• Annual Conference on Human and Language Technology
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• 1989.10a
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• pp.142-147
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• 1989

필기체 문자는 인쇄체 문자와는 달리, 복잡한 변형이 따르므로, 인식 하는데 많은 문제점이 따른다. 그렇기 때문에 일반적인 필기체 인식에 있어서는 필기 자체에 대한 제한을 두어 변형을 적게한 문자를 인식 대상으로 삼고 있다. 이러한 문자는, 설정된 조건만 확실하게 만족한다면, 비교적 간단하게 인식 할 수 있다. 반면에, 자유 필기체 문자는, 제한 필기체 문자와는 달리 변형이 크기 때문에, 그 인식에는 많은 연구가 필요하다. 본 연구에서는, 자유 필기체 한글의 자모를 추출하는데 있어 두개의 parameter space method를 이용했다. 화상내에서의 혼합은, 기본적으로 5 개의 element ($\mid,\;\setminus,\;/,\;-,\;o$)로 구성되어 있고, 이 element를 정의하는데는 최소한 4 개의 parameter, 즉 element의 위치 [x, y], 크기 [1] 및 type [T] 등이 필요하다. 입력 화상에서 추출된 직선 및 원의 성분은 [x, y, l] 과 [x, y, T]의 2 개의 3-D parameter space 에 누적되고, parameter space 상에서의 병합 분할 과정을 거쳐, element 가 형성된다. 추출된 element 들은, parameter space 상에서의 방향성 및 상호 위치 관계에 의한 조합 형태로서, 미리 기술되어진 자모 모델과 비교되어 인식된다. 본 방법의 특정은, 문자의 크기에 무관하고, 해석방법에 의해서는, 끊어진 element나 불필요한 element 등의 왜곡된 element 들의 처리가 가능한 점, 4 차원 parameter space를 두개의 3 차원 parameter space로 분리, 처리시간과 기억용량의 절약을 기한점 등을 들 수 있다.

• Journal of the Korean Home Economics Association
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• v.37 no.8
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• pp.103-116
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• 1999

The purpose of this study was to explore leacher and peer relationships and child development in two types of early childhood program; halfway kindergarten and full-day childcare. The subjects were 90 four and half year old children and their teachers enrolled in 10 kindergartens and 20 childcare centers in Seoul. Each teacher evaluated her children with six scales developed by NICHD Early Child Care Research Network(1996); child-leacher relationship, peer relationship, social competence, adaptive language, behavior characteristics, and behavior problems. The data were analyzed by ANOVA. The results of this study were as follows: First, the girls in both programs had closer relationship with their teachers than the boys. The boys in the daycare were less dependent than those of kinder; on the other hand, the girls in the daycare were more dependent than those of kinder. Second, there was no significant difference in peer relationship between the children in both centers. Third, the girls of both centers scored higher than the boys in social competence. Fourth, in the child's adaptive language, both boys and girls were well developed, but girls were higher than boys, especially in kinder Fifth, the children in both centers behaved attentively in the groups, but in particular, the girths were more attentive. Finally, most of children were received low scores in the behavior problem scale.

• Speech Sciences
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• v.11 no.3
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• pp.7-21
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• 2004

The present study aims to investigate domain-initial strengthening phenomenon, which refers to strengthening of articulatory gestures at the initial positions of prosodic domains. More specifically, this paper presents the result of an experimental study of initial syllables with onset consonants (initial-syllable vowels henceforth) of various prosodic domains in English and Hamkyeong Korean, a pitch accent dialect spoken in the northern part of North Korea. The durations of initial-syllable vowels are compared to those of second vowels in real-word tokens for both languages, controlling both stress and segmental environment. Hamkyeong Korean, like English, tuned out to strengthen the domain-initial consonants. With regard to vowel durations, no significant prosodic effect was found in English. On the other hand, Hamkyeong Korean showed significant differences between the durations of initial and non-initial vowels in the higher prosodic domains. The theoretical implications of the findings are as follows: The potentially universal phenomenon of initial strengthening is shown to be subject to language specific variations in its implementation. More importantly, the distinct phonetics- phonology model (Pierrehumbert & Beckman, 1998; Keating, 1990; Cohn, 1993) is better equipped to account for the facts in the present study.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.239-265
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• 2010

This study investigates the effects of corpus-based vocabulary tasks on the acquisition of English vocabulary in an attempt to explore the influence of corpus use on EFL pedagogy. For this to be realized, a total of 40 Korean high school students participated in the study over a 4-week period. An experimental group used a set of corpus-based tasks for vocabulary learning, whereas a control group carried out a traditional task (i.e., the L1-L2 translation) for vocabulary learning. To assess learning gains, the students were asked to complete the pre- and post-treatment tests measuring the word form, meaning, and use aspects of target lexical items. Results of the study indicate that in the experimental group the corpus-based vocabulary tasks were beneficial for the learning of word forms and use. In particular, corpus-based benefits were greatest in the low-proficiency EFL learners' collocational aspects of vocabulary use. On the other hand, in the control group, the traditional vocabulary tasks benefited the meaning aspects of target vocabulary items the most. In addition, survey results revealed that most students were positive about the corpus-based learning experience although some expressed reservations about the heavy cognitive load and the time-consuming nature of the analysis of corpus data primarily due to learners' lack of language proficiency.

• 제어로봇시스템학회:학술대회논문집
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• 1999.10a
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• pp.65-68
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• 1999

In this study, an off-line automatic teaching method using vision information for robotic assembly task is proposed. Many of industrial robots are still taught and programmed by a teaching pendant. The robot is guided by a human operator to the desired application locations. These motions are recorded and are later edited, within the robotic language using in the robot controller, and played back repetitively to perform the robot task. This conventional teaching method is time-consuming and somewhat dangerous. In the proposed method, the operator teaches the desired locations on the image acquired through CCD camera mounted on the robot hand. The robotic language program is automatically generated and transferred to the robot controller. This teaching process is implemented through an off-line programming(OLP) software. The OLP is developed for the robotic assembly system used in this study. In order to transform the location on image coordinates into robot coordinates, a calibration process is established. The proposed teaching method is implemented and evaluated on the assembly system for soldering electronic parts on a circuit board. A six-axis articulated robot executes assembly task according to the off-line automatic teaching.

• Language and Information
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• v.10 no.1
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• pp.1-20
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• 2006

We can distinguish two different groups of 'fusion expressions' depending on whether the verb (-ko) ha- 'do' can be recovered from the contracted expression concerned or not: recoverable and unrecoverable fusion expressions. Many expressions belonging to the former group show alternations between the [da]-type and the [dae]-type: e.g., o-nta-nta and o-ntae-nta '...says... is coming.' On the other hand, some expressions like ka-ntae can only be realized as the [dae]-type. The main purpose of this paper is to account for these [dae]-type expressions. First, we assume that they have an inaudible/invisible quotation $verb\;{\phi}-$, which takes as its complement a verb phrase with a neutral speech-level ending. This quotation verb is derived from the quotation verb ha-. Second, we assume that the quotation $verbs\;{\phi}-$ and ha- have the [j] sound as their stem-final element, which means that these verbs are actually represented as ${\phi}-j-$ and ha-j-, respectively. In this system, the [tae]-type expressions come out naturally from the behavior of the [j] sound. We do not employ any ad hoc phonological rules to derive the [dae]-type expressions from the corresponding [da]-type expressions.

• Korean Journal of English Language and Linguistics
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• v.3 no.3
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• pp.453-497
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• 2003

The purpose of this study is to investigate social aspects of young EFL learners' interaction at the computer. Data were taken from the interactions of three pairs of fourth-grade primary school children who worked together on English learning software. Their interactions at the computer were videotaped and then all the talk produced by the students and the utterances emitted from the computer were transcribed. As for the analytical tools, the notion of ‘contextualization cues’ (Gumperz, 1982) and the concept of ‘positioning’ (Davies & Harre,1990) were employed. The analysis reveals that the roles of the students were not tied to a certain position, but rather dynamically changed during the course of interactive work according to the situation at hand. The dynamic changes in their positions were realized through various means; their capability in solving problems, their taking responsibility or assigning it to each other, or cooperation. There were also instances of peer teaching and motivated learning. In addition, the students showed autonomy in their learning activity. These findings suggest that both students in a dyad had their own place in performing task activities, contributing to solving problems and getting benefits from peer interaction. Furthermore, students' working together on English learning software may provide an environment which can promote cooperative attitude and responsibility for learning and enhance motivation and autonomy in their learning process.

• Journal of Information Processing Systems
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• v.10 no.3
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• pp.365-383
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• 2014

Service-oriented computing offers efficient solutions for executing complex applications in an acceptable amount of time. These solutions provide important computing and storage resources, but they are too difficult for individual users to handle. In fact, Service-oriented architectures are usually sophisticated in terms of design, specifications, and deployment. On the other hand, workflow management systems provide frameworks that help users to manage cooperative and interdependent processes in a convivial manner. In this paper, we propose a workflow-based approach to fully take advantage of new service-oriented architectures that take the users' skills and the internal complexity of their applications into account. To get to this point, we defined a novel framework named JASMIN, which is responsible for managing service-oriented workflows on distributed systems. JASMIN has two main components: unified modeling language (UML) to specify workflow models and business process execution language (BPEL) to generate and compose Web services. In order to cover both workflow and service concepts, we describe in this paper a refinement of UML activity diagrams and present a set of rules for mapping UML activity diagrams into BPEL specifications.

• Language and Information
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• v.9 no.2
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• pp.1-22
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• 2005

In this paper I propose the semantics of two modality markers in Korean, keyss and (u)1 kes. I compare the two modality markers with respect to some properties. First, keyss is used to express logical necessity while (u)1 kes can be used to express a simple prediction as well. Second, keyss expresses some logical conclusion from the speaker's own information state without claiming it is true. On the other hand, (u)1 kes expresses the claim that the speaker's prediction will be true. Third, the prediction of keyss is non-monotonic: it can be reversed without being inconsistent. However, that of (u)1 kes cannot. Fourth, (u)1 kes can be used freely in epistemic conditionals, but keyss cannot. Finally, when keyss is used, the prediction cannot be repeated. The prediction from the use of (u)1 kes can be repeated. To account for these differences, I propose that keyss is used when the speaker makes a purely logical presumption based on his/her own information state, and that (u)1 kes is used to make a prediction which is asserted to be true. This proposal accounts for all the differences of the two modality markers.

• Language and Information
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• v.2 no.2
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• pp.155-183
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• 1998

The purpose of this paper is to explore the syntactic criteria for determining a secondary predicates as a predicate modifier or a conjunction, and to formalize the semantic aspects of the [-ke] structure as a predicate in Korean. Syntactically, the [-ke] structure is considered to be a secondary predicate when the shared arguments appear in both the [-ke] structure and the main verb structure. On the other hand, if they do not appear in both structures, the [-ke] structure is considered to be a connective element. Semantically the [-ke] structure has numerous aspects such as depictives, resultatives, objectivity, and emphasis. The depictives of the secondary predicate can be formalize as $p{\wedge}q$ where p represents a propositional expression of the secondary predicate and q is a propositional expression of the main verb. Resultatives have the logical form $q{\rightarrow}{\Box}p$, because the consequence has to always be true. However, objectivity has the logical form $q{\rightarrow}{\diamondsuit}p$, because the consequence can be either true or false. Emphasis is represented as $q{\rightarrow}p{\uparrow}$ because the secondary predicate represents the polarity of the event.