• Journal of the Korean Society of Costume
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• v.52 no.4
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• pp.25-38
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• 2002

The purpose of this study was to investigate the relationship between lifestyle and the evaluative criteria of the Korean traditional costume, Hanbok and saenghwal hanbok. The questionnaires were administered to 291(men:.102,Women:189) university students in Seoul. Data were analysed by factor analysis, correlation coefficient, t-test. The results were as follows : 1) Factor analysis was used to determine the dimensions of the evaluative criteria of Hanbok, Saenghwal Hanbok and life style characteristics. The evaluative criteria dimensions were found to be different according to Hanbok. Saenghwal Hanbok. 2) In Hanbok, evaluative criteria were classified into comfort & easy care, prestige, design, fashion, suitability to yourself. 3) In Saenghwal Hanbok. evaluative criteria were classified into prestige, ease of care, design., appropriateness, brand. 4) The life style characteristics were classified into independence, activism. conservatism, and materialism. 5) There were the significant relationships between life style factor and clothing evaluative criteria. Especially for design in Hanbok and Saenghwal Hanbok was negative relationship with conservatism and positive relationship with activism. materialism. and Independence.

• Journal of the Korean Statistical Society
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• v.35 no.2
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• pp.143-156
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• 2006

In the present paper, various solutions for generalized canonical correlation analysis (GCCA) are considered depending on the criteria and constraints. For the comparisons of some characteristics of the solutions, we provide with certain unifying stationary equations which might to also useful to obtain various generalized canonical correlation analysis solutions. In addition, we suggest an approach for the generalized canonical correlation analysis by exploiting the concept of maximum eccentricity originally de-signed to test the internal independence structure. The solutions, including new one, are compared through unifying stationary equations and by using some numerical illustrations. A type of iterative procedure for the GCCA solutions is suggested and some numerical examples are provided to illustrate several GCCA methods.

• Physical Therapy Rehabilitation Science
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• v.12 no.2
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• pp.192-200
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• 2023

Objective: This study aimed to assess the effectiveness of a balance training program in improving balance and functional independence to reduce fall risks among community-dwelling elders. Design: A multi-center randomized controlled trial Methods: A total of 66participants were randomly assigned to a balance training group or a control group. The balance training program, conducted three times a week for 32 weeks, included warm-up exercises, main balance training exercises, and cooldown stretch exercises. Outcome measures included the Berg Balance Scale (BBS), Timed Up and Go Test (TUGT), and Modified Barthel Index (MBI). Results: The balance training group demonstrated significant improvements in all outcome measures, indicating enhanced balance, improved functional mobility, and increased independence in activities of daily living. In contrast, the control group showed only slight improvements in BBS, TUGT and MBI scores. Conclusions: These findings provide evidence supporting the effectiveness of balance training programs in reducing fall risk and promoting health and wellbeing among community-dwelling elders. Future research should aim to refine the design of these programs and assess the sustainability of the observed improvements.

• Communications for Statistical Applications and Methods
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• v.8 no.1
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• pp.193-207
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• 2001

When designing a test set, we need to consider constraints on items that are deemed important by item developers or test specialists. The constraints are essentially on the components of the test domain or abilities relevant to a given test set. And so if the test domain could be represented in a more refined form, test construction would be made in a more efficient way. We assume that relationships among task abilities are representable by a causal model and that the item response theory (IRT) is not fully available for them. In such a case we can not apply traditional item selection methods that are based on the IRT. In this paper, we use entropy as an uncertainty measure for making inferences on task abilities and developed an optimal item selection algorithm which reduces most the entropy of task abilities when items are selected from an item pool.

• Magazine of the Korean Society of Agricultural Engineers
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• v.40 no.4
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• pp.45-57
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• 1998

This study was conducted to derive optimal design floods by Generalized Extreme Value (GEV) distribution for the annual maximum series at ten watersheds along Han, Nagdong, Geum, Yeongsan and Seomjin river systems. Adequacy for the analysis of flood data used in this study was established by the tests of Independence, Homogeneity, detection of Outliers. L-coefficient of variation, L-skewness and L-kurtosis were calculated by L-moment ratio respectively. Parameters were estimated by the Methods of Moments and L-Moments. Design floods obtained by Methods of Moments and L-Moments using different methods for plotting positions in GEV distribution were compared by the Relative Mean Errors(RME) and Relative Absolute Errors(RAE). The results were analyzed and summarized as follows. 1. Adequacy for the analysis of flood data was acknowledged by the tests of Independence, Homogeneity and detection of Outliers. 2. GEV distribution used in this study was found to be more suitable one than Pearson type 3 distribution by the goodness of fit test using Kolmogorov-Smirnov test and L-Moment ratios diagram in the applied watersheds. 3. Parameters for GEV distribution were estimated using Methods of Moments and L-Moments. 4. Design floods were calculated by Methods of Moments and L-Moments in GEV distribution. 5. It was found that design floods derived by the method of L-Moments using Weibull plotting position formula in GEV distribution are much closer to those of the observed data in comparison with those obtained by method of moments using different formulas for plotting positions from the viewpoint of Relative Mean Errors and Relative Absolute Errors.

• Science of Emotion and Sensibility
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• v.20 no.2
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• pp.127-136
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• 2017

Attentional blink is observed in an identification task of multiple targets during rapid serial visual presentation (RSVP) where performance for the second target (T2) that follows within 500ms of the first (T1) shows systematic decrease although that for T1 remains highly accurate. Theories accounting for attentional blink can be classified into two broad categories of resource depletion model and disruption of input filter model. Meanwhile, visual attention capacity shows hemifield independence between left and right visual fields, and many studies reported bilateral advantage in a range of visual working memory tasks. The current research tested two major theories of attentional blink using bilateral independence of attentional capacity. To this end, we conducted two experiments where two RSVPs were presented in either bilateral or unilateral visual fields. Experiment 1 presented two RSVPs which contained both T1 and T2 in either bilateral or unilateral visual fields and tested interaction between attentional blink and bilateral advantage. Experiment 2 removed T1 in one of the two RSVPs to test whether attentional blink obtains when identification of T1 and T2 utilize independent sources of attention across two visual fields. The results showed that subjects were more accurate when two RSVPs were presented in bilateral visual fields (i.e., bilateral advantage) although there was no interaction between attentional blink and bilateral advantage (Experiment 1). In addition, attentional blink for T2 was observed in a T1-absent RSVP even when two RSVPs were presented in bilateral visual fields (Experiment 2). These results support disruption of input filter model rather than resource depletion model.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.82-92
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• 2007

This study investigated the influences of reciprocal peer tutoring strategy and field independencedependence in the instruction enhancing student questions by using weekly reports. Seventh graders (N=152) from a middle school were assigned to WR (weekly reports) and WR-RPT (weekly reports-reciprocal peer tutoring) groups. Students were taught about ‘three states of matter', ‘motion of molecules', and ‘change of states and thermal energy for eighteen class hours and wrote weekly reports six times for the period. The students in the WR-RPT group also conducted reciprocal peer tutoring with the questions of weekly reports which they wrote. The results revealed that the scores of the WR-RPT group were significantly higher than those of the WR group in a conception test regardless of students' field independence-dependence. The field dependent students in the WR-RPT group performed better in an achievement test than those in WR group, while there was no significant difference for the field independent stu dents between the two groups. Additionally, field independent students in each group scored significantly higher than field dependent students in the two tests. Many students, especially having more field independence in the WR-RPT group, perceived WR-RPT positively.

• Korean Journal of Child Studies
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• v.14 no.1
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• pp.77-89
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• 1993

The purpose of this study was to investigate (1) children's field dependence by age and sex, (2) children's interpersonal problem solving ability by age, sex, and contextual factors, (3) children's interpersonal problem solving ability by field dependence. The subjects were 120 five-, seven-, and nine-year-olds. Children's field-dependence was measured with the Children's Embedded Figures Test (CEFT). Children's interpersonal problem solving ability was measured with the Preschool Interpersonal Problem Solving Test (PIPS Test). Statistical methods adopted for data analysis were frequencies, percentiles, means, standard deviation, t-test, oneway ANOVA. $Scheff{\acute{e}}$ test and Pearson's correlations. Major findings were that (1) The older children were more field-independent than the younger ones (2) The older children suggested more problem solving methods and higher-level problem solving strategies than the younger ones. (3) Children suggested higher-level problem solving strategies in contexts involving familiar as opposed to unfamiliar participants and contexts involving children as opposed to adults. (4) 9-year-olds' field-independence was positively associated with interpersonal problem solving ability.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.11 no.1
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• pp.16-26
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• 2000

Objectives：This study was done as a part of investigating individual and socioenvironmental factors affecting test anxiety in adolescent. The focusing of this study was detecting specific family enviromental factors affecting worry and emotionality of test anxiety. Methods：The subjects of this study were 880 middle and high school students in Seoul, Korea. To evaluate test anxiety level, Spielberger's Test Anxiety Inventory was applied and to evaluate familial factor, Moos and Moos' Family Environmental Scale was done. Results：The results were as follows. 1) Total and worry part of test anxiety scores were negatively correlated with cohesion and independence scores. Total, worry, and emotional part of test anxiety scores were positively correlated with achievement orientation and control scores. 2) High test anxiety group showed higher achievement orientation and control scores, and lower cohesion scores than low test anxiety group. 3) The higher socioeducational level of parents were, the higher three subscale (cohesion, independence, and achievement orientation) scores were, except control score. Conclusion：In therapeutic approach of adolescent's test anxiety, the importance of education and treatment of their parents should be emphasized. Parents should set their children's appropriate achievement goal, encourage their children's independency instead of control. Cohesion of familial members are also needed.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.645-652
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• 1999

The effects of number, source, and sequence of analogs on middle school students' concept recall and application were investigated. Based on the number (one/two) and source(everyday/science) of analogs, four types of learning materials were developed and pilot-tested. Prior to the treatment the field dependence/independence (FD/l) test was administered and the scores were used as a blocking variable. The learning materials were read by randomly assigned middle school students (N=88), and the concept recall and application test was administered immediately and four weeks later. In the immediate and retention tests, there were no significant main effects of number, source, and sequence of analogs. In the application problems of retention test. however, there were some significant interaction effects with students' FD/I. Field-independent students who learned with two analogs scored significantly higher than those who learned with one analog. In the case of using two analogs, field-dependent students who learned with everyday-analog first scored significantly higher than those who learned with science-analog first.