• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2004.10a
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• pp.75-78
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• 2004

In this paper, we suggest machine control method by the Recognition of Literal Commands. This method that we design is human friendly interface to be able to command easy We distinguish words that is related to command directly or not in the Literal Commands. And vague expressions to move machine directly make behaviors by intelligent recognition model. We suggest The Literal Commands control method that is able to obtain more realistic output equivalent to users' desire throgh the literary style commands. The proposed method is experimentally tested by a mobile car using bluetooth module and mobile phone in real time using Literal language commands.

• Proceedings of the Korean Society of Agricultural Engineers Conference
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• 1998.10a
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• pp.150-154
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• 1998

Database schema is designed to accumulate the literal information automatically such as reinforced concrete design specifications. Sentence of design knowledge with literal data, numerical data, and symbols have analyzed manually. Finally, the proposed method has been shown that by proper design of the database schema of knowledge information as a function of design rule.

• Korean Journal of Child Studies
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• v.26 no.1
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• pp.15-29
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• 2005

This study investigated 2- and 3-year-olds' story comprehension by story structure, Sixty-eight children from day-care centers in Seoul and Kyunggi province were tested story comprehension about causal, noncausal, discontinuous story presented by pictures. Story comprehension included literal, inferential, & empathic comprehension, Data were analysed by ANOVA(repeated measure) and t-test. The result showed that 3-year-olds scored higher in literal and inferential comprehension than 2-year-olds. Children's story comprehension(literal, inferential, & empathic) scores were higher in causal structure than discontinuous and noncausal structure.

• Journal of the Institute of Electronics Engineers of Korea SC
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• v.39 no.3
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• pp.201-210
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• 2002

This paper describes a 3.3 (V) low power 4 digit CMOS quaternary to analog converter (QAC) designed with a neuron MOS($\upsilon$MOS) down literal circuit block and cascode current mirror source block. The neuron MOS down literal architecture allows the designed QAC to accept not only 4 level voltage inputs, but also a high speed sampling rate quaternary voltage source LSB. Fast settling time and low power consumption of the QAC are achieved by utilizing the proposed architecture. The simulation results of the designed 4 digit QAC show a sampling rate of 6(MHz) and a power dissipation of 24.5 (mW) with a single power supply of 3.3 (V) for a CMOS 0.35${\mu}{\textrm}{m}$ n-well technology.

• Journal of IKEEE
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• v.7 no.2 s.13
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• pp.135-143
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• 2003

This paper describes the design techniques of the data converters for Multiple-Valued Logic(MVL). A 3.3V low power 4 digit CMOS analog to quaternary converter (AQC) and quaternary to analog converter (QAC) mainly designed with the neuron MOS down literal circuit block has been introduced. The neuron MOS down literal architecture allows the designed AQC and QAC to accept analog and 4 level voltage inputs, and enables the proposed circuits to have the multi-threshold properity. Low power consumption of the AQC and QAC are achieved by utilizing the proposed architecture.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.359-374
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• 2014

Students' difficulties and errors in relation to mathematical proofs are worth while to say one of the dilemmas in mathematics education. The potential elements of their difficulty are scattered over the process of proving in geometry as well as algebra. This study aims to investigate whether middle school students understand the context of algebraic proof including literal expressions. We applied 24 third-grade middle school students a test item which shows a proof including a literal expression and missing the conclusion. Over the half of them responded wrong answers based on only the literal expression without considering its context. Three of them were interviewed individually to show their thinking. As a result, we could find some characteristics of their thinking including the perspective on proof as checking the validity of algebraic expression and the gap between proving and understanding of proof etc. From these, we also discussed about several didactical implications.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.23 no.1
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• pp.157-162
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• 2023

To NP-complete 3-SAT problem, this paper proposes a O(nm) polynomial time algorithm, where n is the number of literals and m is the total frequency of all literals in equation f. The algorithm firstly decides a truth value of a literal in sequence of previously-set priority. The priority order is as follows: a literal whose occurrence in a clause is 1(k=1), a literal which is k≥2 and whose truth value is either 0 or 1, and a literal with the minimum frequency. Then, literals whose truth value is determined are then deleted from clause T and the remaining clauses. This process is repeated l times, the number of literals. As a result, the proposed algorithm has been successful in accurately determining the satisfiability of a given equation f and in deciding the truth value of all the literals. This paper, therefore, provides not only a linear-time algorithm as a viable solution to the SAT problem, but also a basis for solving the P versus NP problem.

• Research in Mathematical Education
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• v.19 no.4
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• pp.267-278
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• 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.

• Phonetics and Speech Sciences
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• v.1 no.2
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• pp.63-73
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• 2009

The present study was conducted to explore how the processing of lexical ambiguity between homonymy and polysemy differs from each other, and whether the representation of mental lexicon was separated from each lexical ambiguity by a semantic priming paradigm. Homonymy (M1 means the literal meaning of '사과', i.e. apple and M2 means another literal meaning of '사과', i.e. apologize) was used in Experiment I, and polysemy (M2 means the literal meaning of '바람', i.e. wind and M2 means the figurative meaning of '바람', i.e. wanton) was used in Experiment 2. The results of both experiments showed that a significant semantic priming effect occurs regardless of the type of ambiguities (homonymy and polysemy) and the difference of their semantic processes. However, the semantic priming effect for polysemy was larger than that for homonymy. This result supports the hypothesis that the semantic process of homonymy is different from that of polysemy.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.227-240
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• 2001

This review examined trends in research on the assessment of Korean children's story comprehension. Specific areas that were analyzed included types of questions asked in the assessment and variables treated as relevant to the assessment of story comprehension. Literal, inferential, and critical questions were identified. Among the 33 studies reviewed, 20 used all 3 types of questions, the other 13 used only literal questions. The studies using only literal questions interpreted comprehension of a story as "comprehension of letters and/or components of a story." The other studies interpreted it as "comprehension of implied meaning of a story." Other relevant variables were "teaching strategies" (29 studies) and "structural components" (4 studies). None of the studies treated "children's internal variables related to story comprehension."