• Journal of Music and Human Behavior
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• v.6 no.2
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• pp.1-23
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• 2009

This study aims to identify the effect of music psychotherapy on motivation for learning in the underachieving student. The study divided nine children into two groups and placed four children in a test group and five children in a control group. After conducting a pre-test, the researcher performed music psychotherapy with the four children in the test group for about 12 weeks, twice a week, totaling 18 sessions. Quantitative data were measured in pre-and-post tests using Mann-Whitney's U-test, and the effects of the therapy were analyzed using Wilcoxon. The findings of this study were as follows. Music psychotherapy was shown to be effective for improving all types of motivation for learning in underachieving students (p < .001). This was shown by assessing improvements in the experimental group across four sub-areas of motivation for learning (p < .1), and directly measured by examining the subjects' lingual responses related to motivation for learning. These results demonstrate that music psychotherapy is effective for enhancing motivation for learning in underachieving students.

• Journal of Educational Research in Mathematics
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• v.23 no.1
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• pp.53-74
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• 2013

The purpose of this paper is to analyze how mathematically gifted middle school students find out the necessary and sufficient condition for a certain hyperbolic line to be parallel to a given hyperbolic line in Non-Euclidean disc model (Poincar$\acute{e}$ disc model) using the Geometer's Sketchpad. We also investigated their characteristic of mathematical thinking and analyze how they express what they had observed while they did mental experiments in the Poincar$\acute{e}$ disc using computer-aided construction tools, measurement tools and inductive reasoning.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.8 no.1
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• pp.101-112
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• 1997

The purpose of this study was to examine usefulness of KEDI-Individual Basic Learning Skills Test as a diagnostic tool of learning disorders(LD). Learning disorder group consisted of two subgroups, verbal learning disorder group(VLD, n＝34) and nonverbal learning disorder group(NVLD, n＝14). Comparison group consisted of Dysthymia Disorder subgroup(n＝11) and Normal subgroup(n＝20). Performance of intelligence test and achievement test was examined in all 4 subgroups. In KEDI-WISC, VLD subgroup revealed primary problems in vocabulary, information and verbal-auditory attention test. NVLD group revealed primary problems in almost all performance tests such as visual acuity, psycho-motor coordination speed and visual-spatial organizations ability subtest. In KEDI-Individual Basic Learning Test, VLD group revealed primary problems in phonological coding process, word recognition and mathematics. For successful classification of LD children, the importance of achievement test and intelligence test was discussed by discriminant analysis and factor analysis. The results indicate that KEDI-Individual Basic Learning Skills is of considerable usefulness in diagnosing LD, but must be used in subtests, and additional tests must be conducted for thorough exploration of LD.

• Journal of the Korean association of regional geographers
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• v.12 no.2
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• pp.281-290
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• 2006

Map uses graphic language of dot, line and area to represent surface of the earth. Map has been adopted as tools for regional and cartography learning to improve graphicacy in geography education. Due to the rapid development in GIS and internet, practical use of maps has been extended in various study area. This Study is to develope web-based leaning materials for self-controled geography instruction. As learning materials for this aim, it has been constructed WebGIS for topography and thematic maps with boundary map of Chungbuk, digital map of Jochiwon(1:25,000), statistic data and field images. Function of WebGIS intend to improve skills on geo-information collection and spatial query, regional difference of spatial distribution. Individual learning using internet can make an improvement of learner centeredness and problem-solving. Finally, it will be expected to be suggest one of the education guide as blueprint in info-society.

• Annual Conference on Human and Language Technology
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• 2020.10a
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• pp.462-467
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• 2020

대역사전의 구축은 저자원 언어쌍 간의 기계번역의 품질을 높이는데 있어 중요하다. 대역사전 구축을 위해 기존에 제시된 방법론 중 단어 임베딩을 기반으로 하는 방법론 대부분이 영어-프랑스어와 같이 형태적 및 구문적으로 유사한 언어쌍 사이에서는 높은 성능을 보이지만, 영어-중국어와 같이 유사하지 않은 언어쌍에 대해서는 그렇지 못하다는 사실이 널리 알려져 있다. 본 논문에서는 단어 임베딩을 기반으로 부트스트래핑을 통해 대역사전을 구축하는 방법론을 제안한다. 제안하는 방법론은 소량의 seed 사전으로부터 시작해 반복적인 과정을 통해 대역사전을 자동으로 구축하게 된다. 이후, 본 논문의 방법론을 이용해 한국어-영어 언어쌍에 대한 실험을 진행하고, 기존에 대역사전 구축 용도로 많이 활용되고 있는 도구인 Moses에 사용된 방법론과 F1-Score 성능을 비교한다. 실험 결과, F1-Score가 약 42%p 증가함을 확인할 수 있었으며, 초기에 입력해준 seed 사전 대비 7배 크기의 대역사전을 구축하였다.

• 대한공업교육학회지
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• v.33 no.2
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• pp.170-191
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• 2008

Many former researchers demonstrated that algorithm learning has a positive outcome on students' problem-solving abilities. One of the methods for algorithm learning, the 'programming learning' method is highly effective. However, there are numerous constraints in schools for programming learning. This study attempts to overcome these issues. Squeak Etoys, one of the educational visual programming languages for easy and interesting learning, has been selected as a learning tool. We developed the algorithm-learning curriculum for middle school students. They were divided into a control group and an experimental group. The students learned on the basis of equal curriculum but, they used other learning tools through over a total 6 sessions. The result showed that Squeak Etoys based Algorithm learning has a positive effect on improving middle school learners' problem solving abilities, self-efficacies and logical thinking abilities. Although the students' logical thinking abilities in the experimental group are improved a lot more than the students' abilities in control group, the students' logical think abilities in the both groups are improved. Therefore, algorithm education in secondary schools are necessary. In conclusion, Squeak Etoys based Algorithm learning has a positive effect on problem solving ability and self efficacy. The developed curriculum can be applicable as a basis for study on algorithm learning and educational programming language.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.67-73
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• 2011

In the basis on the revised Information and Communications Technology guidelines at elementary and middle school, it is newly emphasized in 3rd stage of ICT guidelines that the programming education is needed to cope with information-oriented society at the elementary school. But, it is a little difficult for the young students to learn how to make program. In this paper, we suggest a programming education curriculum with Scratch Language and educational contents for the elementary student.

• The Journal of the Korea institute of electronic communication sciences
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• v.18 no.1
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• pp.85-90
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• 2023

Data analysis methodology in the healthcare field is shifting from traditional statistics-oriented research methods to predictive research using machine learning. In this study, we survey various machine learning tools, and compare several programming models, which utilize R and Spark, for applying R, a statistical tool widely used in the health care field, to machine learning. In addition, we compare the performance of linear regression model using scala, which is the basic languages of Spark and R. As a result of the experiment, the learning execution time when using SparkR increased by 10 to 20% compared to Scala. Considering the presented performance degradation, SparkR's distributed processing was confirmed as useful in R as the traditional statistical analysis tool that could be used as it is.

• The Journal of Korean Association of Computer Education
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• v.16 no.4
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• pp.13-21
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• 2013

Recently, programming education is being actively performed in education field with development of educational programming language and teaching and learning methods for elementary students. However, programming education have limit to apply to the overall computer science curriculum, because it is performed by more than 5th grade and focused on the utilization of programming tools than problem-solving process. It is necessary to expand the range of students and educational content considered with problem-solving process for encouraging programming education in computer science. In this study, we suggest the easy-to-use programming tool for lower grade(1st grade) and robot programming task based on improvement of student's thinking ability. We use Tangible User Interface(TUI) for elementary student's(1st grade) convenience of programming and developed the robot programming task for improvement of logical thinking. As a result of this experiment, tangible programming tool can be used easily in elementary students(1st grade) and developed robot programming task is effective in improvement of logical thinking.

• The Korean Journal of Applied Statistics
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• v.11 no.2
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• pp.389-401
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• 1998

This paper introduces CybeRClass(Cyber Regression Class). CybeRClass uses the technique of animation arid voice to teach regression analysis. The structure of this system make it possible to extend to multivariate analysis methods such as discriminant analysis and cluster analysis. Tools for multimedia is Multimedia ToolBook, and Xlisp-Stat is used for statistical computation and statistical graphics.