• Title/Summary/Keyword: 오경

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  • 오경록
    • KOREAN POULTRY JOURNAL
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    • v.37 no.5 s.427
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    • pp.132-133
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    • 2005

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Frequency-domain Partially Adaptive Array Algorithm Using CFAR Detection Technique with adaptive false alarm rate (적응 오경보율을 가지는 CFAR 검파기법을 이용한 변환 영역 부분적응 어레이 알고리듬)

  • 문성훈;한동석;조명제
    • Proceedings of the IEEK Conference
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    • 2000.09a
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    • pp.549-552
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    • 2000

  • 본 논문에서는 주파수 영역 배열안테나의 계산량을 감소시키기 위한 센서링 부분적응 알고리듬을 제안한다. 제안한 알고리듬은 입력신호를 주파수 영역으로 변환한 후 CFAR(constant false alarm rate) 검파기법을 이용하여 간섭신호가 존재하는 주파수 대역을 찾아내고 이에 해당하는 가중치에 대해서만 적응 신호처리를 수행한다. 이때 CFAR 검파기의 오경보율은 출력신호의 전력 변화량을 이용하여 환경에 맞게 적응적으로 변화시켜서 최적 값으로 설정한다.

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The Cognitive Performance, Emotional and Behavioral Problems of the Children with ADHD Showing the Difference between Visual and Auditory Attention (시각 주의력과 청각 주의력의 차이를 보이는 주의력 결핍.과잉활동장애 아동의 인지기능과 정서 및 행동 문제)

  • Son, Jung Woo
    • Korean Journal of Biological Psychiatry
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    • v.13 no.2
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    • pp.70-81
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    • 2006

  • Objective : The purpose of this study was to investigate the differences of the cognitive performance, emotional and behavioral problems among the attention-deficit/hyperactivity disorder(ADHD) groups that show the difference between visual and auditory attention. Method : Using 'ADHD Diagnostic System(ADS)', visual attention and auditory attention of 98 children diagnosed as ADHD were measured. According to the omission and commission error of ADS, they were divided into three groups ; 1) the group whose each visual omission and commission error scores were higher than each auditory omission and commission error scores(VV group), 2) the group whose each auditory omission and commission error scores were higher than each visual omission and commission error scores(AA group), 3) the group that was the rest of VV and AA group(M group). And the results of both the subscales of Korean Educational Development Institute-Wechsler Intelligence Scale for Children(KEDI-WISC) and the subscales of Korean Child Behavior Checklist(K-CBCL) among three groups were compared. Finally, the correlation between the visual omission, visual commission, auditory omission, auditory commission error and the results of KEDI-WISC, K-CBCL were investigated. Results : The results were as follows ; 1) In 98 ADHD children, the number of VV group(N=56) was higher than that of AA (N=10) and M group (N=32). 2) All mean scores of the subscales of KEDI-WISC of VV group were higher than those of M and AA group. The score of verbal IQ(p=.039) of VV group was significantly higher than that of AA group and the scores of block design(p=.015), Kaufman's factor 2(p=.045), performance IQ(p=.004) were significantly higher than those of M group. The score of full IQ(p=.004) were significantly higher than that of M and AA group. 3) The mean scores of all K-CBCL subscales of VV group were higher than those of M and AA group, except the score of Somatic complaint subscale. The score of Social subscale(p=.041) of VV group was significantly higher than that of AA group. The score of Withdrawn subscale(p=.021) of AA group was significantly higher than that of VV group. 4) There were no significant correlation between the scores of visual omission/commission error and those of each subscale of KEDI-WISC. But, there were many significant correlations between the scores of auditory omission/commission error and those of each subscale of KEDI-WISC. 5) There were significant correlation between the score of the visual omission error and that of Thought problem subscale(r=.205, p=.043) of K-CBCL. There were significant correlation between the scores of the auditory omission error and those of Social subscale(r=-.319, p=.001), Social problems subscale(r=.206, p=.042), Thought problem subscale(r=.235, p=.021). Finally, there were significant correlation between the scores of auditory commission error and those of Social subscale(r=-.241, p=.017), Thought problem subscale(r=.235, p=.020). Conclusion : The ADHD children whose auditory attention ability were higher than visual attention ability had relatively better cognitive performance and less emotional/behavioral problems than the others. The more comprehensive experiment will be needed about the cognitive performance, emotion and behavior problems of the ADHD children showing the difference between visual and auditory attention.

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