• Journal of the Korean Society for information Management
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• v.18 no.4
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• pp.37-55
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• 2001

The purpose of this study is to present a text summarization system using a knowledge base containing information about verbs and their arguments that are statistically obtained from a subject domain. The system consists of two modules: the training module and the summarization module. The training module is to extract cue verbs and their basic sentence patterns by counting the frequency of verbs and case markers respectively, and the summarization module is substantiate basic sentence patterns and to generate summaries. Basic sentence patterns are substantiated by applying substantiation rules to the syntactics structure of sentences. A summary is then produced by connecting simple sentences that the are generated through the substantiation module of basic sentence patterns. ‘robbery’in the daily newspapers are selected for a test collection. The system generates natural summaries without losing any essential information by combining both cue verbs and essential arguments. In addition, the use of statistical techniques makes it possible to apply this system to other subject domains through its learning capability.

• Korean Journal of Cognitive Science
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• v.27 no.4
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• pp.573-597
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• 2016

Recent fMRI and EEG research for neural representations of action concepts insist that processing of action concepts evoke the simulation of sensory-motor information. Moreover, there are several behavioral studies showing that understanding of action verbs or sentences describing actions interfere or facilitate current action performance. However, it is unclear that online interaction between processing of action concepts and current action is based on the simulation of sensory-motor information, or other neural mechanisms. The present research aims to explore the underlying neural mechanism that how the perception of action language influence the performance of current action using high-spacial temporal resolution EEG and multiple source analysis techniques. For this, participants were asked to perform a cued-motor reaction task in which button-pressing hand action and pedal-stepping foot action were required according to the color of the cue, and we presented auditorily action verbs describing the responding actions (i.e., /press/, /step/, /stop/) just before the color cue and examined the interaction effect from the semantic congruency between the action verbs and the current action. Behavioral results revealed consistently a facilitatory effect when action verbs and responding actions were semantically congruent in both button-pressing and pedal-stepping actions, and an inhibitory effect when semantically incongruent in the button-pressing action condition. In the results of EEG source waveform analysis, the semantic congruency effects between action verbs and the responding actions were observed in the Wernicke's area during the perception of action verbs, in the anterior cingulate gyrus and the supplementary motor area (SMA) at the time when the motor-cue was presented, and in the SMA and primary motor cortex (M1) during action execution stage. Based on the current findings, we argue that perceived action verbs evoke the facilitation/inhibition effect by influencing the expectation and preparation stage of following actions rather than the directly activating the particular motor cortex. Finally we discussed the implication on the neural representation of action concepts and methodological limitations of the current research.

• English Language & Literature Teaching
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• no.5
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• pp.27-48
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• 1999

College students frequently feel their grammar knowledge from primary and middle school is not useful when they are asked to speak in college conversation classes. Because of their frustration at their lack of communicational ability as well as inappropriate teaching methods and class textbooks that have little to do with the student's major course of study, the student often has a low motivation to study. It is not uncommon for students to seek English education outside of their college classrooms by going to language institutes or studying abroad. College teachers need to find a way to use the student's background in grammar from primary and secondary schools. Despite the student's sentiment about his/her grammar education, grammar is an essential key to successful English conversation. Some ways that teachers can close the gap between primary and secondary school grammar education and college conversation classes are: to use a theme-based methodology, cue cards, and modeling. Activities such as Grammar Clinic, Grammar Police, and Show and Tell can be effective ways to bridge this gap. Teachers can use these activities and methods to correct such student errors as: incorrect word order, missing or unnecessary be verbs, confusion between be and do verbs, subject-verb agreement. and incorrect tense.

• ETRI Journal
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• v.42 no.3
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• pp.399-410
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• 2020

Detecting visual relationships in an image is important in an image understanding task. It enables higher image understanding tasks, that is, predicting the next scene and understanding what occurs in an image. A visual relationship comprises of a subject, a predicate, and an object, and is related to visual, language, and spatial cues. The predicate explains the relationship between the subject and object and can be categorized into different categories such as prepositions and verbs. A large visual gap exists although the visual relationship is included in the same predicate. This study improves upon a previous study (that uses language cues using two losses) and a spatial cue (that only includes individual information) by adding relative information on the subject and object of the extant study. The architectural limitation is demonstrated and is overcome to detect all zero-shot visual relationships. A new problem is discovered, and an explanation of how it decreases performance is provided. The experiment is conducted on the VRD and VG datasets and a significant improvement over previous results is obtained.

• Phonetics and Speech Sciences
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• v.12 no.3
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• pp.41-53
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• 2020

A wh-phrase in an embedded sentence may have either an embedded or a matrix scope. Interpretation of a wh-phrase with a matrix scope has tended to be syntactically unacceptable unless the sentence reads with a wh-intonation. Previous studies have found two differences in prosodic characteristics between sentences with matrix and embedded scopes. Firstly, peak F0s in wh-phrases produced with an F0 compression wh-intonation are higher than those in indirect questions, and peak F0s in matrix verbs are lower than those in sentences with embedded scope. Secondly, a substantial F0 drop is found at the end of embedded sentences in indirect questions, whereas no F0 reduction at the same point is noticed in sentences with a matrix scope produced with a high plateau wh-intonation. However, these characteristics were not found in our experiment. This showed that a more compelling difference exists in the values obtained from subtraction between the peak F0s of each word (or a word plus an ending or case marker) and the F0s at the end of the word. Specifically, the gap between the peak F0 in a word composed with an embedded verb and the F0 at the end of the word, which is a complementizer in Korean, is large in embedded wh-scope sentences and low in matrix wh-scope sentences.