• 한국수학교육학회지시리즈B:순수및응용수학
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• 제19권2호
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• pp.137-145
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• 2012

While investigating the Lauricella's list of 14 complete second-order hypergeometric series in three variables, Srivastava noticed the existence of three additional complete triple hypergeometric series of the second order, which were denoted by $H_A$, $H_B$ and $H_C$. Each of these three triple hypergeometric functions $H_A$, $H_B$ and $H_C$ has been investigated extensively in many different ways including, for example, in the problem of finding their integral representations of one kind or the other. Here, in this paper, we aim at presenting further integral representations for the Srivatava's triple hypergeometric function $H_B$.

• 아동학회지
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• 제27권4호
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• pp.65-80
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• 2006

Data were collected from 110 preschoolers, 59 boys, 51 girls (ages 4-5) and their mothers. Peer competence was assessed by the Child Behavior Scale (Birsh & Ladd, 1998) and the Peer Rating Scale (Asher et al., 1979). Children's internal representations were measured by the MacArthur Story-Stem Battery (2004) and coded by the MacArthur Narrative Coding Manual (2004). Maternal parenting behaviors were observed during mother-child interaction at home and analyzed with the Teaching Strategies Rating Scale (Erickson, Sroufe, & Egeland, 1985). Data were analyzed by structural equation modeling analysis. Results confirmed the pathway from maternal parenting behaviors via children's internal representations to peer competence showing a significantly good model fit.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제15권
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• pp.281-286
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• 2003

The primary purpose of this study was to investigate how and to what extent 'representations' affect the students' understanding and the growth of understanding in a technology [GSP]-based collegiate mathematics classroom. There are three themes related as frames of the study along with this purpose, which are mentioned in the first chapter and extended in the second chapter: technology in mathematics education; images on computer screen - visualization and representation; understanding and growth of understanding. Three research questions guided this study: 1) How do students present each component of representations when they study 'transformations' in a technology [GSP]-based classroom? If there is any difference between the first and second presentation for each component, how are they different?; 2) How and to what extent do representations affect the students' understanding and the growth of understanding in a technology [GSP]-based classroom?; What types of benefits and obstacles are there when students study 'transformations' in a technology [GSP]-based classroom?

• 음성과학
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• 제8권4호
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• pp.243-257
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• 2001

In English textbooks, there are three kinds of English intonation representations: Trager & Smith's, Weak-strong, Audio-lingual way. Each representation has its merits and demerits. Therefore, just one of them is insufficient to represent English intonation properly. Trager & Smith's representation is relevant to show holistic intonation itself. In contrast to this merit, it is not appropriate to represent downstep, declination, etc. With Weak-strong, it is good to show weak and strong point in the sentence. It is not, however, consistent with intonation. Instead of these representations, some textbooks accept Audio-lingual method. Audio-lingual method gives students more chances to hear native speakers' intonations. But it doesn't give ways to understand English intonation itself. In English textbooks, they don't have any hierarchies dependent upon students' proficiency. In spite of various intonations, they just accept a few limited intonation models. Thus, it is necessary to review all kinds of intonation representations and to develop more advanced and relevant English intonation representation.

• 아동학회지
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• 제27권3호
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• pp.81-100
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• 2006

This study explored the relationship of behavioral inhibition to narrative representations. Narratives of 96 four-year-old children were recorded and analyzed by the scoring system of Robinson, Holmberg and Klute(in press). Six clusters were found : Constrained(47.9%), Anxious/Restricted(23.9%), Emotional Integrated/Empathic(12.5%), Empathic/Avoidant(6.3%), Dysregulated(5.2%) and Anxious/Avoidant(4.2%) clusters. Behavioral inhibition was determined by observations using "Play with Unfamiliar Peers(Rubin et al., 2002)". Behavioral inhibition differences corresponded to the children's narrative representation clusters; The Anxious/Restricted Cluster was related to more and the Emotional Integrated/Empathic Cluster to less inhibited behavior. In context-specific differences, more inhibited behavior was related to Anxious/Avoidant Clusters during show-and-tess and to Empathic/Avoidant Clusters during card-sorting activities, respectively.

• 가정과삶의질연구
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• 제17권3호
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• pp.33-46
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• 1999

The purpose of this stud was to investigate how the children's perceptions of interpersonal relations(parent, family and peers) and self are related to social preference. The subjects of this study were 625 children of 5th and 6th grade in 4 primary schools in Tajon. Social preference was highly correlated with perceptions of peer and of father. The direct path between boy's perceptions of parent/family and peer ratings of social preference was no longer significant whereas there was a significant path mediated by their perception of self. This suggests that boys and girls' peer representations were established for the role as mediators between parents/ family representations and peer ratings of social preference. In addition negative representations of self and others were found to be associated with increased social impairment and less positive status in the peer groups.

• 한국정보통신학회논문지
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• 제7권7호
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• pp.1556-1562
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• 2003

본 연구에서는 SA 여파기로 불리는 ETBF의 새로운 다진 영역 표현을 제시하고 이 표현이 ETBF의 모든 영역을 포함한다는 사실을 밝혔다. SA여파기는 다단 여파기의 구조를 가진다. 첫째단(first stage)은 최대, 최소, exclusive-OR와 같은 비선형 연산으로 이루어지며 두 번째 단은 첫째단 출력들의 가중 평균으로 주어진다. 이 구조는 SAM 여파기와 같이 첫째단 여파기 윈도우의 최대수를 제한하는 방식이 가능하여 매우 유연한 구조를 갖지만, SAM 여파기와는 달리 ETBF의 부분군만을 표현하지 않고 ETBF의 전 영역을 표현할 수 있는 장점이 있다.

• 한국수학교육학회지시리즈B:순수및응용수학
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• 제17권4호
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• pp.347-354
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• 2010

Exton [Hypergeometric functions of three variables, J. Indian Acad. Math. 4 (1982), 113~119] introduced 20 distinct triple hypergeometric functions whose names are $X_i$ (i = 1, ..., 20) to investigate their twenty Laplace integral representations whose kernels include the confluent hypergeometric functions $_oF_1$, $_1F_1$, a Humbert function ${\Psi}_2$, a Humbert function ${\Phi}_2$. The object of this paper is to present 16 (presumably new) integral representations of Euler type for the Exton hypergeometric function $X_2$ among his twenty $X_i$ (i = 1, ..., 20), whose kernels include the Exton function $X_2$ itself, the Appell function $F_4$, and the Lauricella function $F_C$.

• 대한수학회논문집
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• 제27권2호
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• pp.257-264
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• 2012

Exton introduced 20 distinct triple hypergeometric functions whose names are $X_i$ (i = 1, ${\ldots}$, 20) to investigate their twenty Laplace integral representations whose kernels include the confluent hypergeometric functions $_0F_1$, $_1F_1$, a Humbert function ${\Psi}_1$, and a Humbert function ${\Phi}_2$. The object of this paper is to present 18 new integral representations of Euler type for the Exton hypergeometric function $X_8$, whose kernels include the Exton functions ($X_2$, $X_8$) itself, the Horn's function $H_4$, the Gauss hypergeometric function $F$, and Lauricella hypergeometric function $F_C$. We also provide a system of partial differential equations satisfied by $X_8$.

• 충청수학회지
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• 제24권4호
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• pp.745-758
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• 2011

Generalizing the Burchnall-Chaundy operator method, the authors are aiming at presenting certain decomposition formulas for the chosen six Exton functions expressed in terms of Appell's functions $F_3$ and $F_4$, Horn's functions $H_3$ and $H_4$, and Gauss's hypergeometric function F. We also give some integral representations for the Exton functions $X_i$ (i = 6, 8, 14) each of whose kernels contains the Horn's function $H_4$.