• 대한공업교육학회지
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• v.31 no.2
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• pp.64-82
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• 2006

This study investigated what effects multiple intelligence, through which the diverse intelligence abilities of a learner are identified, has on technological problem solving ability according to sex. And it was carried out to present a way to reduce the gap between boys and girls in technological problem solving ability. The subject was 833 middle school students in the third grade (boys: 423, girls: 410) whose schools are located in a megalopolis or more large area. And the instruments developed by Yong-Lyn Moon(2001) and in CRESST(1998) were used. The results of this study are as follows. First, it appeared that there were statistically meaningful differences at six items in multiple intelligence between boys and girls. The six items were bodily-kinesthetic intelligence, logical-mathematical intelligence, naturalistic intelligence, musical intelligence, interpersonal intelligence, and introspective intelligence. Second, in technological problem solving ability, it appeared that boys and girls showed statistically meaningful differences at self-regulation and problem solving strategy. Third, it appeared that logical-mathematical intelligence, linguistic intelligence, introspective intelligence, and natural intelligence had an effect on boys in the way of self-regulation and logic-mathematical intelligence, introspective intelligence, naturalistic intelligence, and linguistic intelligence did on girls. Fourth, it appeared that logical-mathematical intelligence, musical intelligence, and bodily-kinesthetic intelligence had an effect on boys in the way of problem solving ability and linguistic intelligence and musical intelligence had on girls. Fifth, it appeared that logical-mathematical intelligence did an effect on both sexes in drawing up the understanding of contents. On the basis of the results of this study, the area related to multiple intelligence directly or indirectly should be developed in the course of designing the primary and secondary curriculums to reduce the gap between boys and girls in multiple intelligence. With these efforts, the scholastic attainments gap caused by the difference of multiple intelligence will be overcome.

• Journal of KIISE:Computer Systems and Theory
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• v.26 no.7
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• pp.778-787
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• 1999

이제까지 대부분의 다중 에이전트 시스템에서는 에이전트 사회에 속한 모든 응용 에이전트를 작업 요청에 관계없이 처음부터 구동시킨다고 가정하였다. 이러한 에이전트 정적 구동 방법은 에이전트 관리를 단순하게 해주는 이점을 제공하지만 워크플로우 관리나 전자상거래와 같이 매우 많은 수의 에이전트로 구성되는 응용 분야에서는 시스템 과부하와 자원의 낭비 등 많은 문제점을 초래한다. 동적 에이전트 관리는 이에 대한 해결책으로 아주 많은 수의 에이전트를 포함하는 다중 에이전트 시스템에서 현재 수행중인 작업에 관련된 에이전트만을 선별하여 구동시키고, 작업이 끝난 에이전트는 종료시킴으로써 자원의 낭비를 막고 에이전트간의 상호작용 시에 요구되는 에이전트 통신의 복잡도 부담을 감소시키는 효과를 낸다. 본 논문에서는 자바로 에이전트 관리 시스템을 구현하고, 이 관리 시스템을 통해 각기 다른 언어로 개발된 응용 에이전트가 분산된 환경에서 상호 협력을 통해 작업을 수행할 수 있는 기법을 제안한다. 사용자나 다른 에이전트의 요청으로 에이전트를 동적으로 수행시키기 위해 다른 언어로의 확장을 가능하게 하는 Java Native Interface(JNI)를 사용한 기술 및 이러한 이질적인 에이전트간의 원활한 통신을 위해서 KQML 언어 인터페이스를 통한 통신 기능을 제안한다. 이질적 에이전트의 동적 관리를 가능하게 함으로써 다중 에이전트 시스템의 자원 이용 효율성과 확장성을 높이고 다양한 환경 변화에 대한 적응성과 개선된 협동능력을 제공한다.Abstract It has been assumed that all application agents in a multi-agent system are pre-invoked and remain active regardless of whether they are actually used. Although this kind of static agent invocation simplifies the management of agents, it causes several problems such as the system overload and a waste of resources, especially in the areas of the workflow management and the electronic commerce that consist of tens and even hundreds of application agents. A solution for these problems is the scheme of dynamic agent management that selectively invokes only agents that are actually requested and terminates them when they are no longer needed. This method prevents a waste of system resources and alleviates the complexity of agent communications.This paper proposes an agent management system implemented in Java that supports interactions between application agents that are developed using different languages. Dynamic agent invocation is accomplished by Java Native Interface(JNI) that links two heterogeneous methods, and by KQML language interface that facilitates the communications between heterogeneous agents. This scheme of dynamic agent management provides efficient resource usage, easy extensibility, dynamic adaptibility to changes in the environment, and improved cooperation.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.285-294
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• 2021

Motivated by the mixed results in the previous studies on the relationship between speech production and perception, the current study aims to investigate the relationship between production and perception in depth through a case study on how Korean EFL university students produce and perceive American English vowels. To this end, 19 Korean students at a university located in the Seoul-metropolitan area participated in the production and perception tests on American English vowels to elucidate the precedence relationship and the correlation between production and perception. Results showed that precedence of neither perception nor production was found in the overall result. However, either precedence of perception or production was found for the vowels [ɛ], [α], [ɔ], [u], which implies that the precedence relationship between production and perception varies depending on individual vowels. As for the correlation between production and perception, no correlation was attested between production and perception, suggesting that production and perception skills are not closely linked for these participants. Given that mastering language requires to coordinate two distinct production and perception skills and that L2 learners' preception and production skills become more closely connected as the learners' L2 experience and proficiency increases, no correlation between production and perception attested by the current EFL students implies that the correlation between production and perception varies during the course of foreign language/L2 acquisition in such a way that production and perception skills become increasingly related. Implications of the findings were further discussed and pedagogical suggestions were provided.

• The Journal of the Acoustical Society of Korea
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• v.41 no.1
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• pp.58-63
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• 2022

This study was conducted to examine the characteristics of pitch perception and temporal resolution through Within-/Cross-Channel Gap Detection Thresholds (WC/CC GDTs) using low-frequency pure tones (such as 264 Hz, 373 Hz and 528 Hz related to C4, C4#, and C5 musical tones. 40 young people and 20 elderly people with normal hearing participated in this study. The results of WC GDTs were approximately 2 ms ~ 4 ms threshold values regardless of frequencies in two groups. There was no statistically significant difference in WC GDTs between groups. In both groups, CC GDTs were larger than WC GDTs, and as the frequency difference increased, the CC GDTs also increased. In particular, in the comparison between groups of CC GDTs, the results of the elderly group were 8 times ~ 10 times larger than that of the young group, and there was a statistically significant difference between the groups. These data also showed a different trend of GDTs in comparison with the previous data obtained from musical stimuli.This study suggests that GDTs may influence pitch perception mechanisms and can be used as psychoacoustic evidence for nonlinear responses of auditory nervous system.

• East European & Balkan Studies
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• v.43 no.1
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• pp.3-30
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• 2019

In order to understand the various cultural interactions caused by the wave of globalization, we need a proper lens that can observe and transmit correctly these phenomena. The result of understanding very differs depending on which lens is used. Translation can be regarded as a lens to communicate with each other in the world where language barriers exist. Literature is a kind of universal cultural heritage combined with the intellectual, artistic and social lifestyle of each society. Introducing this cultural complex, namely literature and impregnating people from other languages with the value of our Korean literature, begin with the correct translation. Translator should act as a literary missionary, not merely a simple communicator. The process of literary translation cannot be achieved by simple linguistic ability because it is a highly human scientific work that requires diverse talents from translators. The right translator for Korean literature in Romania is a person with diverse abilities and social experiences within the cultural framework of Korea and Romania. As the requirements of the translation environment from each country are different, the paradigm of foreign translation literature that Romania wants to accept may be very clear distinctively. With recognizing this characteristic environment of Romania, the value of Korean literature can be effectively spread in Romania. Translators are the creators of another original work. With this in mind, the education of Korean studies in Romania should pay more attention to the nurture of right and capable translators.

• (The) Korean Journal of Educational Psychology
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• v.23 no.3
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• pp.645-663
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• 2009

The purpose of this study is to develop and verify a Korean Diagnostic Scale of Multiple Intelligence(MI), which will be an alternative test to avoid problems with former Shearer's MI test and to adopt H. Gardner's suggestions to develop MI assessment. The test is developed 5 types; kindergartner, elementary lower grader, elementary upper grader, middle schooler, high schooler test. A form of test is diversified with 3 types; multiple-choice items for accomplishment, true or false items for ability, and self-reported items with likert scale for interest and ability. According to H. Gardner's suggestions, we have tried to reanalyze key component of MI, analyze an overlapping or hierarchical relationship between intelligences, develop intelligences-fair items, diversify form of item. We have developed a final standardized test through a primary, secondary preliminary-test analysis, and sampled 5,585 students by age, gender, and regional groups. As a result of this sampling test, we can get a norm score and compare individuals with other's score relatively. To verify this test, we analyzed behavior observation, mean, standard deviation, a percentage of correct answers, reliability of each test type, correlation between intelligence scales, Kruskal-Wallis test of mean rank of career choice by intelligences. As a result of correlation analysis between sub-intelligence scales, we can conclude that this MI test is satisfied with intelligence independent assumption. Besides, as non-parametric statistics test(Kruskal-Wallis) of career choice by intelligences, we can identify that MI is related with domain of career choice. This test is not a linguistic and logical-mathematical biased test but a intelligences-fair test. It makes us compare individual's potential with a norm score. Besides, it could be useful as a means of educational prescription or counsel in comparison with ability, interest, and accomplishment of individual. But this test is limited to do factor or correlation analysis between types of sub-test, because items are minimized for a time-constraint and a heavy burden of test receiver. But if it could be tested with increased items by two sessions, further research could be expected to get over this constraints and do a further validation analysis.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.263-291
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• 2003

This paper is to help the students in elementary schools develop and improve their English listening and speaking skills by presenting effective teaching and learning techniques using puppetry. It is absolutely obvious that listening and speaking are very important skills for most EFL students. Using puppets in the classroom is a creative English teaching technique which can involve authentic, communicative language situations. Moreover, puppets appeal to children and can aid in lowering affective filters thereby creating a more comfortable learning environment. The study clearly showed that using puppets is feasible and enjoyable in elementary English classes. However, caution must be exercised in drawing and generalizing conclusions from this experience. The results of the experiment are as follows: First, using puppetry in the English class was found to have positive influence on students' affective domains (interst, attitude). Second, using puppets in the English classes was found to be efficient for improving students' English listening and speaking skills. Third, appropriate materials should be selected and well thought-out plans should be made to be successful English class using puppetry. Perhaps the most interesting line of future research is to use qualitative research to examine the effect of this technique on the teacher variable. Further research is recommended, especially on using puppetry for speaking proficiency and creating affectively comfortable learning atmospheres.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.29-37
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• 2020

There is a great deal of effort to improve Computational Thinking in education. In this paper, we define the relationship between SW capability and Computational Thinking, and then examine the current status of pre-service teacher's computing thinking. For this purpose, a survey about the attitude toward SW education and computing thinking was administered to prospective teachers who learned Entry software for one semester. The results of the survey showed that the improvement of abstraction, data analysis, and automation among the pre-service teacher's computing thinking is needed. When educating preliminary teachers, we can see that we need an education method that can increase the analysis and design capability beyond the Entry Software development tool.

• Human Ecology Research
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• v.54 no.1
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• pp.45-56
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• 2016

This study investigates: (1) children's proactive aggression according to age and the emotional condition of the counterpart child, (2) if children's intention attribution, emotional attribution (victim and perpetrator) and language ability influences proactive aggression according to age and the emotional condition of the counterpart child. The subjects were 68 3-year-old and 70 5-year-old children. Each child was individually interviewed with picture cards. Collected data were coded and analyzed in SPSS with frequencies, percentiles, means, standard deviations, repeated measures analysis of variance (ANOVA), t -tests, Pearson correlations and multiple linear regression. The results showed that 3-year-old children showed more proactive aggression and physical aggression than 5-year-old children. They showed more proactive aggression when counterpart child was in a happy condition than in a fear condition. Intention attribution, emotional attribution, and language ability partially affected a children's proactive aggression according to age and the emotional condition of the counterpart child. This study has practical implications for teachers in regards to children's proactive aggressive behavior at child care centers. Teachers use specific to develop advantages as the basis for developing aggression prevention programs that consider emotional and cognitive factors.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1252-1264
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• 2015

This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.