• The Journal of the Korea Contents Association
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• v.12 no.7
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• pp.65-75
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• 2012

Throughout the agraian society, industrial society, information society, and the knowledge-based society, the word father has become the representation of the law, oder, control, protection, and discipline. This study, with traditional fairy tale "Le petit chaperon rouge", aim to analyze the child readers a notion familly around 'me' and conceiving the father as the unit of the institution; also, in the Korean film , cinema audiences feeling keenly the necessity of the conventional family values and looking for the poster of principal agent of law and order. Generally the father is protector of 'me' and simutaneously, is incorporal being; even if he is inessential, he has, only by the name, great influence with people(law, order, control, discipline, are operating only with the name as the father God does). Our study will show how the signifier father operates and what similarity is between the film and the traditional fairy tale. A father is recognized as a tyrant or criminal, but a man is always realized to undertake a duty of resisting unjust powers and protecting nonperson. Those opposing structures was well represented in epic works such as"Le petit chaperon rouge" and . The father described in children's tale appeared as a symbol of desire and oppression, therefore youngster readers realized around 'Me' the concept of family through the absence of a father and received the father as a unit in the system. A father in a film has been described as a protector of nonperson, and a main part in the institution and order of traditional family. In both genre, the psychological signifiant of father still has been shown based on the symbol of father as a social institution.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.59-65
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• 2019

This study examines how cinematic texts are used in movies through Lee Jun-ik's 2015 film, and what narrative and visual effects are obtained through them. This film portrays poet Yun Dong-ju as a central figure and chooses to reconstruct his life. The movie, , used Yun's poetry as a device to maximize the lyricism of the film and to suggest a change in the fate of the character and the inside. In other words, uses Yun Dong-ju's poetry to aesthetically express the inner change of the characters in the film and the sensitivity of the film. Through this, I visualize Yun Dong-ju as poet Yun Dong-ju, a poet who was stuffed in literary books, as a normal literary youth. It is also a reminder of the weight of the reality that the present youth is experiencing and the problem of an individual living in history. In this respect, the movie is a major text that depicts the poetry and poetry of the time, and the age of poet through the media. 'Poetry' as the text of the text delivered with the image maximized the lyricism of the image and led to high aesthetic achievement. Through poetry and poetry, it can be regarded as the main text approaching the problems of history, individual, literature and reality.

• Korean Journal of Culture and Social Issue
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• v.14 no.3
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• pp.1-19
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• 2008

The purpose of this study is to examine the family perception according to abused children's sex, age, and abusive type. The subjects were 45 abused children including 15 physically abused, 15 neglected, and 15 physically and emotionally abused children from age 7 to 14. The results were that boys showed more noncomplient behaviors to their parents, more concerns and more rejective behaviors to examination. Girls perceived their mothers as stressors more than those of boys. School-aged children perceived their mothers as allies than those of adolescents. Adolescents showed more rejective behaviors to examination and more anger. Physically and emotionally abused children experienced more family conflicts and showed more negative resolutions, and more noncomplient behaviors than those of abused children. Neglected children showed more depressive mood than those of abused children.

• Journal of the Korean Geographical Society
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• v.51 no.4
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• pp.559-576
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• 2016

The concept of 'cultural diversity' has emerged as a key concept and the buzzword of the 21st century's international community in education, science and culture sectors since UNESCO's "World Declaration on Cultural Diversity"(2001). However, the appropriate and correct implementation in educational level and in a subject scale can not be pursued without special understanding of multilateral implications of UNESCO's 'cultural diversity' because the concept of cultural diversity has been distributed to various applications according to individual scholars and institutions before the "World Declaration on Cultural Diversity" was released. The ultimate orientation of 'cultural diversity', the concept presented in "World Declaration on Cultural Diversity" is 'world peace' and 'the coexistence of various cultures of mankind'. In this regard, 'cultural diversity' has special 'educational' meaning to the next generation as well as the current one. Also, it is meaningful to take educational practices on cultural diversity in case of the "World Geography" subject in view of that international society of geographical education came up with "International Declaration of Geographical Education for Cultural Diversity" in the IGU(International Geographical Union) 2000. From this point of view, the author proposes that the 'cultural diversity' concept implies four folds of meanings as an ideology, as a symbol, as a vision, and as a epistemological turn based on the analysis of literatures on 'cultural diversity' of UNESCO, then presents an educational practice centering around the examples and its usage of teaching materials of cultural diversity.

• School Mathematics
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• v.15 no.2
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• pp.481-501
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• 2013

The purpose of this study is to review the role of dragging in dynamic geometry environments. Dragging is a kind of dynamic representations that dynamically change geometric figures and enable to search invariances of figures and relationships among them. In this study dragging in dynamic geometry environments is divided by three perspectives: dynamic representations, instrumented actions, and affordance. Following this review, six conclusions are suggested for future research and for teaching and learning geometry in school geometry as well: students' epistemological change of basic geometry concepts by dragging, the possibilities to converting paper-and-pencil geometry into experimental mathematics, the role of dragging between conjecturing and proving, geometry learning process according to the instrumental genesis perspective, patterns of communication or discourse generated by dragging, and the role of measuring function as an affordance of DGS.

• Journal of architectural history
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• v.15 no.2
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• pp.115-136
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• 2006

Colin Rowe's 'Transparency' is one of core ideas applied to 20th Modern Architecture. It implies not only an optical characteristic, the perfectly clear, but also a broader spacial order, a simultaneous perception of different spacial locations. The former connected with physical attribute itself, and the latter deeply with the metaphorical idea of time, 'Simultaneity', embodying a new spacial quality. However, If we analyze the meaning of "Simultaneity" implicated in "Transparency" with the perspective of Henry Bergson's "Duration", there would be only little possibility as a solution to the problem of embodying a new spacial quality in architecture. As such a question emerging, this paper attempts to point out the problem of Colin Rowe's idea, "Simultaneity", and suggest a new architectural design method to overcome its inconsistency by interpretation and application of Bergson's "Image and Rhythm".

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.287-291
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• 2000

후천성 한글 난동증 환자인 BHS를 대상으로 두 개의 과제를 이용하여 어휘 처리에 있어서의 구체성 효과(concreteness effect)를 조사하였다. 어휘판단과제를 실시한 결과 BHS는 구체어에 비해 추상어에 대해서 상대적으로 많은 오류를 나타내었다. 그러나 비단어에 대한 어휘 판단은 비교적 정확했다. 음독과제를 실시한 결과 어휘판단과제와 동일하게 구체어에 대한 음독수행은 매우 저조하였다. BHS는 구체어보다 추상어에 대한 처리의 손상 정도가 심한 것으로 판단된다. 이러한 결과는 심성어휘집에 있어서 구체어와 추상어가 독립적으로 표상되어 있을 가능성을 시사한다. 또한 BHS의 비단어에 대한 음독이 거의 불가능하였던 것은 자소-음소 변환 경로(조합경로)의 심한 손상에 기인한 것으로 생각된다.

• Korean Journal of Cognitive Science
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• v.34 no.3
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• pp.153-180
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• 2023

Previous research on the action effect had shown how simple action towards a stimulus can enhance the processing of that stimulus in subsequent visual search task (Buttaccio & Hahn, 2011; Weidler & Abrams, 2014). In four experiments, we investigated whether semantic representation of action word can induce the same attentional boost towards that stimulus and whether the type of action performed can modulate the action effect. In experiment 1, we replicated the same experimental paradigm displayed in previous studies. Participants were first shown an action word cue - "go" or "no". When the action cue was "go", participants were to press a designated key, but not to when the action cue was "no". Next, participants performed a visual search task, in which they reported the orientation of a tilted bar. The target could appear on top of the previously shown prime object (valid), or not (invalid). Reaction times (RTs) to the search task were measure for analysis and comparison, and the action effect had been replicated. In experiment 2, participants were instructed to respond with the keyboard for the action task, and to respond with the joystick for the visual search task. In experiment 3, participants were instructed not to press any key on the onset of prime, and then perform the visual search task to isolate the effect of semantic representation. Lastly, in experiment 4, participants were instructed to press separate keys for "go" and "no" on the onset of prime, and then perform the visual search task. Results indicate that semantic representation alone did not modulate the action effect, regardless of type of action and medium of action.

• Korean Journal of Cognitive Science
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• v.12 no.3
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• pp.29-46
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• 2001

This study attempted to demonstrate that the integration of the two premises in linear syllogism is mediated by the middle term the term that is repeated in the two premises. In Experiment 1. we examined whether representing the middle term is more important than representing the end terms. We asked a question to each premise. Depending on the order of the questions either the two end terms or the middle term became the answer in both premises. Participants solved the problems better when the middle term became the answer suggesting that it is more important to represent the middle term than the end terms. In Experiment 2 we examined whether additional processing is needed for the integration beyond establishing co-referential link through the middle term. We pronominalized the middle term in the second premise and provided two kinds of information to disambiguate the pronoun. In the direct information condition we provided information about who the pronoun is whereas in the indirect information condition we provided information about the relative location of the pronoun. Participants solved the problems more quickly in the indirect information condition than in the direct information condition indicating that mere co-referential link was not enough and that the relative location of the middle term needs to be computed for the integration of the two premises.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.811-824
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• 2007

Photographs and illustrations are integral parts of current science textbooks' inscriptions. This study analysed and compared the function and structure of photographs and illustrations used in high school earth science textbooks of the 6th and 7th national curriculum. The findings of the function analysis showed that 'illustrative' function was far superior to other functions in terms of frequency and ratio. The illustrative function varied more in the 7th curriculum textbooks, especially in earth science I. 'Explanatory' and 'complementary' functions, which were relatively ignored in the 6th curriculum, significantly increased in the 7th curriculum textbooks. 'Decorative' function increased on the whole. The results of the structure analysis revealed that indexical reference remarkably decreased in the 7th curriculum textbooks, which means the retrogression of co-deployment with main text. 'Multiple' organized photographs and illustrations significantly increased in the 7th curriculum textbooks, while 'pair' and 'series' organization did not show an increase at all. It was suggested in this study that 'inquisitive' function and 'complementary' organization should be supplemented in terms of both function and structure. Moreover, the functional and structural aspects of scientific inscriptions including photographs and illustrations should be utilized by the certification criteria of science textbooks.