• Phonetics and Speech Sciences
• /
• v.9 no.4
• /
• pp.1-7
• /
• 2017

It was shown in speech production studies that the preparation unit of spoken word production is language particular, such as onset phonemes for English and Dutch, syllables for Mandarin Chinese, and morae for Japanese. However, there have been inconsistent results on whether the onset phoneme is a planning unit of spoken word production in Korean. In this study, two sets of experiments investigated possible influences of task demands on the phonological preparation in native Korean adults, namely, implicit priming and word naming with the form preparation paradigm. Only the word naming task, but not the implicit priming task, showed a significant onset priming effect, even though there were significant syllable priming effects in both tasks. Following the attentional theory ($O^{\prime}S{\acute{e}}aghdha$ & Frazer, 2014), these results suggest that task demands might play a role in the absence/presence of onset priming effects in Korean. Native Korean speakers could maintain their attention to the shared onset phonemes in word naming, which is not very demanding, while they have difficulties in allocating their attention to such units in a more cognitive-demanding implicit priming, even though both tasks involve accessing phonological codes. These findings demonstrate that there are cross-linguistic differences in the first selectable unit in preparation of spoken word production, but within a single language, the preparation unit might not be immutable.

• Journal of Educational Research in Mathematics
• /
• v.15 no.3
• /
• pp.251-272
• /
• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
• /
• 1999.03a
• /
• pp.139-145
• /
• 1999

In current study on 8 college students there was examined modulation of eyeblink (as measured by integrated EMG of m.orbicularis oculi) and skin conductance response (SCR) to an acoustic startle probe (85 dB[A] white noise) by attending to task presented in auditory modality (to memorize words for further recognition) and entire performance of the word recognition test. Both eyeblink magnitude and SCR amplitude and rise time to startle probes were modified (larger magnitude of EMG peak, lower amplitude and shorter rise time of SCR) during attending to task as compared to performance on test. Results are interpreted n terms of modification of electrodermal and eyeblink components of startle and orienting reflexes by task characteristics (passive versus active efforts), attentional demands and aversiveness of experimental situation. However, eyeblink startle response manifested potentiation during attending to task, while SCR demonstrated attenuation. There are discussed implications of startle modulatioas a potentially sensitive probe of situational demands in stress research and also are considered prospects for further studies.

• Research in Mathematical Education
• /
• v.16 no.3
• /
• pp.155-176
• /
• 2012

It is an important issue to explore classroom environments which are conducive to developing students' mathematical performance. This study explores the effects of different classroom environments (solution-demand and corresponding-time setting) on mathematical performances. Fourteen and eighteen prospective teachers were required to prove a task under different conditions respectively: a) Cognitive demand of multiple-solution corresponding time of three hours, and b) Cognitive demand of a right solution corresponding time of 20 minutes. We used SOLO as the assessment tool for mathematical performance from quality perspective. Significant differences were found in the quantity and quality of mathematical performance. The regular environment focusing on speed and accuracy were found to be directly linked to low levels of performance. The findings above provide implications to the cognitive benefits of multiple-solution demand and corresponding time setting.

• Communications of Mathematical Education
• /
• v.29 no.3
• /
• pp.281-300
• /
• 2015

The purpose of this research is to analyze cognitive demands, answer types, and storytelling types on the basis of mathematical tasks in five different mathematics textbooks based on 2009 revised curriculum in order to suggest directions for the development and use of storytelling mathematics textbooks in school. Results show that first, PNC (Procedures without Connections) task was the largest category in cognitive demands of all mathematical tasks, Low-Level task was larger than others in cognitive demands of mathematical content tasks, and High-Level task was larger than others in cognitive demands of mathematical activity tasks. Second, a short-answer type was the largest category in answer types of all mathematical tasks, the majority of mathematical content tasks were a short-answer type, and the majority of mathematical activity tasks were both short-answer and explanation-answer types. Finally, storytelling connected to real-life was the largest category in storytelling types, and the number of mathematical activity tasks was less than that of mathematical content tasks. However, in the tasks reflected on storytelling, the percentage of mathematical activity tasks was higher than that of mathematical content tasks. Based on the results, while developing storytelling mathematics textbooks and using storytelling textbooks in school, it suggests to consider the need for balance and diversity in cognitive demands, answer types, and storytelling types according to mathematical tasks.

• Journal of the Ergonomics Society of Korea
• /
• v.14 no.1
• /
• pp.25-35
• /
• 1995

For information processing tasks, it is an important cognitive skill to manipulate and store information, which is known as information intake. One of the tasks which greatly involve this skill would be a spreadsheet calculation task. In this study, a spreadsheet calculation task is analyzed by the cognitive task analysis based on the cognitive factors having been usef for a model of human information processing. By the results of the cognitive task analysis, the spreadsheet calculation tasks to be used in the experiments are designed and the testbattery of cognitive abilities assessment (CCAB ; complex cognitive asssessment battery) are selected. Then, the features of cognitive demands and a human performance model of the spreadsheet calculation task are suggested by means of correlation analysis, principal component factor analysis, and regression analysis of the results of the experiments on task performances and the assessment of cognitive abilities. Also, the application of the results of the study to job placement and further research issues are described.

• International Journal of Quality Innovation
• /
• v.8 no.3
• /
• pp.71-80
• /
• 2007

Apart from the customer demands themselves, the weightings of the customer demands are one of the main input data of a QFD (Quality Function Deployment) and furthermore of the actual construction process of products. Up to now, most interviews with stakeholders have been carried out with questionnaires and then absolute weightings have been used. Now it has been analysed if the use of other interview and evaluation techniques, e.g. relative weightings and Analytic Hierarchy Process (AHP), can improve the precision of the demands and wishes of the stakeholders. Now the task was to analyse if the use of relative weightings as input of a QFD is possible at all, how they have to be adapted and if an increase in precision compared to the use of absolute weightings is reached. When using AHP during the product development it has become clear that only up to seven demands can be rated at the same time by customers. That means that a kind of hierarchy has to be developed to correctly transfer the demands and their weightings into the QFD.

• Journal of Information Technology Services
• /
• v.9 no.4
• /
• pp.169-185
• /
• 2010

According to software growth, also software maintenance has been continuously improving. In addition, the existing concept of software maintenance process demands operational management and improvement of service task. However, when we perform maintenance task, we have several constraints about applying service based requirement to system. Therefore, in order to solve these problems, we need a study of task of process for service based maintenance. In this paper, we propose a Service based Software Maintenance Process. Proposed process based on MaRMI-RE standard for software development and maintenance and compares it with the service based representative standards. In a related works, we study activity of ITIL and identify activities and tasks for maintenance. After this, identified activities and tasks compare with activities of MaRMI-RE. And then, we derive activities and tasks of a Service based Software Maintenance Process. Finally, we validate a result by comparing the proposed process with a general service operational process.

• Journal of KIISE:Computing Practices and Letters
• /
• v.16 no.5
• /
• pp.519-524
• /
• 2010

In this paper, we will introduce our approach for composing operation based on user tasks. It is based on Service Component Architecture (SCA). In addition, we developed ontology based on OWL and the MIT process handbook, called u-TO(universal task ontology), which can be used for users describing and specifying semantically their needs. We represent the hierarchy of tasks, and classify tasks according to views in u-TO. It aims at facilitating the modeling of complex demands or systems without regarding details of technical aspects of underlying infrastructure.

• Journal of Korean Elementary Science Education
• /
• v.26 no.2
• /
• pp.141-148
• /
• 2007

This study proposed task-based teaming strategies as a means of fulfilling the demands and goals of the 7th national science curriculum. Task-based learning is based on the use of a series of activities whereby a teacher presents students with tasks related to daily lift and the students solve the tasks by themselves using various methods and thought processes and then present and discuss their results with each other. The tasks are selected from the 6-grade science textbook, are reconstructed and are then given to the classes. The tasks include whole class activities as well as individual activities related to the interests, abilities, and concerns of the students. The purpose of this study was to verify the effects of task-based learning classes on the science process skills and the scientific attitudes of elementary school students, when applied to 6th grade students. For this, the task-based learning activities were applied to an experimental group and expository teaching was applied to the comparison group. Both groups were given a pre-post test on science process skills and scientific attitudes. The results indicate that task-based loaming is very effective in the development of science process skills and scientific attitudes.