• Journal of the Korea Society of Computer and Information
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• v.11 no.2 s.40
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• pp.319-327
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• 2006

Higher grade elementary school students who have superior cognitive abilities need education of basic principles of computer or programming rather than computer in education. In this study, all the errors occurring while elementary school students wrote and executed programs were collected. in the method of predicting and dealing with possible-to-occur problems on programming education of the higher grades (4th, 5th and 6th grades) during their optional special activities or during talent aptitude activities after school, classified by type and analyzed. If the errors analyzed are put to practical use, optimal programming curriculums could be written and such curriculums could be a great contribution to induction of learning effect and interest on teaching learning. It was found by analyzing the errors collected for this study that the most of elementary school students during programming felt difficulties in simple errors by poor use of software and in simple coding by poor use of reserved words in English. In the next, students occurred errors by difficulties in understanding grammar. It was exposed that these error types were the opposite phenomena to those analyzed by commercial software developing companies, however, it is predicted that if teaching learning is setting improved, the same phenomena could be found desirably.

• Proceedings of the Korea Institute of Convergence Signal Processing
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• 2000.12a
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• pp.85-88
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• 2000

Signal splitting and perfect reconstruction in subband coding is based on the assumption that quantization errors are negligible. But if subband signal is quantized, 4 types of errors occurs thus it is not impossible to do perfect reconstruction. These errors are QMF design error, aliasing error, signal error and random error. By using the QMF for subband splitting, the QMF error does not present. and by using the Lloyd-Max quantizer for the quantization and by using an appropriate synthesis filter, all signal dependent errors can be cancelled and the remaining error is random error which is uncorrelated with the original image〔1〕. In this thesis, Lenna and Camera-Man image are devided into 10 subbands by using the D4 and D20 wavelet And the subband signals are quantized by using the Lloyd-Max quantizer and the quantization errors are compared. and evaluated.

• Journal of the Korean Society of Safety
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• v.31 no.1
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• pp.126-131
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• 2016

Although many studies have been conducted to find solutions to deal with human errors effectively, violations have been rarely studied in depth. The violation is a type of human error when an employee takes an action with intention but does not intend harmful outcomes. Violations have characteristics similar to other types of human errors but it is difficult to understand the intention of an employee from accident reports. The objective of this study is to develop a conceptual model of violation errors for preventing accidents/failures in a nuclear power plant from violation errors. Based on the previous studies, the characteristics of violations were collected in 9 categories and 136 items. They were classified into three-kinds of characteristics (human-related, task-related, organization-related characteristics) to construct conceptual models of routine/situational violations. The representative cases of accidents/failures in a nuclear power plant were analyzed to derive the specific types of routine/situational violation occurrence. Three types of conceptual model for each violation were derived according to whether the basic, human-related, and task-related characteristics are included or not. The conceptual models can be utilized to develop guidelines to support employees preventing routine/situational violations and to develop supportive system in nuclear power plant.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.353-367
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• 2007

The purpose of this study was to examine what errors students made in solving word problems with figures and to compare the problem-solving abilities of boys and girls for each type of word problems with figures. It's basically meant to provide information on effective teaching-learning methods about world problems with figures that were given the greatest weight among different sorts of word problems. The findings of the study were as fellows: First, there was no difference between the boys and girls in the types of error they made. Both groups made the most errors due to a poor understanding of sentences, and they made the least errors of making the wrong expression. And the students who gave no answers outnumbered those who made errors. Second, as for problem-solving ability, the boys outperformed the girls in problem solving except variable problems. There was the greatest gap between the two in solving combining problems. Third, they made the average or higher achievement in solving the types of problems that were included much in the textbooks, and made the least achievement in relation to the types of problems that were handled least often in the textbooks.

• The Mathematical Education
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• v.60 no.2
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• pp.229-247
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• 2021

Students' mathematical thinking is represented via various forms of outcomes, such as written response and verbal expression, and teachers could infer and respond to their mathematical thinking by using them. This study analyzed 39 elementary teachers' competency to notice students' problem-solving strategies containing mathematical errors in fraction addition and subtraction with uncommon denominators problems. Participants were provided three types of students' problem-solving strategies with regard to fraction addition and subtraction problems and asked to identify and interpret students' mathematical understanding and errors represented in their artifacts. Moreover, participants were asked to design additional questions and problems to correct students' mathematical errors. The findings revealed that first, teachers' noticing competency was the highest on identifying, followed by interpreting and responding. Second, responding could be categorized according to the teachers' intentions and the types of problem, and it tended to focus on certain types of responding. For example, in giving questions responding type, checking the hypothesized error took the largest proportion, followed by checking the student's prior knowledge. Moreover, in posing problems responding type, posing problems related to student's prior knowledge with simple computation took the largest proportion. Based on these findings, we suggested implications for the teacher noticing research on students' artifacts.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.59-79
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• 2019

The purpose of this study is to analyze, through questionnaires and interviews, spacing errors in Chinese students' Korean writing and to propose changes for the teaching methods used for Chinese learners by analyzing the causes of errors. By analyzing the learners' writing samples, a total of 148 space errors were found. The rates of errors (77.6%) that were made by combining separate words is much higher than the errors (22.4%) that were made by placing a space within a compound word. Among the error types, "noun + noun," "observer (type) + dependent noun," and postpositional particle errors occur most frequently. In this paper, we propose the direction of spacing starting from the deductive side and the inductive side for nouns and investigations.

• Journal of Intelligence and Information Systems
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• v.29 no.3
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• pp.267-286
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• 2023

The conversational agents such as AI speakers utilize voice conversation for human-computer interaction. Voice recognition errors often occur in conversational situations. Recognition errors in user utterance records can be categorized into two types. The first type is misrecognition errors, where the agent fails to recognize the user's speech entirely. The second type is misinterpretation errors, where the user's speech is recognized and services are provided, but the interpretation differs from the user's intention. Among these, misinterpretation errors require separate error detection as they are recorded as successful service interactions. In this study, various text separation methods were applied to detect misinterpretation. For each of these text separation methods, the similarity of consecutive speech pairs using word embedding and document embedding techniques, which convert words and documents into vectors. This approach goes beyond simple word-based similarity calculation to explore a new method for detecting misinterpretation errors. The research method involved utilizing real user utterance records to train and develop a detection model by applying patterns of misinterpretation error causes. The results revealed that the most significant analysis result was obtained through initial consonant extraction for detecting misinterpretation errors caused by the use of unregistered neologisms. Through comparison with other separation methods, different error types could be observed. This study has two main implications. First, for misinterpretation errors that are difficult to detect due to lack of recognition, the study proposed diverse text separation methods and found a novel method that improved performance remarkably. Second, if this is applied to conversational agents or voice recognition services requiring neologism detection, patterns of errors occurring from the voice recognition stage can be specified. The study proposed and verified that even if not categorized as errors, services can be provided according to user-desired results.

• Asian Pacific Journal of Cancer Prevention
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• v.17 no.4
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• pp.1869-1874
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• 2016

Background: Errors in surgical pathology diagnosis can have serious consequences for the patient. Since the final product of a surgical pathology lab is the report, errors can be picked by reviewing reports of cases. Aim: To determine the frequency and types of error in surgical pathology reports of cases signed out in 2014 in a laboratory in Karachi, Pakistan. Materials and Methods: All surgical pathology reports in which changes were made in the original report after sign out and an amended report was issued were included. Errors included: (1) misinterpretations; (2) missing critical information; (3) erroneous critical information; (4) misidentification; and (5) typographic errors. Results: Errors were identified in 210 cases (0.37%). These comprised 199 formalin fixed specimens and 11 frozen sections. The latter represented 3.8% of a total of 2,170 frozen sections. Of the 11 frozen section errors, 10 were misinterpretations. Of the 199 permanent specimens, 99 (49.7%) were misinterpretations, 65 (32.7%) belonged to missing critical information category, 8 (4%) belonged to erroneous critical information category, 8(4%) were misidentifications, 16(8%) were typographic errors while 3 cases (1.5%) were other errors. Most misinterpretations occurred in the gastro intestinal, liver and pancreato biliary tract (23.2%) and breast (13.1%). Another 87 cases were reviewed on the clinicians' request. However diagnosis after review remained the same as the original diagnosis. In 49 out of these (56.3%), additional workup was performed at the time of the review. Conclusions: Our findings were similar to other published studies. We need to develop documented procedures for timely review of cases to detect errors.

• Journal of the Korea Institute of Building Construction
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• v.17 no.6
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• pp.535-544
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• 2017

This paper analyzes the relations between design errors, prevented by building information modeling (BIM)-based design validation, and their impacts in order to identify critical consideration factors for implementing BIM-based design validation in architecture, engineering, and construction (AEC) projects. More than 800 design errors detected by BIM-based design validation in two BIM-based projects in South Korea are categorized according to their causes (illogical error, discrepancy, and missing item) and work types (structure, architecture, and mechanical, electrical, and plumbing (MEP)). The probabilistic relations among the independent variables, including the causes and work types of design errors, and the dependent variables, including the project delays, cost overruns, low quality, and rework generation that can be caused by these errors, are analyzed using logistic regression. The characteristics of each design error are analyzed by means of face-to-face interviews with practitioners. According to the results, the impacts of design error causes in predicting the probability values of project delays, cost overruns, low quality, and rework generation were statistically meaningful.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.355-376
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• 2010

This research was about analyzing students' major error types in the field of elementary 1st grade mathematics numbers and operations, and formulating and applying effective teaching methods to find out their effects. Among the errors the students were making, it was found that in the field of numbers there was more than 50% chance of making calculation mistakes in 50 rounds of rational counting. Also, in the field of operations, it was discovered that most of students' mistakes had to do with subtraction. The results from the classification of the 4 types of error showed that most errors were made from having inaccurate concept of knowledge and definition. Thus, it can be concluded that when elementary 1st grade teachers teach students mathematics, it is most important that they put best effort into firmly establishing the students fundamental concept, definition, facts, and functions. For that matter, students were interviewed one by one, and by implementing learning method using some concrete materials as tools, students were able to fix their own errors. More importantly, students were able to gain interest and become more willing to participate by joining in this program, which led to more effective guidance.