• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.339-345
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• 2023

Pre-service teachers have established and developed their own teaching strategies and professional language teaching skills based on their pedagogical and learning experiences. In this regard, it is conceivable that pre-service teachers' feedback may have distinct viewpoints and focuses. Therefore, the purpose of this study is to analyze pre-service teachers' feedback to microteaching demonstrations. Participants in the study were 40 prospective elementary school teachers. They were invited to offer feedback on microteachings video-recorded by their peers. According to the findings, we identified a total of 708 comments. The majority of feedback was categorized as teacher talk(40.1%) , followed by teaching and learning activity (20.9%), interaction (12.6%), teaching materials (11.4%), classroom atmosphere and learning environment (8.9%), lesson flow (3.7%), review and evaluation (1.3%), and introduction and objectives (1.1%). The most frequent types of feedback were the teacher's use of appropriate speaking rate, tone, and intonation. This finding reflects the fact that English teachers realize the importance of the teacher's English proficiency, therefore we suggest that teacher education institutions need raise awareness not just of teachers' English skills but also of their diverse perspectives.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.213-220
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• 2022

The purpose of this study is to investigate the relationship between the characteristics of using new words, ability to use new words, and peer popularity among students with mild intellectual disabilities and general students of the age-matched group. A total of 8 students, 4 students with mild intellectual disabilities aged 14 to 16 years of age and 4 normal students in the age-matched group, were compared between groups using a nonparametric test. In the case of new words, 60 new words were selected through expert content validity among 301 new words, and then recognition and background information on the 60 new words were collected. As a result of the study, first, there was a significant difference in understanding of new words between the student group with mild intellectual disability and the general student group of the same age. Second, the correlation between the use of new words and the popularity of peers was compared for each group of students with mild intellectual disabilities and a group of general students of the same age as possible. Therefore, when providing vocabulary instruction for students with mild intellectual disabilities, it suggests that it is necessary to teach new vocabulary in order to increase their relationship with their peers and their popularity.

• Korean Journal of Culture and Social Issue
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• v.19 no.3
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• pp.343-365
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• 2013

This study examined the effects of various individual differences on children's memory of a stressful experience. The participants for the current study were children (N=85) aged 4-9 years those who experienced a naturally occurring stressful experience from a dental procedure. There was overall negative relation between the level of stress and children's memory performance. However, more interestingly, the results of this study provided some further evidence that several cognitive (i.e., receptive language ability and working memory capacity) and emotional (i.e., children's general anxiety condition, children's self-report of pain and anxiety about the event) individual difference factors were associated with variations in children's remembering across ages. The results suggest that the relation between stress and children's memory might be impacted in part by children's various individual characteristics. Furthermore, the findings are discussed in the applied context that based on the results clinical and legal professionals can tailor interviews to best meet children's needs and capabilities, and create developmentally and individually sensitive guidelines for interviewing children in the legal system.

• Science of Emotion and Sensibility
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• v.26 no.3
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• pp.115-128
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• 2023

This study examines the effects of a new app-based intervention program for conversational skills of children with high-functioning autism spectrum disorder (ASD). Participants in this study comprised 26 children diagnosed with autism, Asperger's syndrome, or pervasive developmental disorder-not otherwise specified (PDD-NOS). Participants were randomly assigned into a treatment group or a control group according to their ages, IQ, SCQ, and ASSQ scores. The treatment group met with teachers once a week for a single non-face-to-face class for nine weeks, along with conversation training at home using an app. The control group did not participate in any specific programs for conversational skills. Conversation data of all participants were collected before and after the intervention to compare the two groups based on changes in the conversational turn-taking and topic manipulation skills. When analyzed with respect to a Group X Period analysis of variance (ANOVA), the data indicated maintenance on the rate of appropriate listener's verbal responses in the treatment group, whereas the rate of inappropriate listener's verbal response significantly declined in the control group. In addition, the rate of conversation initiation and maintenance and the rate of appropriate initiation improved in the treatment group, whereas the rate of inappropriate initiation declined in this group. Overall, the study demonstrates promising effects of the novel App-based digital intervention on verbal conversational skills in children with high function ASD.

• Journal of Digital Convergence
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• v.12 no.9
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• pp.193-199
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• 2014

In the application development process is an important task to improve the quality of the data is the principal means for achieving the functional requirements of the wireless sensor network applications because it is the data obtained in the real world. It should be possible to meet the requirements for the quality improvement to those detailed for improving the quality in a short period of time for developing a prototype of an application and low cost. However, development of the existing methods can not be satisfied simultaneously in order to use a consistent abstraction because antinomical relation between ability of description and ease of description. In this paper, we propose a meta-data designed to support the improvement of data quality through abstract modeling language is also used in combination to a multiple of the other.

• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.323-332
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• 2008

This paper propose to use a new educational programming language, Scratch, to help students' programming study. For this purpose, a course has been developed which consists of (1) strategies to motivate students and (2) Creative Problem Solving (CPS) teaching model to improve their problem solving abilities. We experimented the course with sixth-grade elementary students for 4 weeks and we could observe that the Scratch programming learning helps motivating students and improving their problem solving abilities. Based on this observation, we believe that Scratch programming can be an alternative for current programming education in elementary schools.

• Journal of Engineering Education Research
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• v.7 no.4
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• pp.38-44
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• 2004

The purpose of this study was to investigate the creative characteristics of the scientifically gifted university students and the relationship between creativity and introductory engineering courses. Torrance Test of Creative Thinking(TTCT) verbal and figural forms were administered to the two groups of students, scientifically gifted students and general students. The TTCT results and their first year grade point average(GPA) were analysed by t-test method and Pearson's correlation analysis. The major findings are, (1) general students group got higher scores in some factors such as flexibility of verbal form TTCT, but significant differences between the two groups were generally not found, and (2) the factors such as the originality of figural form TTCT showed small positive correlation with GPA, but the other factors were barely related to GPA.

• Journal of Digital Convergence
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• v.13 no.4
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• pp.81-87
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• 2015

This study will show the digital forensic model which fights against cyber-crimes to prepare various cyber-crimes. The digital forensic model will be more useful about the investigation of cyber-crimes and arresting criminals after researching the uses of the digital forensic model and cyber-crime rates in South Korea. This model conduct the standardized data with various languages by the language support system through the digital forensic analyzer. This model will send the data to law enforcement reviewing whether or not we ought to prove criminal charges. Moreover, law enforcement can access the file system to find out admissibility of evidence. And this model simplifies lawful investigation about additional investigation. The data, which is conducted and saved by the digital forensic system, will be helpful to protect against the future crimes because of the data.

• Korean Journal of Biological Psychiatry
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• v.12 no.2
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• pp.207-215
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• 2005

Objectives:This study was to compare verbal memory ability among patients with schizophrenia, bipolar manic patients and unipolar depressive patients, and to understand their charicteristics of memory process. Methods:All subjects were hospitalized patients and had been interviewed by using the Structured Clinical Interview for DSM-IV(SCID). Schizophrenic patients(N=40), bipolar manic patients(N=17), and unipolar depressive patients(N=20) were assessed with K-AVLT for verbal memory and with K-WAIS for verbal IQ. Three groups were compared regarding total immediate recall, delayed recall, delayed recognition, learning curve, memory retention, and retrieval efficiency under controlled verbal IQ. Multiple regression analysis was performed to find which clinical factors have an influence on verbal memory ability. Results:In MANCOVA, differences of verbal memory test scores among the groups were statistically significant(F=1.800, p<.05). In post hoc analysis, Patients with schizophrenia and bipolar mania showed poorer performance in immediate recall, delayed recall, delayed recognition, retrieval efficiency than unipolar depres- sive patients. And schizophrenics performed poorly in delayed recall, delayed recognition, retrieval efficiency than nonpsychotic affective disorder group, but no difference in total immediate recall, delayed recall, delayed recognition, retrieval efficiency between the schizophrenic group and the psychotic affective group. Conclusions:These results partially confirm previous reports of verbal memory ability among major psychiatric disorders. Our results showed that psychotic symptoms were related with verbal memory, and longer duration of illness was related with poorer performance in schizophrenia and unipolar depression.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.543-559
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• 2014

The purpose of this study was to analyze the teacher training programs focusing on reflect qualities of teachers in gifted education. A total of 20 teacher training programs were collected from the office of education, the teacher training center of university and the remote training center. These teacher training programs were analyzed using a semantic network analysis. The analysis showed that 'curriculum', 'teaching and learning' and 'development of curriculum' were emphasized in teacher training programs. Therefore, teacher training programs are operated with an emphasis on teacher's professional qualities. The analysis also revealed that many of the teacher training programs were dealt with professional and teaching faculty's qualities more than affective qualities. Therefore, it is necessary to reorganize the teacher training programs to be diversified and balanced. Furthermore, in order to improve teacher's quality equally, we suggest a systematic training program should be pot in place.