• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.279-288
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• 2001

In this study, interaction patterns in peer small-group discussions with cognitive conflict strategy (CCS) and those with social consensus strategy (SCS) were compared. Verbal interactions of four small groups (16 students) in learning science concepts were analyzed at the levels of turns, interaction units, and episodes. The frequencies of total turns and knowledge construction turns per discussion for the SCS group were higher than those for the CCS group. Comparing and evaluating hypotheses and discussion worksheets provided were especially effective in increasing metacognitive utterances of the SCS group students. The frequencies of 'most students participating mode', 'elaborative interaction mode', and 'exploratory episode' for the SCS group were higher than those for the CCS group. These suggested that more students in the SCS group participated in small-group discussions and their discussions were more interactive and elaborative. The interactions and episodes of the SCS group were also superior in quality to those of the CCS group.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.475-482
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• 2012

A class is a complex and interactive process between a teacher and students. This paper describes a software design and implementation of the tool easily to analyze and quantize teaching ability. Our proposed software is implemented based on Flanders linguistic method. The software can easily represent the linguistic analysis results by abstracted graphic drawings. We carry out the performance test of our implemented software targeting incumbent teachers. In the experimental, we could demonstrate the effectiveness and practicality of our implemented software.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.109-126
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• 2007

A sample of 322 18-month-old infants and their mothers were assessed longitudinally at 24 and 30 months. Maternal utterances and styles of linguistic interaction were measured during a 10 minute free play session. Mothers completed a vocabulary checklist for infants. Longitudinal data were analyzed by multilevel modeling. Results indicated that vocabulary increased with age of infants and the growth rate was highly predictable by the size of vocabulary at 18 months. The growth rate was strongly influenced by maternal questioning and feedback. The effect of the maternal linguistic input was constant with age. Gender differences in size of vocabulary did not vary systematically with age.

• Proceedings of the Korean Information Science Society Conference
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• 2002.10d
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• pp.637-639
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• 2002

XML 문서를 효과적으로 관리하고 검색하기 위한 다양한 XML 질의 언어에 대한 연구가 활발히 수행되고 있지만 다양한 XML 질의 언어의 구문은 일반 사용자들이 숙지하는데 어려움이 있고, 또한 텍스트 형태의 XML 문서는 계층적인 구조로 되어있어 이러한 XML 문서의 구조를 알아야만 질의를 할 수 있다는 문제점이 있다. 따라서 본 논문에서는 복잡한 XML 질의어 구문과 질의 대상인 XML 문서의 구조를 동시에 시각화하고, 사용자와의 상호작용을 통해 질의문을 자동으로 생성하고자 한다. 이를 위해 본 논문에서는 다음과 같이 세 가지 컴포넌트를 기반으로 자동 질의어 생성을 위한 visual query interface를 제안하였다. 이 컴포넌트는 계층적 XML 문서 구조를 보여주는 XML structure viewer, 질의에 사용되는 연산자들을 아이콘화한 operator panel, 그리고 이 두 컴포넌트의 상호작용으로 작성된 질의 구문을 문법적으로 검사하기 위한 query statements panel로 구성된다. 이를 통해 다양한 계층적인 XML 문서의 구조와 복잡한 XML 질의 언어의 구문에 대해서 잘 모르는 초보자라 하더라도 쉽게 XML 문서 상에서 질의를 할 수 있다.

• Annual Conference on Human and Language Technology
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• 2004.10d
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• pp.191-199
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• 2004

본 논문에서는 텍스트에 나타난 감정상태를 인지하는 모델을 제안하고, 이러한 모델을 활용하여 현재문장에서 나타난 감정 및 이후에 나타나게 될 감정상태들을 예측하는 시스템에 대하여 다룬다. 사용자의 감정을 인지하고 이에 대한 자연스러운 메시지, 행동 등을 통해 인간과 상호작용 할 수 있는 컴퓨터시스템을 구현하기 위해서는 현재의 감정상태뿐만 아니라 사용자 개개인의 정보 및 시스템과 상호작용하고 있는 상황의 정보 등을 통해 이후에 사용자가 느낄 수 있는 감정을 예측할 수 있는 감정모델이 요구된다. 본 논문에서는 파악된 이전의 감정상태 및 실제 감정과 표현된 감정간의 관계, 그리고 감정에 영향을 미친 주변대상의 특징 및 감정경험자의 목표와 행동이 반영된 상태-전이형태의 감정모델인 감정망(Emotion Network)을 제안한다. 감정망은 각 감정을 나타내는 상태(state)와 연결된 상태들 간의 전이(transition), 그리고 전이가 발생하기 위한 조건(condition)으로 구성된다. 본 논문에서는 텍스트 형태의 상담예시에 감정망을 활용하여 문헌의 감정어휘에 의해 직접적으로 표출되지 않는 감정을 예측할 수 있음을 보인다.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.721-741
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• 2010

This study was to analyze verbal interactions between teachers and students after observations on teachers' questioning and feedback, students' response types and frequency analysis at middle-school class of average and gifted students. As for the verbal interaction between teachers and students of science class of general students, it was dominant for teachers to utilize questions for summarizing or guiding for textbook contents as they are. They were focused on immediate feedback in a restatement form. The students used simple responses like yes/no in general. The most high frequency of verbal interaction models expressed were in the order of cognitive-memory thinking question-short answer-immediate feedback. On the other hand, teachers of gifted students' science class threw divergent and evaluative thinking questions of open question, such as 'what's the reason?' or 'why is it?' Immediate feedback in explanatory form was mainly provided as well. The level of feedback delay was higher than general class and that of immediate feedback was lower than general class. The students preferred short words or a not-complicated sentence when they replied and their participation was more attentive and positive. Hence, The high frequency of verbal interaction models expressed were in order of cognitive-memory thinking questions－elaborative short answer－delayed feedback.

• Proceedings of The KACE
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• 2017.08a
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• pp.29-30
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• 2017

W-grammar(Van Wijngaarden grammar)[1].란 형식 문법의 한 종류인 문맥 자유 문법(Context-free grammar, CFG)의 대안으로, 두 개의 CFG가 서로 상호작용하면서 언어를 정의하도록 구성된 문법을 말하며 그 구성상의 특징을 감안하여 2-level grammar라고도 부른다. 현재 많은 프로그래밍 언어는 CFG를 기반으로 구성되어 있는데, 본 연구에서는 W-grammar로 교육용 프로그래밍 언어를 정의하여 CFG 기반이 아닌 W-grammar 프로그래밍 언어의 진입점을 제공함과 동시에 기저의 문법에 따른 계산가능성에 대해서 연구하는 토대를 쌓는 것을 목표로 한다.

• Cartoon and Animation Studies
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• s.33
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• pp.127-152
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• 2013

This study is focused on a compositional viewpoint of camera appears in animation feature films through nonverbal communication approach; analyzing the approach would reveal more effective interaction between receivers' and actants' communication. The content of study includes semiological analysis of one of Hayao Miyazaki's master pieces, Howl's Moving Castle, in terms of descriptive structure and interpretation of screen. The semiological analysis methods in this study composes with sequence analysis, actant analysis, disjunction and conjunction analysis, and "shot" in media semiology analysis. Through these analyses, a conclusion has been drawn that a characteristic of interactive symbol connects audience and feature films. This study applies nonverbal communication in compositional viewpoint of camera to bring more effective approach for communication among actants, animation feature films, and receivers.

• The Journal of the Korea Contents Association
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• v.15 no.7
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• pp.181-192
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• 2015

Nonverbal immediacy plays a key role in interpersonal communication, inducing closeness and another interaction. This case study investigates the nonverbal behaviors in Human-Robot Interaction(HRI) focusing on immediacy, and how they affect perception of a robot. The results show that nonverbal immediacy, such as nodding and leaning forward, affect perceived interactivity. Nonverbal immediacy can be interpreted their meaning clearly when verbal feedback or other communication channel reinforcing them. Also, touch is found to affect come up with similar ones to the robot, because it is associated with concrete and discrete context. People tend to apply social rules to the robot, but they are more open to the unfamiliar robot compared to strangers. The findings in this study provide future HRI studies with heuristic implications by showing a direction and clarifying principles for composition of verbal and nonverbal expression.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.385-415
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• 2011

To investigate the more effective mathematical communication process, a recommended teacher and a selected class as an exemplary model was analyzed with Flanders system. The mathematical communicative level was examined to measure content level using the framework analysing the mathematical communicative level(Park & Pang) based on describing levels of math-talk learning community(Hufferd-Ackles). The purposes of this paper are to describe the verbal flow pattern between teacher and students in the elementary school class for mathematically gifted students, and to propose the effective communication model of math-talk with analysis of verbal teaching behavior in the active class. In addition the whole and the parts of the exemplary class sample is respectively analysed to be used practically by elementary school teachers. The results show the active communication process with higher level presents a pattern 'Ask Question${\rightarrow}$Activity (Silence, Confusion or work)${\rightarrow}$Student-Initiated Talk${\rightarrow}$Activity (Silence, Confusion or work), and the teacher's verbal behavior promoting math communication actively is exhibited by indirect influence especially accepting or using ideas.