• Science of Emotion and Sensibility
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• v.21 no.2
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• pp.43-60
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• 2018

The primary goal of this study is to investigate the effects of individual's subjective social status on meaning of work. We hypothesized that individual's subjective social status, defined as the respect and influence an individual has at her/his workplace, would promote meaning of work. Further, we hypothesized that individual's subjective social status would be more highly associated with meaning of work based on her/his occupation's subjective social status. Using two experimental studies, we found that individual's subjective social status increased meaning of work in American (Experiment 1) and South Korean working adults (Experiment 2). Participant's meaning of work was more influenced by individual subjective social status than occupation subjective social status (Experiment 1). Also, the results from Experiment 2 indicated that objective social status within an organization (i.e., rank) moderated the effects of individual subjective social status on meaning of work, such that the beneficial effects of individual subjective social status on meaning of work were found only for participants with low objective social status. In contrast, meaning of work in participants with high objective social status did not vary depending on subjective social status. We discussed the implications of these results, study limitations, and directions for future research.

• 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.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.204-218
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• 2020

This study aims to investigate the representation patterns used by elementary teachers and their meaning-making process in electromagnetic experiments. In particular, we analyzed the representations depending on three levels of their abstractness: enactive representation (action based), iconic representation (image based) and symbolic representation (language based). For this, four experiment activities of two teachers were analyzed and the results are as follows. First, as an overall pattern of representation, an experiment subject is presented as the form of symbolic representation and the related concepts, experimental materials and methods are embodied through iconic representation. Then, through enactive representation, the actual experiments are implemented. The experimental results are primarily recorded through iconic representations and abstracted into symbolic representations to draw conclusions. The different levels of representations complement each other to expand their meanings, however, sometimes they also make inconsistent meanings among different levels. Based on these results, educational implications were discussed in terms of supporting and improving electromagnetic experiment activities.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.215-236
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• 2005

The Purpose of this study is that self-growth program searches effect self-concept and peer-relationship with elementary school student, and advance following assumption to achieve this purpose and achieved study. First, self-concept point of experiment group students who execute self-growth program will be improved is meaning than self-concept point of control group students. Second, peer-relationship point of experiment group students who execute self-growth program will be improved is meaning than peer-relationship point of control group students. Third, effect that self-growth program gets to self-concept may be meaning difference according to sex. Fourth, difference that impact that self-growth program gets in peer- relationship is meaning according to sex may join. Chose fifth-year student 2 class 68 people (experiment group n=34, control group n=34) in I primary school locating to Jeonrabuk-do Iksan-si to verify above construction for study target. Disposal about experiment group executed over 10th for 60-80 minute 2 times in a week because investigator uses reconstructing self-growth program with virtue research paper such as learning program for own growth of Lee-Hyeong-Deuk (1998). In order to verify the effect after experiment, 1 collected materials for estimation by providing the subject children with questionaires about self-concept and peer-relationship before and after the experiment, and then analyzed the average differences in number of marks between the experiment group and the control group before and after the experiment through and by using One-Way ANOVA, and SPSS 11.0 program. The following is the result what I obtained from the above study. First, there was significant difference is between average difference before and after of experiment group and control group which execute self-growth program in self-concept elevation ($F_{(1,66)} =28.734$, p <.001). From the sub-variable, there was significant difference in academic self ($F_{(1,66)}=6.423$, p<.05), Social Self ($F_{(1,66)}=48.331$, p<.001), Physical Self ($F_{(1,66)}=11.074$, p <.01), sentimental self ($F_{(1,66)}=9.402$, p <.01) Second, there was significant difference is average difference before and after of experiment group and control group which execute self-growth program in peer-relationship promotion ($F_{(1,66)}=24.109$, p <.001). From the sub-variable there W3S Significant difference in trust ($F_{(1,66)}=14.507$, p<.001), respect ($F_{(1,66)}=15.271$, p <.001). Third, there was expose that significant difference does not exist in average self-concept before and after by sex of experiment group which executes self-growth program, and was not shown significant difference in sub-vairable. Fourth, there was expose that significant difference of whole peer- relationship and in respect of sub-variable in average peer-relationship before-after by sex of experiment group which execute self-growth program, but significant difference did not appear in trust. Could get conclusion that self-growth program is effect in elementary school student self-concept elevation and peer-relationship promotion according to these study finding, and confirmed possibility that self-growth program may contribute to change emotional special quality of children positively in education spot.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.997-1006
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• 2015

Perception of the experiment is one of the most important factors of students' understanding of scientific inquiry and the nature of science. This study examined the perception of middle and high school students of the meaning of 'experiment' in the biological sciences. Semantic network analysis (SNA) was especially used to visualize students' perception structure in this study. One hundred and ninety middle school students and 200 high school students participated in this study. Students responded to two questions on the meaning of 'experiment' in science and biology. This study constructed four semantic networks based on the collected response. As a result, middle school students about the 'experiment' in science are 'we', 'direct', 'principle' of such words was aware of the experiments from the center to the active side. The high school students' 'theory', 'true', 'information' were recognized as an experiment that explores the process of creating a knowledge center including the word. In addition, middle school students relative to 'experiment' of the creature around the 'dissection', 'body', high school students were recognized as 'life', 'observation' observation activities dealing with the living organisms and recognized as a core. The results of this study will be used as important evidence in the future to map out an experiment in biological science curriculum.

• Phonetics and Speech Sciences
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• v.7 no.3
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• pp.55-64
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• 2015

Previous research on syntactic processing shows that the interpretation of a syntactically ambiguous sentence is frequently strongly biased towards one meaning over another. The current study investigated the effect of bias strength on the production of disambiguating prosody for English ambiguous sentences. In Experiment 1, 40 speakers gave default readings of 18 syntactically ambiguous sentences. Questioning was used to prove intended meanings behind default readings. Intended meanings were treated as interpretation biases when a majority of speakers read a sentence with the same intended meaning. The size of the majority was used to establish bias strength. In Experiment 2, 10 speakers were instructed to use prosody to disambiguate given alternate meanings of the sentences from Experiment 1. The results indicated an effect of bias strength on disambiguating prosody: speakers used temporal juncture cues to reliably disambiguate alternate meanings for sentences with a weak interpretation bias, but not for those with a strong bias. Overall, the results indicated that interpretation biases strongly affect the production of prosody.

• Language and Information
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• v.8 no.2
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• pp.113-130
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• 2004

In a prevailing view of meaning and reference (cf. Frege 1892), words pick out entities in the physical world by virtue of meaning. Linguists and philosophers have argued whether the meaning of a word is inside or out-side language users' mind; but, in general, they have taken it for granted that words refer to entities in the physical world. Hilary Putnam (1975), based on his famous twin-earth thought experiment, argued that the meaning of a word could not be inside language users' head. In this paper, I point out that Putnam's argument makes sense only if words refer to entities in the physical world. That is, Putnam did not provide any argument against mentalistic semantics, since he erroneously assumed that meaning, but not reference, was inside our mind in mentalistic semantics. Mentalistic semanticist, however, assume that words pick out their references inside our head (instead of a possible outside world). A number of arguments for the mentalistic position come from psychology: studies on emotion and visual perception provide numerous cases where words cannot pick out entities from the physical world, but inside our head. The mentalistic theory has desirable consequences for the philosophy of language in that some classical puzzles of language (e.g. Russell's (1919) well-known puzzle of excluded middle) are explained well in the proposed theory.

• The Mathematical Education
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• v.49 no.4
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• pp.423-436
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• 2010

In this paper we discuss the Socratic method from the aspects of subject education and examine the meaning of the method in mathematics education that is the most suitable subject for the realization of the Socratic method. In addition, as a realization of the Socratic method, we conducted a teaching-learning experiment of complex natural exponential function with a 2nd year college student. The results of the experiment are analyzed with the intention of improving instruction of the complex analysis that is one of the college mathematics courses.

• Journal of Korean Academy of Nursing
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• v.30 no.2
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• pp.259-271
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• 2000

This study was attempted to explore meaning in life and it's relationship to problematic life events, health status and depression among older people. 198samples of elderly were over the age 60 (mean age=70.06) conveniently selected in Seoul, Korea. The data were collected through questionaires by interview with subjects from April, 1, 1999 to May 30, 1999. The research instuments were the main framework in the experiment. They involved meaning fulfillment and problematic life events which were developed by Burbank (1988) and short form geriatric depression scale(Sheikh & Yesavage, 1986). The data were analysed by SAS Program. The results are followed; 1. 172 lists were given out and had objects that would bring meaning to one's life. They were categrized as wishing for offsprings' prosperity, their relation with their grand-children, marriage of their offspring, health of family members, strong family ties, caring for the family, relation with husband, health for self, religious activity, helping others, individual hobbies, needs for growth such as writing, education, relationships with friends and personal achievements. In the end, 50% of total list dealt with in the relationship with their family members. 2. The mean fulfillment of the subjects was 38.31(SD=13.58) with a range of 12-60. The degree fulfillment varied according to the subjects' characteristics such as age group(F=4.44, 0P=.0008), education status (F=6.44, P=.0001), economic status (F=10.27, P=.0001), marrital status (F=9.12, P=.0002) and religious background (F=3.68, P=.006). 3. According to the pearson correlation, analysis significant variables were found between meaning fulfillment and health(r=.47, P=.0001), depression and the number of problematic life events for a life time (r=.147, P=.04), the stress score of problamatic life events for the past one year and the stress score of problematic life events for a life time was r=.43, P=.002, meaning fulfillment and the stress score of problamatic life events r=-.26, P=.04, depression and meaning fulfillment r=-.70, P=.0001 and depression and health r=-.521, P=.0001. 4. According to multiful regression analysis, depression was found as a most predictable variable for health(F=12.51, P=.001).

• Journal of Korea Society of Industrial Information Systems
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• v.17 no.1
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• pp.21-29
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• 2012

In this paper, we propose a new method to select colors representing the meaning of text contents based on the cognitive relation between words and colors, Our method is designed on the previous study revealing the existence of crucial words to estimate the colors associated with the meaning of text contents, Using the associative probability of each color with a given word and the strength of color association of the word, we estimate the probability of colors associated with a given text. The goal of this study is to propose a system to recommend the cognitively plausible colors for the meaning of the input text. To build a versatile and efficient database used by our system, two psychological experiments were conducted by using news site articles. In experiment 1, we collected 498 words which were chosen by the participants as having the strong association with color. Subsequently, we investigated which color was associated with each word in experiment 2. In addition to those data, we employed the estimated values of the strength of color association and the colors associated with the words included in a very large corpus of newspapers (approximately 130,000 words) based on the similarity between the words obtained by Latent Semantic Analysis (LSA). Therefore our method allows us to select colors for a large variety of words or sentences. Finally, we verified that our system cognitively succeeded in proposing the colors associated with the meaning of the input text, comparing the correct colors answered by participants with the estimated colors by our method. Our system is expected to be of use in various types of situations such as the data visualization, the information retrieval, the art or web pages design, and so on.