• Title/Summary/Keyword: 오류(유형)

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A Korean Revision System Using the governal and collocational relation between words (단어 간 지배 관계 및 연관 관계를 이용한 한국어 교열 시스템)

  • Sim, Chul-Min;Kim, Min-Jung;Lee, Young-Sik;Kwon, Hyuk-Chul
    • Annual Conference on Human and Language Technology
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    • 1993.10a
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    • pp.303-316
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    • 1993
  • 스펠러와 같은 오류 처리 기법은 한 어절 사이의 처리에 국한되거나, 또는 수사 처리와 같이 일부 제한된 품사 영역에서만 어절을 넘어선 처리가 행해지고 있다. 한편 교열과 같은 어절 단위를 넘어선 오류 처리는 완벽한 통사 분석과 의미 해석을 반드시 필요로 한다고 생각되어져 왔다. 그리고 현재 한국어 처리에서는 완벽한 통사적, 의미적 처리가 불가능하기 때문에 교열 시스템 또는 어절 단위를 넘어선 오류 처리에 대한 연구가 거의 전무한 실정이다. 본 논문은 어절을 넘어선 오류의 유형을 분류하고, 문장 단위로 관련된 단어 사용오류를 검사하는 기법과 관련 단어 처리를 위한 규칙 데이타 베이스의 구조를 제안한다. 단어 사이에 존재하는 통사적, 의미적 지배 관계와 연관 관계를 어휘선택 제약으로 이용함으로써 완벽한 통사 분석과 의미 분석이 없이도 교열이 가능하게 하였다.

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Spelling Correction in Korean Using the `Eojeol` generation Dictionary (어절 생성 사전을 이용한 한국어 철자 교정)

  • Lee, Yeong-Sin;Park, Yeong-Ja;Song, Man-Seok
    • The KIPS Transactions:PartB
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    • v.8B no.1
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    • pp.98-104
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    • 2001
  • 본 논문에서는 어절 생성 사전을 이용한 한국어 철자 교정을 제안한다. 어절 생성 사전은 두 문자열 간 음절 특성이 고려된 편집 거리 계산을 기반으로 탐색되어 언어와 오류 유형에 의존적인 정보를 이용하지 않고 오류 어절에 대한 후보 어절을 생성한다. 또한 교정된 어절들의 가능한 형태소 분석들을 산출하여 후보들 간의 순위 계산 시에 재차 형태소 분석을 수행하지 않고 언어 정보를 적용할 수 있다. 본 논문에서 제안하는 철자 교정은 두 단계로 구성된다. 첫째, 오류 어절로부터 가능한 오류 정정 어간들을 계산한다. 둘째, 계산된 어간들로부터 어절 생성 사전을 탐색하여 원형 후보 어절들을 생성한다. 또한 품사 태깅과 공기 정보를 사용하여 오류 수정된 결과의 순위를 매긴다. 본 시스템의 자동 철자 교정 성능을 평가한 결과 3,000개의 어절에서 시험한 결과 단어 수준으로 93%가 옳게 교정되었다.

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The Effects of the Types of Web-based Corrective Feedback on the Learning Achievement (웹 기반 교정적 피드백 유형이 학업성취도에 미치는 영향)

  • Baek, Janghyeon;Jang, Sehee;Kim, Yungsik
    • The Journal of Korean Association of Computer Education
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    • v.5 no.3
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    • pp.59-67
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    • 2002
  • In this study, we have designed and established a formative evaluation system which provides the web-based corrective feedback in the current situation that the importance of feedback as well as the formative evaluation is getting highlighted in the course of learning and instruction. This system is composed of three types of corrective feedback. The first one is the informations providing feedback by stage. It provides the explanations or the correct answers-related informations for the wrong answered questions by stage and directly. The second one is the error corrective feedback, which provides the informations about the reasons of the errors on each wrong answered question so that the learner can correct his errors. Lastly, the corrective feedback by the accumulated marks shows the learner's total marks and their wrong answered questions to enable the learner to learn for themselves. We analyzed how these three corrective feedback effects on the learning achievement after applying them to learners, and testified the type of the most effective corrective feedback in enhancing the degree of learning achievement.

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A Study of Universal Web Navigation Design (유니버설 디자인 개념의 웹 네비게이션 디자인에 관한 연구)

  • Bae Yoon-Sun;Lee Hyun-Ju
    • Archives of design research
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    • v.19 no.4 s.66
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    • pp.101-110
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    • 2006
  • In this study, I suggested a new model of universal web navigation design which can enhance users' web usability. I would like to prove that when users enjoy web navigation design, they access information much more effectively. Using a survey, I suggest some types of web navigation design for users. After that, I conducted an experiment with 4 types of web navigation designs, which have been developed to reflect varying stages of comprehensibility. My survey focused on three points. First I measured the time they spent to search for information. Second, I tested whether they lost their way while searching for information and if they did lose their way, I checked whether they could recover from their errors and find their way back. Third, I investigated whether layout, location and size of the web navigation design factors affected usability. The results of my survey indicated that users spend the shortest time, have the easiest interface, and have least error incidence under the web navigation design to enhance old-aged users' web usability. Thus, developing a universal web navigation design can encourage people to be more involved with the internet.

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Improving Recall for Context-Sensitive Spelling Correction Rules using Conditional Probability Model with Dynamic Window Sizes (동적 윈도우를 갖는 조건부확률 모델을 이용한 한국어 문맥의존 철자오류 교정 규칙의 재현율 향상)

  • Choi, Hyunsoo;Kwon, Hyukchul;Yoon, Aesun
    • Journal of KIISE
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    • v.42 no.5
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    • pp.629-636
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    • 2015
  • The types of errors corrected by a Korean spelling and grammar checker can be classified into isolated-term spelling errors and context-sensitive spelling errors (CSSE). CSSEs are difficult to detect and to correct, since they are correct words when examined alone. Thus, they can be corrected only by considering the semantic and syntactic relations to their context. CSSEs, which are frequently made even by expert wiriters, significantly affect the reliability of spelling and grammar checkers. An existing Korean spelling and grammar checker developed by P University (KSGC 4.5) adopts hand-made correction rules for correcting CSSEs. The KSGC 4.5 is designed to obtain very high precision, which results in an extremely low recall. Our overall goal of previous works was to improve the recall without considerably lowering the precision, by generalizing CSSE correction rules that mainly depend on linguistic knowledge. A variety of rule-based methods has been proposed in previous works, and the best performance showed 95.19% of average precision and 37.56% of recall. This study thus proposes a statistics based method using a conditional probability model with dynamic window sizes. in order to further improve the recall. The proposed method obtained 97.23% of average precision and 50.50% of recall.

The effect of trust repair behavior on human-robot interaction (로봇의 신뢰회복 행동이 인간-로봇 상호작용에 미치는 영향)

  • Hoyoung, Maeng;Whani, Kim;Jaeun, Park;Sowon, Hahn
    • Korean Journal of Cognitive Science
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    • v.33 no.4
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    • pp.205-228
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    • 2022
  • This study aimed to confirm the effect of social and relational behavior types of robots on human cognition in human-robot interaction. In the experiment, the participants evaluated trust in robots by watching a video on the robot Nao interacting with a human, in which the robot made an error and then made an effort to restore trust. The trust recovery behavior was set as three conditions: an internal attribution in which the robot acknowledges and apologizes for an error, a condition in which the robot apologizes for an error but attributes it externally, and a non-action condition in which the robot denies the error itself and does not take any action for the error. As the result, in all three cases, the error was perceived as less serious when the robot apologized than when it did not, and the ability of the robot was also highly evaluated. These results provide evidence that human attitudes towards robots can respond sensitively depending on the robot's behavior and how they overcome errors, suggesting that human perception towards robots can change. In particular, the fact that robots are more trustworthy when they acknowledge and apologize for their own errors shows that robots can promote positive human-robot interactions through human-like social and polite behavior.

Effects on the Application by Finding Errors in the Learning of Figure (도형 학습에서의 오류 찾기 활동의 적용 효과)

  • Lim, Ji-Hyun;Choi, Chang Woo
    • Education of Primary School Mathematics
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    • v.19 no.1
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    • pp.31-45
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    • 2016
  • In this study, the case of error became the object of learning, and the investigator applied these cases to an actual class and established three study problems in order to achieve the purpose of this study. The results of analysis of students' errors in figure based on before achievement test are shown as follows: First, the most errors occurred in the figure was the ones from deficient mastery of prerequisite concepts and definitions. Specially, the errors from deficient mastery of prerequisite concepts and definitions have the majority. it is very high ratio even if it considers an influence of an evaluation question item. so, I think it is necessary to teach concept related figure above all. Second, as the results of application 'finding errors' to a class, there is a meaningful difference in the mathematical achievement and reasoning ability within significance level 5%. This means 'finding errors' is one of the teaching method that it develops the mathematical achievement and reasoning ability.

The Effects of the Level of Enrichment for Analogies upon Students' Mapping and Conceptual Understanding in Concept Learning about Boyle's Law (보일의 법칙에 대한 개념 학습에서 비유의 부연 수준이 학생들의 대응 관계 이해 및 개념 이해에 미치는 영향)

  • Kim, You-Jung;Kim, Kyung-Sun;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.54 no.2
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    • pp.248-256
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    • 2010
  • This study investigated the effects of the level of enrichment for analogies upon students' mapping, conceptual understanding, and the types of mapping errors in concept learning about Boyle's Law. Analogical reasoning ability test was administered and the score was used as a blocking variable. Three types (simple, enriched, and extended analogies) of learning materials according to the level of enrichment for analogies were studied by randomly assigned middle school students, and a conceptions test and a mapping test were administered immediately. The retention tests of both were administered four weeks later. Analyses of the results revealed that there was no main effect in the level of enrichment for analogies, but there was interaction effect with analogical reasoning ability in the post test on mapping. And the score of enriched analogy group was significantly higher than those of simple analogy group, but the score differences among three groups were not significant in the retention test on conceptual understanding. The frequency of the total mapping errors in the simple analogy group was the highest, and the frequencies of most types of mapping errors in the enriched and the extended analogy groups were less than those in the simple analogy group. There were also some differences in the frequencies of mapping errors with respect to the level of analogical reasoning ability. Therefore, these results will help science teachers plan and practice instructions using analogy.

Novice Elementary Teachers' Knowledge of Students' Errors on Plane Figures (평면도형에 관한 학생들의 오류에 대한 초임 초등 교사들의 교수학적 내용 지식 분석)

  • Song, Keun-Young;Pang, Jeong-Suk
    • Journal of the Korean School Mathematics Society
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    • v.15 no.3
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    • pp.429-451
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    • 2012
  • This paper examined eight novice elementary teachers' knowledge in terms of the types and sources of students' errors and teaching strategies on plane figures through a questionnaire and teachers' discussion. The teachers tended to predict students' diverse error types, but they attributed the sources of such errors mainly to their characteristics. The analysis of teachers' responses of teaching strategies revealed that they recognized the importance of the teacher's clear explanation and students' own problem-solving, while they were somewhat negative in presenting diverse examples and classifying, drawing, or constructing figures. Building on these results, this paper provides the implications for novice teachers' professional development programs.

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