• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.238-240
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• 2018

Cloud vehicular networks are a promising paradigm to improve vehicular through distributing computation tasks between remote clouds and local vehicular terminals. Software-Defined Network(SDN) can bring advantages to Intelligent Transportation System(ITS) through its ability to provide flexibility and programmability through a logically centralized controlled cluster that has a full comprehension of view of the network. However, as the SDN paradigm is currently studied in vehicular ad hoc networks(VANETs), adapting it to work on cloud-based vehicular network requires some changes to address particular computation features such as task computation of applications of cloud-based vehicular networks. There has been initial work on briging SDN concepts to vehicular networks to reduce the latency by using the fog computing technology, but most of these studies do not directly tackle the issue of task computation. This paper proposes a Software-Defined Cloud-based vehicular Network called SDCVN framework. In this framework, we study the effectiveness of task computation of applications of cloud-based vehicular networks with vehicular cloud and roadside edge cloud. Considering the edge cloud service migration due to the vehicle mobility, we present an efficient roadside cloud based controller entity scheme where the tasks are adaptively computed through vehicular cloud mode or roadside computing predictive trajectory decision mode. Simulation results show that our proposal demonstrates a stable and low route setup time in case of installing the forwarding rules of the routing applications because the source node needs to contact the controller once to setup the route.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.57-66
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• 2006

This study is purposed to compose systematic and efficient curricula of the courses centered on the duties of forest interpreter. In the first step, the purpose of task analysis is to identify the forest interpreter's duties and tasks. 13 professional were designated as panel, and the task chart was completed via DACUM analysis. The tasks performed by forest interpreter are categorized in the development of specialty, program planning, comprehension on the engaged forest, program development, program execution and program evaluation, which are classified into 59 sub-tasks. In the second step, need analysis is focused on the evaluation of the degree of job importance, the necessity of education based on the results from the task analysis. In consequence, 23 key tasks are determined. In the third step, knowledge, skill, tool, and attitude required for key tasks were analyzed and reorganized into 23 subjects. This study has significance in 3 respects. Firstly, the tasks of forest interpreter are analyzed to define their roles. Secondly, the curricula composed according to the results of task analysis and need analysis allow the realizable and prerequisite subjects within the restricted resources. Finally, this study suggests the curriculum, which shall be the bases for the program planning and operation of a lot of educational organization and institutions.

• Korean Journal of Cognitive Science
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• v.14 no.3
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• pp.23-36
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• 2003

A comprehension-based approach to learning assumes that incoming information and background knowledge are integrated to form a mental representation which is subsequently used to incorporate new knowledge. It is demonstrated that this approach can be validated by comparing human and computational model performance in the prompt learning context. A computational model (ADAPT-UNIX) based on the construction-integration theory of comprehension (Kintsch, 1988; 1998) predicted how users learn from help prompts which are designed to assist UNIX composite command production. In addition, the comparison also revealed high similarity in composite production task performance between model and human. Educational implications of present research are discussed on the basis of the fact that prompt instructions have differential effect on learning and application as background knowledge varies.

• School Mathematics
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• v.9 no.1
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• pp.45-64
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• 2007

The primary purposes of this study were to investigate how sixth graders would react to the types of tasks with regard to the comprehension of graphs and what differences might be among the kinds of graphs, and to raise issues about instructional methods of graphs. A descriptive study through pencil-and-paper tests was conducted. The tests consisted of 48 questions with 4 types of tasks (reading the data, reading between the data, reading beyond the data, and understanding the situations) and 6 kinds of graphs. The conclusions drawn from the results obtained in this study were as follows: First, it is necessary to foster the ability of interpreting the data and understanding the situation in graphs as well as that of reading the data and finding out the relationships in the data. Second, it is informative for teachers to know students' difficulties and thinking processes. Third, in order to develop understanding of graphs, it is important that students solve different types of tasks beyond simple question-answer tasks. Fourth, teachers need to pay attention to teach fundamental factors such as reading the data with regard to line graphs and stem-and-leaf plots Finally, graph type and task type interact to determine graph-comprehension performance. Therefore, both learning all kinds of graphs and being familiar with multiple types of tasks are important.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.101-108
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• 2020

One difficulty in language learning is the training of reading ability. The improvement on this ability directly affects the process and effect of language learning. At the same time, there are numerous difficulties in actual learning and teaching. Depending on current research, there is two ideas that can utilize to enhance the reading efficiency of learners. One is to amend objective factors; the other is to change subjective factors. Compared with the two ideas, idiosyncratic factors are more manipulable and controllable, so it is more valuable to conduct researches on this. But among the many subjective factors, the degree of their effectiveness is not the same, so this article attempts to compare and analyze the driving effects of two important subjective factors (peer-driven and task-driven) on reading performance. The results show that both factors can have a positive impact on reading comprehension, but different in driving effects. The task-driven has obvious short-term effectiveness; while peer-driven needs to establish its long-term effect on the basis of early coordination and cooperation among team members. Therefore, in order to maximize the achievement of learning, it is necessary to combine strengths and avoid weaknesses according to the characteristics of two factors, so as to help learners improve reading ability most efficiently.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.21-40
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• 2004

This study Questioned what happens in L2 reading comprehension of the expository text, as measured by recall and inference-making abilities, when a L2 reader was induced to develop a content schema about the topic of a target text, but the structure of that schema departs from the structure of the target text Seventy-four. Korean university students read either the same version text twice (consistent condition) or two different version texts (inconsistent condition) with a three-day interval between the two readings. The results of a verification test indicate that, for those subjects with higher L2 reading proficiency, the inconsistent condition was more beneficial than the consistent condition for the inference-making task. On the other hand, for lower-level L2 readers, the consistent condition was more favorable for the recall task. It was concluded that inducing a structurally inconsistent schema through an L2 pre-reading would be beneficial only when the reader's L2 linguistic ability is proficient enough to produce necessary propositions from the pre-reading.

• ETRI Journal
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• v.42 no.6
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• pp.899-911
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• 2020

The data in tables are accurate and rich in information, which facilitates the performance of information extraction and question answering (QA) tasks. TableQA, which is based on tables, solves problems by understanding the table structure and searching for answers to questions. In this paper, we introduce both novice and intermediate Korean TableQA tasks that involve deducing the answer to a question from structured tabular data and using it to build a question answering pair. To solve Korean TableQA tasks, we use S3-NET, which has shown a good performance in machine reading comprehension (MRC), and propose a method of converting structured tabular data into a record format suitable for MRC. Our experimental results show that the proposed method outperforms a baseline in both the novice task (exact match (EM) 96.48% and F1 97.06%) and intermediate task (EM 99.30% and F1 99.55%).

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.58-67
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• 2016

Pragmatic language impairment is closely related to the executive function difficulties in patients with acquired brain injury(ABI). This study was designed to explore the correlation between two domains following ABI. Thirty-five participants with ABI were grouped into 21 aphasics due to stroke and 14 TBIs. All subjects were over 55 years old. Measures of two domains were administered to all participants. As a result, figurative language comprehension and functional/symbolic language were significantly correlated with the activating task in aphasic group. All tasks were significantly correlated in TBI group. Aphasic patients' figurative language comprehension significantly predicted the activating task. In TBI group, figurative language expression and functional/symbolic language were the predictable tasks of planning and activating, respectively. Current study demonstrates the evidence of a significant association between pragmatic language and executive function, and provides appropriate tasks used for cognitive-linguistic intervention of individuals with ABI.

• Korean Journal of Cognitive Science
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• v.15 no.3
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• pp.25-33
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• 2004

Two experiments were conducted to investigate the effects of two syntactic cues in pronoun referential resolution: number cue (plural or singular) and gender cue (unambiguous or ambiguous). Using self-paced sentence reading task for pronoun sentences and lexical decision task for antecedents, Experiment 1 showed that the reading time of a plural pronoun ('they') was faster than a singular pronoun ('he' or 'she'), but the lexical decision time did not differ with a number cue and a Bender cue. In Experiment 2, using RSVP for pronoun sentences and lexical decision task for antecedents, the results showed that the lexical decision time differed for a gender cue only. These results suggested that the syntactic cues of a pronoun influenced strongly on referential resolution in discourse comprehension.

• Phonetics and Speech Sciences
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• v.2 no.4
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• pp.3-10
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• 2010

The present study aims to investigate neural activations according to the level of code switching in English proficient bilinguals and to find the relationship between the performance of language switching and proficiency level using ERPs (event-related potentials). First, when comparing high-proficient (HP) with low-proficient (LP) bilingual performance in a native language environment, the activation level of N2 was observed to be higher in the HP group than in the LP group, but only under two conditions: 1) the language switching (between-language) condition known as indexing attention of code switching and 2) the inhibition of current language for L1. Another effect of N400 can be shown in both groups only in the language non-switching (within-language) condition. This effect suggests that both groups completed the semantic acceptability task well in their native language environment without the burden of language switching, irrespective of high or low performance. The latencies of N400 are only about 100ms earlier in the HP group than in the LP group. This difference can be interpreted as facilitation of the given task. These results suggest that HP showed the differential activation in inhibitory system for L1 in switching condition of L1-to-L2 to be contrary to inactivation of inhibitory system for the LP group. Despite the absence of an N400 effect at the given task in both groups, differential latencies between the peaks were attributed to the differences of efficiency in semantic processing.