• Journal of Korean Institute of Industrial Engineers
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• v.18 no.1
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• pp.81-89
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• 1992

After much research on qualitative reasoning, the problem of ambiguities still hampers the practicality of this important AI tool. In this paper, the sources of ambiguities are examined in depth with a systems engineering point of view and possible directions to disambiguation are suggested. This includes some modeling strategies and an architecture of temporal inference for building unambiguous qualitative models of practical complexity. It is argued that knowledge of multiple levels in abstraction hierarchy must be reflected in the modeling to resolve ambiguities by introducing the designer's decisions. The inference engine must be able to integrate two different types of temporal knowledge representation to determine the partial ordering of future events. As an independent quantity management system that supports the suggested modeling approach, LIQUIDS(Linear Quantity-Information Deriving System) is described. The inference scheme can be conjoined with ordinary rule-based reasoning systems and hence generalized into many different domains.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.17-34
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• 2014

This study aimed to examine the research trends and to suggest future research directions in teaching-learning methods for Home Economics education, by analyzing articles published in three major academic journals in the field. From each of the research studies, the teaching-learning method, the related content area, and the learning effect measures were quantitatively codified. The data were analyzed using frequency analysis and cross-tabulations. According to the results, the number of teaching-learning method studies steadily increased since 1998 and peaked in 2010 and 2011. The most frequently studied content areas were combinations of more than two content areas, and the most frequently studied teaching-learning method was the Content-Based methods, followed by Practical Thinking/Problem Solving, and IT-Based methods. The most frequently used measures of learning effect were Knowledge/Understanding, Attitudes toward Home Economics subject, General Attitudes/Competencies, and the Attitudes toward the Instructional Method, in the order of frequencies. The results of this study are expected to contribute to the teaching-learning method research and also provide implications to the documentation of Home Economics curriculum for secondary education.

• Journal of Korean Medical classics
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• v.19 no.3
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• pp.128-137
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• 2006

관우(關于) ${\ulcorner}$상한론(傷寒論)${\lrcorner}$ 적발어양화발어음적조문(的發於陽和發於陰的條文), 유허다부동적론쟁이의가적해석야도부일치(有許多不同的論爭而醫家的解釋也都不一致), 특별시관우음양적개념(特別是關于陰陽的槪念), 화발어음증적발열유무(和發於陰證的發熱有無), 치유시기(治愈時期), 의가적설명전각양각색이몰유일관적해석(醫家的說明全各樣各色而沒有一貫的解釋). 소이아주장료이하문제(所以我主張了以下問題), 기내용여하(其內容如下). 기일시발병부위(其一是發病部位), 발어양증시표현위기장성적정황하(發於陽證是表現衛氣壯盛的情況下) 감수외아구이병정위중적상태(感受外雅邱而病情危重的狀態). 발어음증적음지의의시표현인(發於陰證的陰之意義是表現人) 체내부적문제(體內部的問題), 저취시위기허적상태(這就是衛氣虛的狀態). 기이시발어음증적발열유무(其二是發於陰證的發熱有無), 가이추론재발어음증적상태상(可以推論在發於陰證的狀態上), 유용오하(有用誤下)오치(誤治) 적정황(的情況), 기정황취시발열증상(其情況就是發熱症狀), 소이발어음증(所以發於陰證) 초미견발열증(初未見發熱症), 단재병적진행과정상(但在病的進行過程上), 각유발열증상(却有發熱症狀). 기삼시치유시기(其三是治愈時期) 부요론칠일여륙일적시간(不要論七日與六日的時間), 단수요설명발어양적치응시기비발어음적치유시기요장(但需要說明發於陽的治應時期比發於陰的治愈時期要長). 발어양증비발어음증(發於陽證比發於陰證), 기병정위중(其病情危重), 소이수요제거아기병회복위기적시간(所以需要除去雅氣幷恢復衛氣的時間). 총지(總之) 발어양증적치유시기비발어음증적치유시기수요장(發於陽證的治愈時期比發於陰證的治愈時期需要長).

• The Mathematical Education
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• v.62 no.1
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• pp.1-21
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• 2023

The purpose of this study is to explore how the student, who interiorized three levels of units, constructed fractions as multipliers by analyzing her ways of conceiving improper fractions with three levels of units and coordinating two three-levels-of-units structures. Among the data collected from our teaching experiment with two 4th grade students meeting 13 times for three months, we focus on how Seyeon, one of the participating students, wrote numerical expressions in the form of "× fraction" for the given situations using her splitting operation for composite units. Given the importance of splitting operation for composite units for the construction of fractions as multipliers, implications for further research are discussed.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.319-323
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• 2023

일반 상식 기반의 지식 그래프는 대규모 코퍼스에 포함되어 있는 일반 상식을 수집하고 구조화하는 지식의 표현 방법이다. 일반 상식 기반의 지식 그래프는 코퍼스 내에 포함되어 있는 다양한 일반 상식의 형태와 관계를 모델링하며, 주로 질의응답 시스템, 상식 추론 등의 자연어처리 하위 작업에 활용할 수 있다. 가장 잘 알려진 일반 상식 기반의 지식 그래프로는 ConceptNet [1], ATOMIC [2]이 있다. 하지만 한국어 기반의 일반 상식 기반의 지식 그래프에 대한 연구가 존재했지만, 자연어처리 태스크에 활용하기에는 충분하지 않다. 본 연구에서는 대규모 언어 모델과 프롬프트의 활용을 통해 한국어 일반 상식 기반의 지식 그래프를 효과적으로 구축하는 방법론을 제시한다. 또한, 제안하는 방법론으로 구축한 지식 그래프와 기존의 한국어 상식 그래프의 품질을 양적, 질적으로 검증한다.

• Korean Journal of Psychosomatic Medicine
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• v.25 no.1
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• pp.63-72
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• 2017

Objectives : Attention-deficit hyperactivity disorder(ADHD) is characterized by significant impairments in executive functions, with a prevalence of approximately 3-5% of all children worldwide. The goal of this study was to examine the relationship between executive functions and electrophysiological activities in children and adolescents with ADHD. Methods : In 31 patients with ADHD, resting-state EEG was recorded, and Comprehensive Attention Test(CAT), Stroop Color-Word Inference Test(Stroop CWIT), Trail Making Test(TMT), and Wisconsin Card Sorting Test(CST) were administered. Korean version of the ADHD Rating Scale(K-ARS) was assessed. Results : Alpha and beta power positively correlated with the Attention Quotient(AQ), while delta power negatively correlated with AQ from CAT. In the Stroop CWIT, decreased delta power and increased beta power were related to higher performance. Power of the alpha band increased with higher TMT performance. Moreover, delta power negatively correlated with good performance on the CST, while alpha and high gamma band showed a positive correlation. Correlation with the parent-rating of ADHD symptoms showed a negative correlation between alpha power and higher scores on the K-ARS. Conclusions : These findings indicate that relative power in higher frequency bands of EEG is related to the higher executive function in children and adolescents with ADHD, while the association with the relative power in lower frequency bands of EEG seem to be vice versa. Furthermore, the findings suggest that QEEG may be a useful adjunctive tool in assessing patients with ADHD.

• Journal of Embryo Transfer
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• v.19 no.3
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• pp.291-299
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• 2004

Characterization of quantitative trait loci (QTL) was investigated in the experimental cross population between Berkshire and Yorkshire breed. A total of 512 F$_2$ offspring from 65 matting of F$_1$ parents were phenotyped the carcass traits included average daily gain (ADG), average backfat thickness (ABF), tenth rip backfat thickness (TRF), loin eye area (LEA), and last rip backfat thickness (LRF). All animals were genotyped for 125 markers across the genome. Marker linkage maps were derived and used in QTL analysis based on line cross least squares regression interval mapping. A decision tree to identify QTL with imprinting effects was developed based on tests against the Mendelian mode of QTL expression. To set the evidence of QTL presence, empirical significance thresholds were derived at chromosome-wise and genome-wise levels using specialized permutation strategies. Significance thresholds derived by the permutation test were validated in the data set based on simulation of a pedigree and data structure similar to the Berkshire-Yorkshire population. Genome scan revealed significant evidences for 13 imprinted QTLs affecting growth and body compositions of which nine were identified to be QTL with paternally expressed inheritance mode. Four of QTLs in the loin eye area (LEA), and tenth rip backfat thickness (TRF), a maternally expressed QTL were found on chromosome 10 and 12. These results support the useful statistical models to analyse the imprinting far the QTLs related carcass trait.

• Cartoon and Animation Studies
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• s.26
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• pp.31-56
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• 2012

This is a scientific study of subjectivity on recognition types and preferences of animation audience. Therefore, Q-methodology was used as a methodology of this study. As a result, it was possible to find the various characteristics according to the preferences of audience on animation genres. The features of each type were classified into 3 types. First was an artistic and literary value-oriented type that explored storytelling and descriptive value. Second was a pictorial and aesthetic value-oriented type that explored visual beauty such as characters and Mise en scene. Third was a visual and entertainment value-oriented type that explored entertainment factors and attractions. Thus, according to the classification of preference types, it was inferred that digital image generation audience with an active preference that can create and consume images have developed a tendency that independently consumed their preferences based on thoroughly personal or subjective preferences rather than classified and accepted their preferred culture as their symbolic expressions of hierarchical position. In this aspect, Q-methodological consideration that is useful to analyze the subjectivity of audience could be a significant work. Nevertheless, this study alone could not reveal various generative contexts of specific preferences. It seems to have more significant results by applying various qualitative or quantitative methodologies together with this study and analyzing recognition types and preferences of audience.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.129-158
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• 2020

In this study, we presented two geometric tasks to three 11th grade students to identify the characteristics of the images that the students had at the beginning of problem-solving in the problem situations and investigated how their images changed during problem-solving and effected their problem-solving behaviors. In the first task, student A had a static image (type 1) at the beginning of his problem-solving process, but later developed into a dynamic image of type 3 and recognized the invariant relationship between the quantities in the problem situation. Student B and student C were observed as type 3 students throughout their problem-solving process. No differences were found in student B's and student C's images of the problem context in the first task, but apparent differences appeared in the second task. In the second task, both student B and student C demonstrated a dynamic image of the problem context. However, student B did not recognize the invariant relationship between the related quantities. In contrast, student C constructed a robust quantitative structure, which seemed to support him to perceive the invariant relationship. The results of this study also show that the success of solving the task 1 was determined by whether the students had reached the level of theoretical generalization with a dynamic image of the related quantities in the problem situation. In the case of task 2, the level of covariational reasoning with the two varying quantities in the problem situation was brought forth differences between the two students.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.