• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.249-258
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• 2005

The purpose of this study was to identify the type of thinking and generating processes of causal questions which were generated in preservice elementary teachers' observing activities. To find the generating processes of causal questions, 4 observing tasks, the task of grapes in soda, the candlelight, the celery, and the rock tasks, were administered to 7 preservice elementary teachers majoring in science education. The results of this study were as follows: The types of thinking in generating explicans exploration questions were classified as 8 types and explicans verification questions were classified as 9 types. The generating processes of explicans exploration questions were classified as 6 steps and explicans verification questions were classified as 5 steps. The results of this study may be used as a teaching strategy for guiding the direction and the method of scientific questions and developing the teaching-teaming programs that help student to generate scientifc questions.

• Journal of KIISE:Software and Applications
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• v.35 no.5
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• pp.335-346
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• 2008

Causal relations in ontology should be defined based on the inference types necessary to solve problems specific to application as well as domain. In this paper, we present a model to define and extract causal relations for application ontology for Question-Answering (QA) on fault-diagnosis of electronic devices. Causal categories are defined by analyzing generic patterns of QA application; the relations between concepts in the corpus belonging to the causal categories are defined as causal relations. Instances of casual relations are extracted using lexical patterns in the concept definitions of domain, and extended incrementally with information from thesaurus. On the evaluation by domain specialists, our model shows precision of 92.3% in classification of relations and precision of 80.7% in identifying causal relations at the extraction phase.

• Korean Journal of Logic
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• v.5 no.2
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• pp.115-131
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• 2002

The problem of disjunctive causal factors is generalized as follows. Suppose that there are no factors of the kind considered so far that need to be held fixed in background contexts. Nevertheless, it is still possible that within the background contexts, each disjunct of a disjunctive causal factor X v W confers a different probability on an effect factor in Question. So a problem arises of how we identify a single causally significant probability of the effect factor in the presence of the disjunctive causal factor, assuming that each disjunct of the disjunctive causal factor confers a different probability on the effect factor. In this paper, I first introduce an experiment in which disjunctive causal factors seem to pose a problem for the theory of probabilistic causation. Second, I show how Eells' solution to the problem of disjunctive causal factors meets the problem that arises in the experiment. Third, I examine Hitchcock's arguments against Eells' solution, arguing that Hitchcock misconstrues Eells' solution, and disregards the feature of the theory of probabilistic causation such that a factor is a causal factor for another factor relative to a population P of a population type Q.

• Bulletin of the Korean Mathematical Society
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• v.25 no.2
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• pp.195-201
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• 1988

In general relativity, analyzing causality is central to the study of black holes, to cosmology, and to each of the major recent mathematical theorems. By causality we refer to the general question of which points in a space-time can be joined by causal curves; relativistically which events can influence (be influenced by) a given event. Various causality conditions have been developed for space-times of the problems associated with examples of causality violations (2, 4). Causally continuous space-times were defined by Hawking and Sachs (5). Budic and Sachs (3) established causal completion. A metrizable topology on the causal completion of a causally continuous space-time was studied by Beem(1). Recently the region of space-time where causal continuity is violated was studied by Ishikawa (6) and Vyas and Akolia (8). In this paper we show characterization for reflectingness in terms of continuity of set valued functions. We investigate some properties of the region related to a causally continuous space-time where distinguishingness is violated, and characterize the chronology condition in terms of distinguishing-violated region.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.161-166
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• 2020

The primary aim of this paper is to analyze the resultative adjunct clause, i.e., (thus/thereby/hence) ~ing participle and provide explicit syntactic, semantic and sociolinguistic explanation on the question what causes the cause-focused causal construction with resultative (thus/thereby/hence) ~ing participle in English. What comes first is either cause or effect clause. This study explores the recent style shift of causal constructions from the effect-focused pattern to the cause-focused pattern. In this study, we argue that the increasing number of the cause-focused main clause with a resultative ~ing participle clause shows the process of the style evolution improving speech/wring style in many respects including syntactic simplification, clarification of the sentence meaning with impact on the focused clauses, and improvement of the flow of speech/writing. The style shift found in the English resultative adjunct clauses, i.e., (thus/hence/thereby) ~ing participle constructions prove to be the style evolution from syntactic, semantic and sociolinguistic point of views.

• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.637-645
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• 2006

This study reviewed and discussed the nature of scientific hypothesis described in philosophy, the philosophy of science, science, and science education. In these descriptions, a hypothesis was defined as one of five types: hypothesis as an assumption, hypothesis as a prediction, hypothesis as a tentative explanation, hypothesis as a tentative law, and hypothesis as a tentative causal explanation. Most scholars agreed that a hypothesis is a proposition or a set of propositions proposed as an explanation for an observed situation. In this view, a hypothesis is a possible answer to or an explanation of a question that accounts for all the observed facts. Also, it is a statement that explains why things happen in nature or an explanation for an observation that can be tested. In the five types of hypothesis meanings, a tentative explanation includes a tentative law and a tentative causal explanation. However, tentative laws are not explanation but description which are general statements drawn from specific experiences by way of a process known as induction. A number of studies also have distinguished hypothesis from assumption, tentative explanation, tentative law, and prediction. Therefore, a hypothesis is concluded to be a proposition or a set of propositions proposed as a tentative causal explanation for an observed situation.

• The Journal of Economics, Marketing and Management
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• v.9 no.3
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• pp.1-9
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• 2021

Purpose: This study investigates causal relationships among brand experience, perceived value and brand support behavior in both Chinese and Korean consumers, and also examines the moderating effects of interaction with customers in the relationships between brand experience and perceived value. Research design, data and methodology: Three research were presented and examined empirically in this study. First research question is about relationships among brand experience, perceived value and brand support behavior. Second is about the moderating role of interaction with customers and third is about the differences in the causal relationships between China consumers and Korean consumers. A total of 377 samples who had visited theme parks in China and Korea were surveyed. Results: Sensory experience, emotional experience, and cognitive experience have significant causal relationships with perceived value in Both Chinese and Korean consumers. Perceived value has a positive effect on brand support behavior and interaction with customer has a moderating effect between brand experience variables and perceived value in Both Chinese and Korean consumers. Second, the causal relationship between behavioral experience and perceived value is not significant in Both Chinese and Korean consumers. Third, there were significant differences in the effects of emotional experience and cognitive experience on perceived value between Chinese consumers and Korean consumers. Conclusions: Managers of theme park industry should design experience programs considering various brand experience variables for both Chines consumers and Korean consumers. Second, it is necessary to raise the level of customer interaction between employees and customers.

• The Korean Journal of Applied Statistics
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• v.32 no.2
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• pp.173-185
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• 2019

Causal questions are prevalent in scientific research, for example, how effective a treatment was for preventing an infectious disease, how much a policy increased utility, or which advertisement would give the highest click rate for a given customer. Causal inference theory in statistics interprets those questions as inferring the effect of a given intervention (treatment or policy) in the data generating process. Causal inference has been used in medicine, public health, and economics; in addition, it has received recent attention as a tool for data-driven decision making processes. Many recent datasets are observational, rather than experimental, which makes the causal inference theory more complex. This review introduces key concepts and recent trends of statistical causal inference in observational studies. We first introduce the Neyman-Rubin's potential outcome framework to formularize from causal questions to average treatment effects as well as discuss popular methods to estimate treatment effects such as propensity score approaches and regression approaches. For recent trends, we briefly discuss (1) conditional (heterogeneous) treatment effects and machine learning-based approaches, (2) curse of dimensionality on the estimation of treatment effect and its remedies, and (3) Pearl's structural causal model to deal with more complex causal relationships and its connection to the Neyman-Rubin's potential outcome model.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1018-1027
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• 2004

The purpose of this study was to identify and compare the types of scientific questions which were generated by elementary students and preservice teachers on the tasks of scientific observation. To identify the types of scientific questions, 4 observing tasks, dry grapes contained in soda pop, candlelight, celery, and a rock were administered to 40 sixth elementary students and 20 elementary preservice teachers. And then, the types and frequency of scientific questions generated by them were compared. The results showed that the types of scientific questions were classified into conjectural questions, causal questions, predictive questions, methodical questions and applicative questions. Further more, subordinate questions to the above questions were classified into object exploration questions and object verification questions, explicans exploration questions and explicans verification questions, result exploration questions and result verification questions, example exploration questions and example verification questions. Subordinate questions did not come out from the methodical questions. The types of scientific questions generated by elementary students and preservice teachers were identical, however, there were differences in frequency. This study supports that elementary students also have cognitive capability to generate various scientific questions. The results of this study may be used as a teaching strategy for the guidance of the direction and the method of scientific inquiry.

• Journal of Science Education
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• v.33 no.2
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• pp.336-345
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• 2009

The purpose of this study is to analysis ERF components patterns of causal questions generated during the observation of biological phenomenon. First, the system that shows pictures causing causal questions based on biological phenomenon (evoked picture system) was developed in a way of cognitive psychology. The ERF patterns of causal questions based on time-series brain processing was observed using MEG. The evoked picture system was developed by R&D method consisting of scientific education experts and researchers. Tasks were classified into animal (A), microbe (M), and plant (P) tasks according to biological species and into interaction (I), all (A), and part (P) based on the interaction between different species. According to the collaboration with MEG team in the hospital of Seoul National University, the paradigm of MEG task was developed. MEG data about the generation of scientific questions in 5 female graduate student were collected. For examining the unique characteristic of causal question, MEG ERF components were analyzed. As a result, total 100 pictures were produced by evoked picture and 4 ERF components, M1(100~130ms), M2(220~280ms), M3(320~390ms), M4(460~520ms). The present study could guide personalized teaching-learning method through the application and development of scientific question learning program.