• Korean Journal of Cognitive Science
• /
• v.10 no.1
• /
• pp.45-55
• /
• 1999

This paper argues that the basic modes of spatial cognition can be best identified in terms of argument/participant location, and shows that natural language uses‘simple’types of semantic denotations to encode spatial cognition, and further notes that spatial expressions should be interpreted not as locating an event/state as a whole but as locating arguments/participants of the event. The ways of locating events/states are identified in terms of argument orientation(AO), Which indicates semantic patterns of linkiarticipant location. and shows that natural langrage uses ng locatives to specific arguments. Four patterns of argument orientation described here reveal substantial modes of spatial cognition. and the AO patterns are mostly determined by the semantic classes of English verbs combining with locative expressions, i.e., by the event type of the predicate. As for the denotational constraint of locatives, the paper concludes that semantic denotations of locative PPs are restricted to the intersecting functions mapping relations to relations.

• Language and Information
• /
• v.9 no.1
• /
• pp.1-18
• /
• 2005

In Korean terminologies, adjectival terms are rare, and the meaning and function associated with adjectives in Indo-European languages are often realized instead in noun form. However, the rarer adjectival terms we, the more they are used in restrictive and repetitive ways in specialized domains. Thus, it is important to distinguish the different senses of these terms. In this work, focusing on semantic modeling in terminology, we distinguish the different senses of adjectival medical terms by applying lexico-semantic criteria (L'Homme, 2004a) and by classifying the semantic category of the arguments of the adjective (Bae and others, 2002). The result not only contributes to enriching medical terminology, but also empirically demonstrates a method for distinguishing the different senses of adjectival medical terms. In this work, we obtained an average of 1.854 senses for each term. We used the KAIST corpus, composed of medical texts (1,500,000 eojeols), and a group of texts on various subjects (40,000,000 eojeols)

• Korean Journal of Cognitive Science
• /
• v.22 no.3
• /
• pp.271-298
• /
• 2011

The lexical semantic system should be built to grasp lexical semantic information more clearly. In this paper, we studied a semantic clustering of predicates that is one of the steps in building the lexical semantic system. Unlike previous studies that used argument of subcategorization(subject and object), selectional restrictions and interaction information of adverb, we used sense tagged definition in dictionary for the semantic clustering of predicate, and also attempted hierarchical clustering of predicate using the relationship between the generic concept and the specific concept. Most of the predicates in the dictionary were used for clustering. Total of 106,501 predicates(85,754 verbs, 20,747 adjectives) were used for the test. We got results of clustering which is 2,748 clusters of predicate and 130 recursive definition clusters and 261 sub-clusters. The maximum depth of cluster was 16 depth. We compared results of clustering with the Sejong semantic classes for evaluation. The results showed 70.14% of the cohesion.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.1
• /
• pp.56-71
• /
• 2023

The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.