peers' help through discussion.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.448-459
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• 2019

The purpose of this study is to investigate the differences between children's internal variables (gender, temperament, development) and environmental variables (teaching efficacy, teaching - child interaction, classroom environment) The data collected for this study were analyzed using descriptive statistics, reliability analysis, correlation analysis, cluster analysis, and t-test using the SPSS 22.0 program. The results are as follows. First, the peer interaction of the infant showed a difference in sex between the types. Second, children's peer interaction showed differences in interstitial temperament, language development, and cognitive development. Third, the peer interaction of young children was different between the types of environment variables such as teaching efficacy, teacher - infant interaction, and classroom environment. As a result, it is suggested that the children's social temperament will lead to healthy peer interaction, and that language development and cognitive development will lead to a positive developmental process. In this study, the meaning and meaning of children's intergenerational behaviors in children's gender and temperament, language and cognitive development, and environmental variables such as teaching efficacy, teacher - infant interaction, I checked. In addition, it is meaningful that the positive and negative peer interactions are segmented and analyzed in detail to examine the peer interaction of infants. However, the limitation of this study is that it is not possible to investigate all the fields belonging to the infant's personal variables and environmental variables.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.1-23
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• 2015

This study examined the effect of infant teacher's sensitivity, efficacy and interaction on the social and emotional development of infants. The participants of this study were 169 infants and their teachers in daycare centers located in Seoul and Gyeonggi-do. The instruments were collected through teachers' responses. Data were analyzed through the variance analysis using PASW 18.0 to verify the infant teachers' susceptibility, efficacy, and infant-teacher interaction based on infant teachers' background variables; to find out the relationship between the variables, Pearson correlation analysis was performed, and to find out the relative influence of variables on the infants' social and emotional development, stepwise multiple regression analysis was performed. Results were as follows. Firstly, Among the background variables of the teachers, their career as infant teachers displayed differences in the infants' social and emotional development, and the susceptibility, efficacy, and infant-teacher interactions displayed partial differences based on the teaching career, career as infant teachers, age, daycare center type, and the academic background of the teachers. Secondly, there were positive relationships between infant teacher's sensitivity, efficacy and interaction and infants' social and emotional development. Thirdly, infant teachers' sensitivity, efficacy and infant-teacher interaction had an influence on infants' social and emotional development at the same time. Especially, sensitivity and interaction were powerful and influential variables and their explained variance was 53%. These results suggested that teachers' efforts must be made to interact positively with infants and to increase their sensitivity level to respond to infants in order to increase infants' social and emotional development.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.333-342
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• 2015

This study analyzes the verbal interaction patterns used in a social network activity analysis that appeared in a science inquiry activity of 31 small groups of science-gifted students consisting of 5 members each. The results of this study are as follows: The interaction patterns showed eight types. The most prevalent interaction pattern, type 1, is triangle-shaped, interacting with 3 members out of 5 without a central member. Type 2 is wye form, interacting with 4 members and with one alienated member. Type 3 is diamond-shaped, interacting with 4 members. Type 4 is ray form, interacting with 5 around a central member. Type 5 has an alienated member and interacts with 4 members around the central member. Type 6 is triangle-branched, 4 members linked to the central member. Type 7 is wye form linked all around the central member. Type 8 is wye form with a more complex link than type 7. These can be classified in two. One is the participation-type where the rest of the 4 members are linked to the central member. The other is the alienation-type where a member/members is/are alienated without a central member. The participation-type appeared in 9 groups (29%), type 4, type 6, type 7, and type 8. The alienation-type showed in 22 groups (71%), type 1, type 2, type 3, and type 5. On the basis of this study, we propose that the best number of members in a group is three. It helps prevent a free-riding effect or isolation of members. Also, we deem it more fruitful if there is a member playing a central role in a group.