• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.1
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• pp.321-327
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• 2013

This paper aimed to find out the differences of DDK performances of 37 normally developing children in the range of 4-6 years. DDK tasks included with the Consonant-Vowel(CV) syllables and with the Vowel-Vowel(VV) syllables. For DDK rate, all spoken AMR and SMR in one second were measured by Multi-Speech, and analyzed with Motor Speech Profile for DDK regularity. Error frequency and type in DDK performance were transcribed and auditorily judged by two professional speech pathologists. The findings in this study were follow as: First, DDK rate became faster as the age of children were increased. But there were no statistical differences between the groups for age. Second, there was no significant differences the CV and VV syllables of DDK tasks. Third, the frequency of articulatory error in DDK performance was significantly higher in the age of 4 than other two groups.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.340-349
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• 2008

This study investigated the mapping errors induced in learning the concept of reaction rate with analogies, and compared these mapping errors by the analogy presentation types. Tenth graders (N=418) at a high school were assigned to the four groups by the target concepts and the analogy presentation types. The target concepts were 'concentration and reaction rate' and 'temperature and reaction rate'. In presenting analogy, the verbal and the verbal/pictorial analogs were used. After the students learned one of the analogs, a mapping test was administered. From the analysis, eight types of mapping errors were identified: overmapping, artificial mapping, failure to map, rash mapping, mismapping, mapping of a superficial feature, retention of a base feature, and impossible mapping. According to the analogy presentation types and the features of the target concepts, there were some differences in the frequencies of mapping errors. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.471-481
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• 2008

This study investigated connecting errors by students' field independence-dependence in learning chemistry concepts with multiple external representations in current science textbooks. Seventh graders (N=196) at a middle school were assigned to the BL and CL groups, which were respectively taught "Boyle's Law" and "Charles's Law." A field independence-dependence test was administered. After learning the target concept with text and picture emphasizing the particulate nature of matter, a connecting test was also administered. Five types of connecting errors were identified: Insufficient connection, misconnection, rash connection, impossible connection, and failing to connect. 'Failing to connect,' 'Misconnection,' and 'Rash connection' were found to be the frequent types of connecting errors regardless of the target concepts. The frequencies and percentages of the types of connecting errors were not significantly different between the field independent and field dependent students. Educational implications of these findings are discussed.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.445-474
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• 2010

The results of performing first survey after learning linear equation and second survey after 5 months to find out whether there is change in solving process while seventh grade students solve linear equations are as follows. First, as a result of performing McNemar Test in order to find out the correct answer ratio between first survey and second survey, it was shown as $p=.035^a$ in problem x+4=9 and $p=.012^a$ in problem $x+\frac{1}{4}=\frac{2}{3}$ of problem type A while being shown as $p=.012^a$ in problem x+3=8 and $p=.035^a$ in problem 5(x+2)=20 of problem type B. Second, while there were students not making errors in the second survey among students who made errors in the solving process of problem type A and B, students making errors in the second survey among the students who expressed the solving process correctly in the first survey were shown. Third, while there were students expressing the solving process of linear equation correctly for all problems (type A, type B and type C), there were students expressing several problems correctly and unable to do so for several problems. In conclusion, even if a student has expressed the solving process correctly on all problems, it would be difficult to foresee that the student is able to express properly in the solving process when another problem is given. According to the result of analyzing the reaction of students toward three problem types (type A, type B and type C), it is possible to determine whether a certain student is 'able' or 'unable' to express the solving process of linear equation by analyzing the problem solving process.

• Progress in Medical Physics
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• v.26 no.2
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• pp.112-117
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• 2015

In order to establish the quality control on patient safety following the guideline presented by American Association of Physicists in Medicine (AAPM) TG-100 committee, we aim to analyze the modes based on errors occurred during treatment of patients at the radiation oncology department at Yeungnam University Hospital and establish a quality control guideline for patient safety when patient-centered radiation treatment is conducted. We aim to analyze the errors that can occur during radiation treatment at the radiation department, and assess the frequency of error, the severity of error affecting patients, and probability of proceeding without noticing error, with scores. The places where errors can take place were divided into CT simulation treatment room, treatment planning room, and treatment room for the analysis. In CT simulation treatment room, an error from using the immobilization device showed the highest Risk Priority Number (RPN) value of 60, and an error from simulation treatment information input showed the lowest of 6. In treatment planning room, an error from selecting the radiation dose calculation model showed the highest RPN value of 168, and an error of patient treatment start date showed the lowest of 36. In treatment room, a Table Bar error showed the highest RPN value of 252, a weight change error showed 190, and a Pillow error showed the lowest of 24.

• Annual Conference on Human and Language Technology
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• 1996.10a
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• pp.123-127
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• 1996

영어와 한국어의 통사구조의 차이로 인하여, 이중언어자와 비이중언어자인 한국 대학생의 영어 문장 유형에 따른 통사 처리에 있어 차이가 있을 것이다. 네가지 영어 문장 유형, 수동태, 관계사절, 물주구문, 가정법 구문 등으로 문장 완성 과제를 실험하여 이중언어자와 비이중언어자의 문장완성 시간과 오류율을 측정하였다. 실험 결과 비이중언어자인 한국 대학생은 다른 문장 유형에 비하여 물주구문에서의 통사처리 수행에 있어 이중언어자와 유의한 차이를 보였다. 이로부터 이중언어자와 한국 대학생의 영어 문장의 통사 정보처리의 자동화 및 어순효과 정보와 생물 주어(word animacy)구문 단서, 즉 대부분의 주어는 살아있는 사물의 명사로 이루어져 있다는 단서(Gass, l987)의 사용에 대하여 논의하였다.

• Journal of Korean Society of Transportation
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• v.16 no.2
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• pp.117-131
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• 1998

지체함수는 교통량과 속도의 관계를 단조 증가함수로 단순화하여 교통수요예측의 교통배정모형에 사용되게 된다. 이 지체함수를 구하는 방법은 두가지로 구분할 수 있는데, 첫째는 교통배정을 통해 구해지는 추정 링크통행량과 실측 교통량을 비교해 가면서 정산하는 방법이고 둘째는 교통량-속도 관계로부터 직접 구하는 방법이다. 첫째 방법은 구해진 O/D 통행량표의 부정확성과 모형에 내재하는 오류가 이 지체함수에 포함될 가능성이 매우 높은 단점을 가지고 있다. 본 연구에서는 교통량-속도 관계로부터 직접 도로유형별 지체함수를 구하여 교통배정에 적용하는 새로운 방법을 정입하였다. 교통망 전체에 대하여 단일 지체함수를 적용하는 기존의 방법은, 교통량 변화에 따른 통행시 간의 변화가 보다 둔감한 고급도로에 변화는 고급도로일수록 둔감하게 나타나며, 교통배정에 도로유형별 지체함수를 적용할 경우 단일 지체함수 적용시에 비하여 고급도로에 더 많은 교통량이 배정되게 된다. 본 연구의 결과, 교통망상에서 보다 현실적인 도로유형별 분담을 이룰 수 있는 방안이 정립됨으로써, 지금까지 교통배정에 있어 상대적으로 과소평가되어 왔던 고속도? 등 고급도로의 실제 타당성을 반영할 수 있게 되어 도로의 기능적 배차구조가 확립된 효율적인 교통망을 구성할 수 있는 계기를 마련한 것으로 판단된다.

• Korean journal of communication and information
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• v.49
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• pp.99-121
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• 2010

Utilizing Q methodology, this study explored typology on journalists' barriers to science reporting. Two research issues were raised: First, what are the subjectivity factors and characteristic feature of journalist's barriers to science reporting; Second, what are the commonalities and differences among them. 20 science journalists were interviewed in-depth to find out their subjectivity factors. Korean journalists' type of barriers to science reporting could be classified into 4 groups as follows: Type I(N=8) is "reporting tendency barrier" type. Type II(N=3) is named for "institutional and systematic framework barrier". Type 3(N=5) belongs to "situational barrier" type. Type 4(N=3) is "scientific knowledge barrier" type.

• Journal of the Korea Society of Computer and Information
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• v.11 no.2 s.40
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• pp.83-92
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• 2006

This paper describes an image disparity estimation method using region-based stereo matching. Region-based disparity estimation yields a disparity map as the unit of segmented region. However it estimates disparity imprecisely because it not only has matching errors but also applies an identical way to disparity estimation, which does not consider each type of matched regions. To solve this problem, we proposes a disparity estimation method which considers the type of matched regions. That is, the proposed method classifies whole matched regions into a similar-matched region, a dissimilar-matched region, a false-matched region and a miss-matched region. We then performs proper disparity estimation for each type of matched regions. This method minimizes the error in estimating disparity which is caused by inaccurate matching and also improves the accuracy of disparity of the well-matched regions. The experimental results show the improved accuracy of the proposed method.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.