• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2001.12a
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• pp.208-212
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• 2001

This paper is for the optimized management of the knowledge abstracted from the World-Wide Web(WWW) in which we assume the infinite knowledge-base. Though we can abstract various useful knowledge such as the facts and the rules from the WWW pages, they may include many noisy knowledge. Therefore we have to reasonably reject them from the knowledge-base which is composed of knowledge abstracted from the WWW. To do this, we propose the oblivious memorization concept. This concept is characterized by the memorization based on the oblivion mechanism of human being. We assume the memorization is the function of the concern for any knowledge, oblivion ability and time. That is, the more concern for my knowledge the ore memorizable. And, the more oblivious and the more tine spent the less memorizable by exponentially. Where, tie assume the oblivion is the function of the degree of previous memorization, memorization ability md the number of knowledge stimulation. That is, the more previously memorized, the greater memorizing ability and the more frequently stimulated by any knowledge the less knowledge oblivious.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2009.01a
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• pp.572-577
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• 2009

This paper proposes a novel reversible image authentication method that requires neither location map nor memorization of parameters. The proposed method detects image tampering and further localizes tampered regions. Though this method once distorts an image to hide data for tamper detection, it recovers the original image from the distorted image unless no tamper is applied to the image. The method extracts hidden data and recovers the original image without memorization of any location map that indicates hiding places and of any parameter used in the algorithm. This feature makes the proposed method practical. Simulation results show the effectiveness of the proposed method.

• Journal of Music and Human Behavior
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• v.8 no.2
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• pp.65-75
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• 2011

The purpose of this study was to investigate the effect of vocal and instrumental background music on a verbal memorizing task. Participants were 30 undergraduate and graduate students and were randomly divided into two groups. All participants in both groups took a pretest and a posttest to examine the improvement of the memorization. Background music was inserted during the memorization task. Subjects in Group A listened to a vocal recording whereas Group B listened to the same music except with a cello playing the melody of the vocal part. All participants were asked to take the posttest to examine the improvement of their knowledge after the memorization. The t-test was used to compare the two groups. Results indicated that Group A(8.93) exhibited higher mean scores than Group B(7.46) but there were no significant differences t(28) = 1.38, p < .05. This study implies that lyrics does not distract word memorization and background music does not influence cognition directly.

• The Journal of the Korea institute of electronic communication sciences
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• v.14 no.3
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• pp.607-612
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• 2019

In this paper, we measured and analyzed the EEG signals related to the relativity between musical stimuli and human concentration for memorization. In our experiments, the subjects carried out the tasks related to human memorization exposing to musical stimuli and the tasks are to memorize the english words. We used two kinds of musical stimuli, one is a sedative tendency music and the other is a stimulative tendency music. We presented the results that are analyzed as the EEG signals by frequency bands, respectively.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.103-113
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• 1997

The purpose of this study was to identify the preferable learning strategies in science learning and to find out the relationship between these strategies and scientific achievement of students in the secondary school. The learning strategies were tested with two categories, self-focused and work-focused learning. The four types of learning strategies in science learning were analyzed, and they were named to organization, monitoring, elaboration and memorization strategies, which were defined by GSSS test. In the self-focused learning, the organization and monitoring strategies were preferred to the elaboration and memorization strategies. Middle school students had a preference for memorization strategy (p=0.000), whereas high school students had a preference for monitoring strategy (p=0.015). In the case of organization strategy, female groups were preferable to male groups (p=0.027). In the second form of learning types, work-focused learning, the memorization strategy was the same preference as organization and monitoring strategies in the secondary school students, especially the male groups of high school students. The preference of elaboration strategy was relative lower compared with that of self-focused learning type. Middle school students had a preference for monitoring strategy (p=0.001), whereas high school students had a preference for elaboration strategy (p=0.001). The difference of each preference between male and female groups was not shown. From the analysis of correlation between learning strategy and scientific achievement, it showed that the monitoring strategy was commonly correlated with scientific achievement. In the self-focused learning, elaboration and organization strategies were correlated with scientific achievement in high school students (p<0.05). In the work-focused learning, memorization strategy was correlated with scientific achievement in middle school students, especially in male groups (p<0.05).

• Smart Media Journal
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• v.5 no.2
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• pp.24-32
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• 2016

Recently, the development of electronic teaching materials and the demand of digital learners have led the needs on the education contents that replace learning from character information and the change of an information design method for this. Chinese character education in the traditional schooling mainly focuses on writing and memorization (semantic memory). This way that the stories do not exist has brought the learners' recognition that Chinese character is difficult to learn. Meanwhile, for a language study such as English, cross-media development between printed materials and audio-visual materials has been actively introduced. The method that extends episode memories along with memorization through a story is widely used. Therefore, this content suggests a prototype, which is broken away from an existing way of learning Chinese character that mainly focuses on writing, one sided instruction and information cramming. This makes learners learn through a story from printed materials and animation. Furthermore, it suggests a method that extends episode memories through Chinese education contents based on IoT explaining the principle of Chinese character by combining IT technology (information and communications, IoT) and education contents on block toys.

• Journal of Korea Game Society
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• v.14 no.1
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• pp.49-58
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• 2014

We have developed a serious game for the elderly named 'Paldokangsan3' as a next version of 'Paldokangsan2' which was a walking game with memorization in shopping streets using controllers of hand buttons and foot boards with PC developed in 2012. The interface of had buttons and food boards were changed into the interface of motion capture with the aid of Kinect. The expected effects are improvement of memorization, improvement of concentration ability to find out items in the vision, improvement of vitality through physical walking actions, as well as improvement of mental health through entertainment activities of game play. We have tested 25 volunteers of more than 65 years old in Cheonan city community center for the elderly for 2 weeks. We got the result that the game play was showing positive effectiveness on memorization, physical exercise and self-esteem in mental health area of the elderly.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.20 no.3
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• pp.565-570
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• 2016

User requirements for access and authentication increase daily because of the diversification of the Internet of Things (IoT) and social structures. The increase in authentication needs requires the generation of new passwords. Users want to utilize the same passwords for memorization convenience. However, system administrators request each user to use different passwords, as well as passwords that include special symbols. Differnet passwords and including special symbols passwords seem to exceed the tolerance range within your memorization skills. It fetches a very negative consequences in terms of password management. This paper proposes a preference symbol password system that does not require memorization by users. First, a survey is conducted to prove statistical safety, and based on this, an evolution-type password system that uses preference symbols is designed. Preference symbol passwords show superiority with respect to installation cost and convenience, compared with conventional non-memorizing password systems such as biometrics, keystrokes, and mouse patterns.

• The Journal of the Korea institute of electronic communication sciences
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• v.15 no.4
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• pp.773-778
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• 2020

In this paper, we analyzed the effects of musical stimuli on humans in performing mathematical tasks through EEG measurements. The musical stimuli were divided into preferred music and non-preferred music, and mathematical tasks were divided into memorization task and procedure task. The data measured in the EEG experiments was divided into frequency bands of Theta, SMR, and Mid-beta because of the concentration. In our results, preferred music causes more positive emotional response than no music and non-preferred music regardless of the type of mathematical task.

• Asia Pacific Journal of Corpus Research
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• v.4 no.2
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• pp.41-55
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• 2023

In data-driven learning (DDL), learners explore a corpus to understand vocabulary and grammar. Although many studies have emphasized the role of DDL in second language (L2) acquisition, L2 light verbs have been largely under-explored. To bridge this gap, this study focused on the learning outcomes of L2 light verbs among 29 intermediate-level Japanese university students. The research zeroed in on six prevalent light verbs in English: "make," "do," "take," "have," "give," and "get." Over nine weeks, the participants engaged with verb-noun collocations using worksheets that juxtaposed Japanese translations of the target collocations with their English equivalents, with the verbs omitted. With the aid of Wordbanks Online, they filled in the blanks and constructed accurate sentences. Before this activity, a 20-minute tutorial was given to the participants on how to interpret the concordance lines. The effectiveness of the DDL method was evaluated using pre-tests, immediate post-tests, and delayed post-tests. The results showed that DDL significantly improved the participants' knowledge of the target collocations of light verbs and nouns; the post-test and delayed post-test scores were significantly higher than the pre-test scores. The results showed that, overall, DDL contributed to memorizing the collocations of light verbs and nouns; however, DDL had different effects on the memorization of collocations across different light verbs. The extent of work on the worksheet is not the only factor in its retention, and observing concordance lines may promote learners' memorization of light-verb collocations.