• Korean Journal of Logic
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• v.15 no.2
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• pp.251-272
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• 2012

Recently Professor Lee has suggested the analysis of the indicative conditional based on Sellars-Brandom's inferentialism. In this paper, I raise three questions. First, Professor Lee seems to misunderstand Sellars-Brandom in that he considers only the analytically valid arguments as materially valid inferences. Second, Professor Lee seems to misunderstand Sellars-Brandom in that whereas Sellars-Brandom talks about the common features of all kinds of conditionals including counterfactual conditionals, Professor Lee takes it as the analysis of the indicative conditional only. Third, either Professor Lee's analysis is incompatible with Sellars-Brandom inferentialism or his analysis is too general.

• Journal of KIISE
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• v.42 no.12
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• pp.1590-1599
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• 2015

As a variety of personal medical devices appear, it is possible to acquire a large number of diverse medical contexts from the devices. There have been efforts to analyze the medical contexts via software applications. In this paper, we propose a generic model of medical analytics schemes that are used by medical experts, identify inference methods for realizing each medical analytics scheme, and present guidelines for applying the inference methods to the medical analytics schemes. Additionally, we develop a PoC inference system and analyze real medical contexts to diagnose relevant diseases so that we can validate the feasibility and effectiveness of the proposed medical analytics schemes and guidelines of applying inference methods.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.537-556
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• 2011

This paper focuses on proportional reasoning being emphasized in today's elementary math, and analyzes the way students use their proportional reasoning abilities and strategies according to their academic achievement levels in solving proportional problems. For this purpose, various types of proportional problems were presented to 173 sixth-grade elementary school students and they were asked to use a maximum of three types of proportional reasoning strategies to solve those problems. The experiment results showed that upper-ranking students had better ability to use, express and perceive more types of proportional reasoning than their lower-ranking counterparts. In addition, the proportional reasoning strategies preferred by students were shown to be independent of academic achievement. But there was a difference in the proportional reasoning strategy according to the types of the problems and the ratio of the numbers given in the problem. As a result of this study, we emphasize that there is necessity of the suitable proportional reasoning instruction which reflected on the difference of ability according to student's academic achievement.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.263-287
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• 2010

The purposes of the study were to investigate how children define a triangle, their reasoning types in identifying examples and non-examples of a triangle, and the relationship between their reasoning types and geometrical levels. Twenty-nine students consisted of 3th to 6th grades were involved in the study. Using the van Hiele levels of geometrical thought, children's reasoning types for identifying a figure as a triangle or non-triangle were categorized into visual reasoning, reasoning based on the figure's attributes and formal reasoning. The figure's attributes were further divided into critical and non-critical attributes. Most children identified a figure as a triangle or non-triangle based on critical attributes of the figure(e.g. closed figure, three, vertices, straight sides etc.) Some children identified a figure based on non-critical attributes of the figure(e.g. the length of the sides, the measurement of the angles, or the orientation of the figure). Particularly, some children who had lower levels of geometry identified a figure using visual reasoning, taking in the whole shape without considering that the shape is made up of separate components.

• School Mathematics
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• v.9 no.4
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• pp.447-466
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• 2007

Math education in schools have to enable students to understand the importance of math and nurture the capacity to resolve various problems in daily life with reasoning, which is therefore, always applicable to the actual world. Proportional reasoning capacity is being often used in daily life, and some kind of unit is not fixed. So students are considering it very difficult. This study looks into the difficulties that students have in proportional reasoning, what kind of problem solving strategy is being used, what the problems are in current textbooks, etc. Based on this, it tried to check the concept changes in students' proportional reasoning by developing the instruction program for 'proportional expression' unit in the 6th grade. Based on the results, this study analyzes the features of proportional reasoning instruction programs and the instruction results. Also it analyzes in-advance & after examination papers of the experimental class and comparison class to contribute to the instruction method and instruction contents improvement of 'proportional expression' unit.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.25-37
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• 2017

The purpose of this study is to analyze the effects on particulate concept formation based on abductive reasoning model for elementary science class. For this study, an author selected two groups in the sixth grade. One group is an ordinary textbook-based control group (N=26) and the other group is an abductive reasoning model-based treatment group (N=26). After twelve lessons, the scores of Concepts Test for Gas were analyzed by t-test and two-way ANOVA. The result of t-test showed both the control and treatment groups have higher score than before they take the lesson. But after the lesson, an author found out that the treatment group had higher score than that of the control group. And compared to the number of particles expressed, the number of the treatment group were higher than that of the control class. The two-way ANOVA result revealed that the interaction effect between their cognitive level and treatment was not significant. And regardless of the level of cognition, the scores of treatment group are higher than those of control group. Therefore, abductive reasoning model-based elementary science class were found to be more effective for particulate concept formation. Based on the results, an author concluded that abductive reasoning model is very effective in teaching particulate concepts to elementary students.

• Journal of the Korean Society for Railway
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• v.19 no.2
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• pp.145-158
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• 2016

This paper introduces a risk graph which is one method for determining the SIL as a measure of the effectiveness of signaling system. The purpose of this research is to make up for the weakness of the qualitative determination, which has input value ambiguity and a boundary problem in the SIL range. The fuzzy input valuable consists of consequence, exposure, avoidance and demand rate. The fuzzy inference produces forty eight fuzzy rule by adapting the calibrated risk graph in the IEC 61511. The Max-min composition is utilized for the fuzzy inference. The result of the fuzzy inference is the fuzzy value. Therefore, using the de-fuzzification method, the result should be converted to a crisp value that can be utilized for real projects. Ultimately, the safety requirement for hazard is identified by proposing a SIL result with a tolerable hazard rate. For the validation the results of the proposed method, the fuzzy risk graph model is compared with the safety analysis of the signaling system in CENELEC SC 9XA WG A10 report.

• Information Systems Review
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• v.16 no.1
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• pp.37-50
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• 2014

Conventional case-based reasoning (CBR) does not perform efficiently for high volume dataset because of case-retrieval time. In order to overcome this problem, some previous researches suggest clustering a case-base into several small groups, and retrieve neighbors within a corresponding group to a target case. However, this approach generally produces less accurate predictive performances than the conventional CBR. This paper suggests a new hybrid case-based reasoning method which dynamically composing a searching pool for each target case. This method is applied to diagnose for the heart disease dataset. The results show that the suggested hybrid method produces statistically the same level of predictive performances with using significantly less computational cost than the CBR method and also outperforms the basic clustering-CBR (C-CBR) method.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.357-377
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• 2013

This study aims to look for care quality factors reduce the daily stress of young children placed in care centers for long hours. Therefore, the research questions look into how the hours and care quality factors in child care centers affect young children's daily stress, and whether the care quality factor moderates the impact of the hours children spent in centers. The subjects in this study were 380 children from 3 to 5 years old from 10 child care centers. The Korean Preschool Daily Stress Scale(KPDSS) for children's daily stress and Early Childhood Environmental Rating Scale-Revised(ECERS-R) for quality of each classroom of centers were implemented. The main findings were summarized as following: (1) The more hours he/she spent in the center, the more stress he/she had. Children who spent 9 hours or more had more stress than children with 7 hours or less. (2) Among the 7 quality factors including space and furnishings, personal care routines, language reasoning, activities, interaction, program structure, parents staff, the interaction level between a teacher and a child and the level of parents and staff had the most impact on children's daily stress. (3) The qualitative factors of child care, language reasoning level, interaction level, parental support, and level of teachers reduced children's daily stress which was affected by the hours they spent in centers. Thus in order to reduce the daily stress of children who attend more than 9 hours a day, it is crucial to promote language reasoning activities and interaction between teachers and children and to improve parental support and teachers' professionalism.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2006.06a
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• pp.125-130
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• 2006

원활한 의사소통을 위해서는 문장들을 연결하여 흐름을 조직하고 말로 산출하고 전체적인 의미를 파악할 수 있어야 한다. 이야기는 이러한 문장들이 연결되어있는 것으로, 종속적이거나 나열적인 이야기 특성은 의사소통장애인의 이야기 이해와 산출의 수행에 영향을 미칠 수 있다. 본 연구에서는 이야기 특성에 따른 유창성 실어증환자의 이야기 이해 및 산출의 능력을 알아보고, 이해과제 수행이 산출과제에 미치는 영향을 분석해보았다. 이야기 종류로는 시간적 나열 이야기와 인과적 관계 이야기, 유머가 있는 이야기를 사용하였으며, 사실적 정보, 텍스트 추론, 빠진 정보추론 등 세 가지의 이해과제를 통하여 이해 능력을 측정하였다. 산출능력은 이해과제 전과 후에 CIU 비율로 질적인 측면을 측정하고, 분당어절 수를 이용하여 양적인 측면을 분석하였다. 그 결과 이해측면은 세 가지 이야기 모두 사실적 정보에 대한 이해 능력이 상대적으로 좋았으며, 오류의 형태는 추론오류가 가장 많이 나타났다. 산출에서는 인과적 관계이야기에서의 CIU 비율이 가장 높았고, 이해과제 전, 후의 차이를 비교한 결과, CIU 비율은 변화하지 않았으나, 분당 어절수에서는 증가하고 있음을 보여주었다. 이야기의 종류에 따라서 유창성 실어증화자의 산출과제의 수행수준은 다르게 나타났다. 그리고 이해과제의 수행이 산출과제에서 양적인 증가는 가져왔으나 질적인 수준에는 아무런 영향을 미치지 않았다.