• Korean Journal of Child Studies
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• v.32 no.1
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• pp.51-69
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• 2011

This study examined how young children understand representational relations between referents and their representational objects. Ninety-four children aged 2- to 4.5-years of age were individually tested; firstly in the scale-model tasks, and then in the scale-map tasks. Data were analyzed both by means of Chi-Square test and by a more descriptive, micro analysis. According to the results, there were significant age differences in the understanding of representational relations, regardless of the type of representational objects. In the descriptive, micro analysis, it was found that before 3 years of age, young children have a great deal of difficulties in understanding representational relations. More importantly, young children under three seemed unable to understand representational relations, especially when the similarities as well as the differences between the representational object and the referent were very high. These results suggest that teachers of very young children need to select representational materials carefully, taking into consideration children's understanding of representational relations.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.179-200
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• 2004

The purpose of this study is to investigate the adequacy of derivational approach and representational approach to syntactic theories in generative grammar. As the generative grammar is based on the derivational process of syntactic theories, it is suggested that derivational approach is more valid than representational approach. Move, Economy Principle, Local Economy and Label-free Phrase Structure in Minimalist framework support the preference of derivational approach to representational approach with the elimination of computational complexity, minimality, and label-free phrase structure. Syntactic structure is considered as the result of the interaction of the properties of lexical items containing probe and economy conditions constrained by bare output conditions. On the other hand, Pseudogapping in Lasnik(1999) is analyzed in terms of Object Shift, that is, overt raising to Spec of $Agr_o$ and the PF deletion of VP in representational approach. Hence, it is suggested that the combination of derivational and representational approaches to syntactic theories can be admitted in generative grammar.

• Journal of the Korean Geographical Society
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• v.50 no.3
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• pp.305-323
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• 2015

The main purpose of this paper is to explore the paradigm shifts of landscape studies in Anglophone cultural and historical geography. By analyzing the work of the Berkley School in the 1950s and 1960s, the advance of humanistic geography in the 1970s, the revival of cultural geography in the 1980s ("new cultural geography"), and the recent development of non-representational geography, this paper demonstrates that the paradigms of landscape studies in Anglophone cultural and historical geography have been changed. By giving buoyancy to the concept of 'Affect'-a kind of 'spatio-bodily-magnetic relation'-as an essence of non-representational geography, I provide an easy way for understanding the implications of non-representational geography. In addition to this, re-conceptualising Non-Representational Theory (NRT) based non-representational geography as 'Kyung-Chi Jirihak' in Korean lexicon context, it is suggested that what the directions of landscape studies of cultural and historical geography of Korea should be and how it can be set up in the paradigm shifts.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.1-20
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• 2021

The purpose of this study was to understand students' representational competence while they engaged in learning in geological field trips with scientific models and modeling(Mt. Gwanak and the Hantan-river were formed). Ten students agreed to participate in this study voluntarily. They were attending the Institute of Gifted Education in the Seoul Metropolitan area. The data were collected for all students' activities during field trips and modeling activities using simultaneous video and voice recording, the interview after classes, written data(note) made by the students. The analysis framework that distinguished levels of representational competence and added the resulting interpretation with the final models in the process of scientific models. Results suggested that representational competence levels varied from one to six. However, students showed relatively low levels of representational competence in outdoor learning environments than indoor learning environments. In other words, it began with a relatively low level of representational competence in outdoor class. Then students developed a higher level of representational competence indoor class. Ultimately, we need to understand students' representational competence implies a tool to explain phenomena in the process of modeling activities.

• Korean Institute of Interior Design Journal
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• v.16 no.5
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• pp.22-29
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• 2007

In the face of the new dimension of the developed technology $L{\acute{a}}szl{\acute{o}}$ Moholy-Nagy, a master of 'the Bauhaus Akademie', made an effort to constitute the integrated life of the intellectual and the emotional by translating the experiences of the new technology Into the emotional language and the cultural realities. As an artist who criticized in the constructivist ethos the conception of the image as the imitation and brought the Image movements into relief Moholy-Nagy groped for a new expressive idea that can be called as 'the idea of the non-representational spatial expression' in which the expressive elements interact one another. His idea of the non-representational spatial expression that is made up of the pure forms of the nature, the direct colors and the spatial elements is oriented to incorporate the modern realities, i.e. the space experiences as the complicated sensory workings and the new technology as the measure of the human thinking, and further to see where they will move to. This study is on the one hand purposed to explicate the fundamental idea of the non-representational spatial expression that was poorly illuminated in spite of its importance in the respects of the design and art history, on the other to re-actualize the implications of the space-design which are contained in it.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.83-96
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• 2001

This study examined the links among parents' interaction styles, their children's representational models of parents and peers, and children's peer acceptance and friendship quality. Forty-seven fourth grade children and their parents (47 mothers and 47 fathers) were observed during discussion interaction, and, one year later, 119 children (63 boys, 56 girls), including the original sample, were interviewed to assess representational models and peer competence. Parents' interaction styles predicted children's representations of parents, moderating the effect of each parent's style, children's representations of peers mediated the relations between the representational models of mothers and their peer acceptance.

• Journal of architectural history
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• v.12 no.2 s.34
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• pp.21-39
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• 2003

After a digital modelling method has been introduced into architectural design in 1990s, a radical change was taken place in generating architectural form and space. Many architects have a view that digital modelling method is the most Important invention in the visual presentation since the moment that architect Philippo Brunelleschi experimented initially the linear perspective. Therefore, in this study, comparing between perspectiva artificialis and digital modelling method, we clarify 1) the relationship of architectural design and presentation method, 2) the practical and philosophical background inherent in digital modelling method which played key role in developing non-representational architecture, 3) and the principles of non-representational architecture like diagram, folding, and trace.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.142-143
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• 2004

• Korean Journal of Child Studies
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• v.34 no.6
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• pp.139-158
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• 2013

Karmiloff-Smith was first to propose the 'Representational Redescription model'. It describes a process through which children elaborate their knowledge from the unconscious and implicit levels to the conscious and explicit levels. The model also assumes that children in perfectly explicit levels are able to express their own representation of knowledge verbally. This study was conducted to investigate Karmiloff-Smith's Representational Redescription(RR) model(1990, 1992, 1999) within the drawing domain. Additionally, how verbalization training influences children's development of representational redescription in drawing were also examined. First, 331 children (4- to 6-year-olds and an older comparison group of 7- to 9-year-olds) were asked to create six drawings of both familiar and novel topics. From these drawings, children were measured for procedural rigidity and developmental differences. Thereafter 80 5-year-olds children who were not able to manipulate their drawings with flexibility were selected. They were divided into an experimental group and two control groups. A group of verbalization training was given a session using 5 tasks. Compared to the control groups, children who practiced verbalization in the training group showed more advanced levels of representation than their previous levels in the pretest. The results were interpreted as meaning that verbalization is likely to facilitate children's reorganization of implicit knowledge within the drawing domain and to transfer this toward explicit forms. Further research needs to pay more attention to the educational applications of learning processes based on representational redescription.

• Korean Journal of Child Studies
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• v.15 no.2
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• pp.97-116
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• 1994

This study investigated the effect of young children's interaction with a teacher and computer environments on their development of representational competence cf replay, the children's ability to construct and reconstruct actions. A pretest-posttest design with one experimental group and one control group was used; quantitative analyses, including interview assessments and coded observations of children's work in the context of educational interventions were supplemented by qualitative analyses of this work. Thirty-nine children (2-5 years of age) were randomly assigned to either an experimental or control group. The educational intervention provided to the experimental group involved a sequence of twenty sessions incorporating a series of three computer environments. A teaching strategy, based on Vygotsky's Zone of Proximal Development (ZPD) and Sigel's distancing theory, was used to mediate children's interaction with these computer environments. Results indicated that children's representational competence kept developing and reached a higher stage and the educational intervention fostered the development of representational competence, with strong evidence of near transfer but no evidence of far transfer. These results suggest that representational competence is a teachable concept and that a complex mediating structure allows children to reconstruct their previous experiences and apply them to problem situations.