• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제19권4호
• /
• pp.267-278
• /
• 2015

The study is about the influence of literal, symbolic and graphics languages on mathematics reading. The results show that the scores of symbolic language volume are significantly lower than that of literal language volume. The abstractness of the mathematical symbols will not have a significant impact on the students with excellent mathematical academic, but as for the medium and poor students, abstract mathematics symbols will cause their cognitive impairment. Due to picture-superiority-effect, the test scores of the graphics language volume are significantly higher than that of the symbolic language volume. Graphics language will have a significant impact on the excellent and medium students, but has no impact on the poor students.

• 한국정보과학회논문지:소프트웨어및응용
• /
• 제37권1호
• /
• pp.54-59
• /
• 2010

산업자동화 분야에는 특수목적 마이크로콘트롤러인 PLC가 널리 사용된다. PLC 프로그램 분석과 검증을 위한 연구에서 우선적으로 해야 할 일은 PLC 프로그래밍 언어의 의미구조를 정형적으로 제시하는 것이다. 본 논문은 PLC 프로그래밍에 널리 사용하는 LD 언어의 의미구조를 정의한다. LD 언어는 그래픽 언어이기 때문에 먼저 텍스트 언어 Symbolic LD로 구문구조를 정형화한 다음에, Symbolic LD에 대한 의미구조를 정의할 수가 있다. 본 논문은 Symbolic LD의 의미구조를 자연 의미구조 기법으로 정의하고, 증명 보조기 Coq을 이용하여 정형화하였다.

• 정보교육학회논문지
• /
• 제13권2호
• /
• pp.205-214
• /
• 2009

외계의 음을 묘사하거나 자연계 사물의 모양, 현상, 움직임, 상태 모습을 표현한 상징적 음성언어의 지도방법으로 사전적인 뜻풀이의 일방적인 해설을 삼가고 학습자들의 생각을 자극하고 학습자 스스로 의미를 이해할 수 있는 노래와 만화와 같은 쉽고 재미있는 활동이 요구된다. 따라서 본 연구에서는 언어 학습 활동 로봇 콘텐츠를 개발하고 학습활동 후 학업 성취도와 정의적 영역에서의 변화를 비교하여 로봇의 교육적 활용 가능성을 살펴보고자 하였다. 로봇과 컴퓨터를 활용한 흉내내는 말 학습 활동 후 소리, 모양, 움직임을 흉내내는 말의 3가지 유형의 성취도를 측정한 결과 소리와 모양을 흉내내는 말 학습에서는 유의미한 차이를 보이지 않았지만, 움직임을 흉내내는 말 학습에서는 매우 유의미한 차이를 보였다. 또한 로봇을 활용한 흉내내는 말 학습 활동은 학습자의 정의적 영역(흥미도, 이해도, 성취도)에 긍정적인 변화를 가져왔음을 알 수 있었다.

• 철학연구
• /
• 제116권
• /
• pp.59-78
• /
• 2010

이 논문의 주된 목적은 경험주의적 언어관을 지탱해 왔던 '언어-경험 대응'이라는 가정이 근원적으로 그릇된 것이며, 그 가정에 근거한 문자적 의미 또한 공허한 이론적 가정의 산물이라는 점을 밝히려는 것이다. 필자는 체험주의적 시각에 의존해서 언어가 기호의 체계이며, 따라서 그 의미 또한 기호적으로 주어질 수밖에 없다는 점에 주목했다. 기호적 경험의 구조에 대한 체험주의적 해명에 따르면 기표의 의미는 그것에 기호적으로 사상되는 경험 내용이다. 나아가 기호적 사상이 본성적으로 부분적이라는 것은 기표와 사상되는 경험 내용 사이에 본성적 괴리가 존재한다는 것을 의미한다. 이러한 괴리는 일대일 대응의 원천적 불가능성을 의미하며, 그것은 문자적 의미의 불가능성을 의미한다. 이러한 새로운 구도 안에서 언어적 의미에 대한 해명은 기호적 경험에 대한 해명의 일부가 되어야 한다. 여기에서 객관주의가 가정했던 객관성은 발견되지 않을 것이다. 그러나 언어는 여전히 소통 가능한 정도의 안정성을 드러내며, 우리는 그 안정성의 근거를 신체적이고 물리적인 경험의 공공성에서 찾을 수 있을 것이다.

• 영어영문학
• /
• 제58권4호
• /
• pp.701-721
• /
• 2012

This paper aims to revisit William Faulkner's Absalom, Absalom! by focusing on the corporeal body and its role in dismantling the Southern ideology of white patriarchy. The latter, which is represented by Thomas Sutpen and his attempt to establish a white male dynasty, is a symbolic space in which the corporeal body turns into a symbolic one through the process of inscribing social ideologies on it. However, this symbolic space is also a contending site between the two bodies. The symbolic body of Sutpen cannot entirely erase its corporeal traces, and therefore the corporeal body, which is buried but nonetheless existent, threatens to undermine rules and premises of the symbolic order. Given that, this paper approaches Faulkner's critique of the Southern white patriarchal ideology from the tension that the corporeal body and the symbolic body create. The 'flesh' roughly corresponds to racial and sexual otherness, namely black flesh and the homoerotic desire of male body. Although they-as the matter of race and that of gender - function in different levels of signification, they still share a common purpose in revealing the logical paradox within Sutpen's symbolic order. The idea of pure whiteness that Sutpen subscribes to is a concept that prerequisites the existence of blackness. Likewise, his idea of male homosociality based upon patriarchal legacy stands precariously on the verge of disintegrating into homoetoricism. As internal otherness that Sutpen's symbolic order cannot fully incorporate, the corporeal body functions to indicate the limitation of Sutpen's Design and its body-signification process.

• 인지과학
• /
• 제7권4호
• /
• pp.141-162
• /
• 1996

• Journal of applied mathematics & informatics
• /
• 제16권1_2호
• /
• pp.91-104
• /
• 2004

A modification of the gradient method of convex programming is introduced. Also, we describe symbolic implementation of the gradient method and its modification by means of the programming language MATHEMATICA. A few numerical examples are reported.

• 인문언어
• /
• 제6권
• /
• pp.147-166
• /
• 2004

Whitehead's discussion of language is not to be found in any one book or article. It is interwoven with his discussion of many other questions. He was, however, greatly concerned with the problem of symbolism in general and the uses of language. He regards language, spoken or written, as an instrument devised by men to aid them in their adjustment to the environment in which they live Language is used for many specific purposes in the process of this adjustment. Words are employed not only to refer to data and to express emotions. They may be used also to record experiences, and thoughts about these experiences. Worts also function as instruments in the organization of experiences as they are considered in retrospect. Thus words free us from the bondage of the immediate. And Whitehead's theory of meaning is implicit in his discussion of the functions of language. According to him, the human mind is functioning symbolically when some components of its experience elicit consciousness, beliefs, emotions, and usages, respecting other components of its experiences. The former set of components are the 'symbols', and the latter set constitute the 'meaning' of the symbols. Whitehead points out that one word may have several meanings, i.e. refer to several different data. In order to understand, thus, the meaning to which a word refers, it is sometimes very important to appreciate the system of thought within which a person is operating. Further, Whitehead's discussion of language includes a number of cogent warning the deficiencies of language, and hence the need for great care in the use of words. In fact, language developed gradually. For the most part we have created words designed to deal with practical problems. Attention focuses on the prominent features in a situation, in particular the changing aspects of things. With reference to such data our words are relatively adequate. However, this issues in an unfortunate superficiality. The enduring, the subtle, the complex and the general aspects of the universe do not have adequate verbal representation. for this reason, Whitehead's position concerning the uses of language in speculative philosophy is stated with pungent directness. The uncritical trust in the adequacy of language is one of the main errors to which philosophy is liable. Since ordinary language does not do justice to the generalities, profundities and complexities of life, it is obvious that philosophy requires new words and phrases, or at least the revision of familiar words and phrases. Proceeding to develop the theme Whitehead contends that words and phrases must be stretched towards a generality foreign to their ordinary usage. In the same vein Whitehead refers to the need to realize that language which is the tool of philosophy needs to be redesigned just as in physical science available physical apparatus needs to be redesigned. But even these words and phrases, stretched or redesigned, are never completely adequate in philosophical speculations. They are, in his opinion, merely a great improvement over ordinary language or the language science, mathematics or symbolic logic.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제45권2호
• /
• pp.177-189
• /
• 2006

This study focuses on the analysis of prospective elementary teachers' representation of trapezoid area and teacher educator's reflecting in the context of a mathematics course. In this study, I use my own teaching and classroom of prospective elementary teachers as the site for investigation. 1 examine the ways in which my own pedagogical content knowledge as a teacher educator influence and influenced by my work with students. Data for the study is provided by audiotape of class proceeding. Episode describes the ways in which the mathematics was presented with respect to the development and use of representation, and centers around trapezoid area. The episode deals with my gaining a deeper understanding of different types of representations-symbolic, visual, and language. In conclusion, I present two major finding of this study. First, Each representation influences mutually. Prospective elementary teachers reasoned visual representation from symbolic and language. And converse is true. Second, Teacher educator should be prepared proper mathematical language through teaching and learning with his students.

• 한국정밀공학회지
• /
• 제12권6호
• /
• pp.145-151
• /
• 1995

The first-order Taylor series expansion can be evaluated analytically from the formulated symbolic nonlinear dynamic equations. A closed-form linear dynamic euation is derived about a nominal trajectory. The state space representation of the linearized dynamics can be derived easily from the closed-form linear dynamic equations. But manual symbolic expansion of dynamic equations and linearization is tedious, time-consuming and error-prone. So it is desirable to manipulate the procedures using a computer. In this paper, the analytic linearization is performed using the symbolic language MATHEMATICA. Two examples are given to illustrate the approach anbd to compare nonlinear model with linear model.