• International Journal of Contents
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• 제2권1호
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• pp.17-21
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• 2006

In this paper, we describe a concept-based question-answering system in which concept rather than keyword itself makes an important role on both question analysis and answer extraction. Our idea is that concepts occurred in same type of questions are similar, and if a question is analyzed according to those concepts then we can extract more accurate answer because we know the semantic role of each word or phrase in question. Concept frame is defined for each type of question, and it is composed of important concepts in that question type. Currently the number of question type is 79 including 34 types for person, 14 types for location, and so on. We experiment this concept-based approach about questions which require person s name as their answer. Experimental results show that our system has high accuracy in answer extraction. Also, this concept-based approach can be used in combination with conventional approaches.

• 한국산학기술학회논문지
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• 제5권6호
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• pp.539-545
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• 2004

자연어 질의를 입력하고 문서로부터 질의에 대한 정답을 추출하여 제공하는 질의응답 시스템에서는 사용자의 질의 의도를 파악하여 질의 유형을 분류하는 과정이 매우 중요하다. 본 논문에서는 질의 유형을 분류하기 위해 복잡한 분류 규칙이나 대용량의 사전 정보를 이용하지 않고 질의의 의도를 나타내는 어휘들을 추출하고 인접 명사들의 의미 정보를 이용하여 질의 및 정답 유형을 결정할 수 있는 방법을 제안한다. 또 동의어 정보와 접미사 정보를 이용하고, 의문사가 생략된 경우 어휘 의미 정보를 이용하여 질의 유형 분류기의 성능을 향상시킬 수 있음을 보인다.

• 한국정보과학회논문지:소프트웨어및응용
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• 제30권5_6호
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• pp.466-475
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• 2003

고성능의 질의응답 시스템을 구현하기 위해서는 사용자의 질의 의도를 파악할 수 있는 질의 유형 분류기가 필요하다. 본 논문에서는 지지 벡터 기계(support vector machine, SVM)를 이용한 질의유형 분류기를 제안한다. 본 논문에서 제안하는 질의 유형 분류기의 분류 과정은 다음과 같다. 우선, 사용자 질의에 포함된 어휘, 품사, 의미표지와 같은 다양한 정보를 이용하여 사용자 질의로부터 자질들을 추출한다. 다량의 자질들 중에서 유용한 것들만을 선택하기 위해서 카이 제곱 통계량을 이용한다. 추출된 자질들은 벡터 공간 모델로 표현되고, 문서 범주화 기법 중 하나인 지지 벡터 기계는 이 정보들을 이용하여 질의 유형을 분류한다. 본 논문에서 제안하는 시스템은 질의 유형 분류 문제에 자동 문서 범주화 기법을 도입하여 86.4%의 높은 분류 정확도를 보였다. 또한 질의 유형 분류기를 통계적 방법으로 구축함으로써 lexico-syntactic 패턴과 같은 규칙을 기술하는 수작업을 배제할 수 있으며, 응용 영역의 변화에 대해서도 안정적인 처리와 빠른 이식성을 보장한다.

• 사상체질의학회지
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• 제15권3호
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• pp.124-138
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• 2003

Objectives : To evaluate the properness and effectiveness of the question categories concerning 'sasang constitutional characteristics of mind', used in Iksan Wonkwang Oriental Medicine. Methods : We statistically analyzed data from those 1335 patients focussing on 'relative discrimination ability' to sasang constructions and 'response ratio'. Patients included in this research are only those who had been well treated in Iksan Wonkwang Oriental Medicine during the Period of three years from 2000 to 2002. The data are obtained through the electronic chart developed by Kim Jong-Yeal, and analyzed using the statistical Package SPSS. Results: In total characteristics of mind, the question category of 'timid' has high discriminating power and effectiveness to Soeum type, more in women than men, and especially with an age of 21 or more; The category of 'hasty-tempered' to Soyang type in women with all ages and men with ages 21-40; The category of 'broad-minded' to Taeum type with ages 41 or more; The category of 'timid and broad-minded' to Soyang type, and especially high to women with ages 41 or more. Question categories concerning response type in anger were estimated to have different response patterns to sasang constructions only for ages 21 or more by $X^2$2 test. The question category of 'bear and last long' has high discriminating power and effectiveness to Soeum type, more in men than women, and increasingly to ages; The category of 'impatient and disarmed quickly' to Soyang type in both women and men, especially with ages 21 or more; The category of 'impatient' to Soyang type women or with ages 21 or more. Other categories have low discriminating power or low effectiveness. Concernig expression type of one's thought, the question category of 'straightly' has high discriminating power and effectiveness to Soyang type, more in wemen than men, and especially to ages 21 or more; The category of 'tender' to Soeum type, in women or with ages 40 or less; The category of 'indirectly' to Taeum type in men or with ages 41 or more; The category of 'straightly and stuborn' to Soyang type with ages 41 or more; The category of 'indirectly and tender' to Soeum with with ages 20 or less; The category of 'not express and tender' to Soeum type with ages 41 or more; Conclusions : Question categories concerning total characteristics of mind, response type in anger and expression type of one's thought, are partially discriminating and effective to specific constitution according to sex and ages, and some categories are more discriminating and effective when they are composited. But generally, the discriminating power of Taeum constitution group and group with ages 20 or less was too low, so it is necessary to develope question categories for those groups.

• 정보관리학회지
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• 제21권4호
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• pp.251-263
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• 2004

질의응답 시스템에서의 질의 분석 과정은 이용자의 자연어 질의 문장에서 질의 의도를 파악하여 그 유형을 분류하고 정답 추출을 위한 정보를 구하는 것이다. 본 연구에서는 복잡한 분류 규칙 집합이나 대용량의 언어 지식 자원 대신 이용자 질의 문장에서 질의 초점 어휘를 추출하고 구문 구조적으로 관련된 단어들의 의미 정보에 기반하여 효율적으로 질의 유형을 분류하는 방법을 제안한다. 질의 초점 어휘가 생략된 경우의 처리와 동의어와 접미사 정보를 이용하여 질의 유형 분류 성능을 향상시킬 수 있는 방법도 제안한다.

• 과학교육연구지
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• 제39권1호
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• pp.58-79
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• 2015

이 연구는 다양한 과학 수업 상황에서 학생의 질문 빈도와 유형에 대한 학생들의 인식이 학년별로 어떻게 변화하는가 분석하기 위하여 3~9학년까지 총 2,289명의 학생을 대상으로 설문을 분석한 것이다. 설문에 제시된 수업 상황은 수업 내용, 수업 형태, 수업 자료, 수업 진행 방식의 네 가지 영역에 대하여 19가지 하위 항목으로 세분화한 후 각 항목별로 과학 수업 1차시 동안 학생이 제시한 질문의 유형과 빈도를 조사하였다. 연구 결과 학생 질문의 유형은 이해 질문이 가장 많았고, 다음이 기억 질문으로 두 유형이 50%로 대부분을 차지하였다. 학년별 질문 유형의 변화도 뚜렷한 경향성을 보이지 않았다. 다만 특히 잘 아는 내용의 수업, 강의 수업, 교과서를 이용한 수업, 교사가 교과서를 읽으면서 설명하는 수업에서 높은 비율로 나타났다. 또한 학생의 질문 빈도는 4학년에서 가장 크게 나타났고 학년이 올라감에 따라 감소하는 경향을 보였으며 학년별 질문 빈도의 변화는 3~4학년 사이에서 가장 크게 나타났다. 수업 상황별, 학년별로 다양한 질문이 오갈 수 있도록 학생들의 사고를 자극시키고 활발한 수업 분위기를 조성하여 수업의 효과를 높일 수 있는 수업 전략이 요구된다고 하겠다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.331-345
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• 2017

The purpose of this study is to collect and analyze the student's pre-inquire and to obtain information on how to use the teaching-learning process. The specific research problem is to confirm the level of the student's pre-inquire, to identify the characteristics of each type, and to check what pre-inquire can be used in the teaching-learning process. The research was conducted on 149 children in the $3^{rd}$ and $4^{th}$ grade of elementary school, and collected a total of 2,034 inquires. As a result of analyzing three times, the students' pre-inquires accounted for 90% of Level 2 and Level 3, which are the inquires that give meaningful answers in the teaching-learning process. These results show that the pre-inquires presented before the students take up the new lesson are not low-level inquires and they can present meaningful inquires that can be used for teaching-learning. Next, as a result of analyzing the student's inquire by type, the factual question was the largest with 50%, followed by comprehension question, procedural question, application question, and prediction question. The factual and procedural questions showed that they could be used as learning activities during the teaching-learning process. Comprehension questions included in the wonderment question can be used as a learning question. And the application question is a question that can be applied to deepening activities, and the prediction question can be used in the inquiry and experiment process of learning activities.

• ETRI Journal
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• 제39권2호
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• pp.191-201
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• 2017

This paper proposes an approach using taxonomic relatedness for answer-type recognition and type coercion in a question-answering system. We introduce a question analysis method for a lexical answer type (LAT) and semantic answer type (SAT) and describe the construction of a taxonomy linking them. We also analyze the effectiveness of type coercion based on the taxonomic relatedness of both ATs. Compared with the rule-based approach of IBM's Watson, our LAT detector, which combines rule-based and machine-learning approaches, achieves an 11.04% recall improvement without a sharp decline in precision. Our SAT classifier with a relatedness-based validation method achieves a precision of 73.55%. For type coercion using the taxonomic relatedness between both ATs and answer candidates, we construct an answer-type taxonomy that has a semantic relationship between the two ATs. In this paper, we introduce how to link heterogeneous lexical knowledge bases. We propose three strategies for type coercion based on the relatedness between the two ATs and answer candidates in this taxonomy. Finally, we demonstrate that this combination of individual type coercion creates a synergistic effect.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.64-74
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• 2014

The purpose of this study was to analyze the types of questions of energy field in the elementary science textbooks and to know the preference types of questions of students by grade. To accomplish this study, the analyzing framework on the types of questions was made and ensured the validity. To know students' preference types of questions, a questionnaire was made and the survey was conducted to the students of D elementary school in B city. The results can be summarized as follows: First, of the questions in the elementary science textbooks, the types of limited question were the most frequent(56%) and the next was the type of relevant question(41.82%). In the type of limited question, the element of propositional type was the most frequent and in the type of relevant question, the element of applicable type was the most frequent. Second, from the result of analyzing students' preference types of questions by grade using questionnaire, we could find as follows. Most of the graders chose retrospective type of question as the easy types of questions. And 3, 4, 6th graders chose justificative type and 5th graders chose applicable type as the difficult ones. Third, as interesting type and want-to-select type, 3th graders students chose propositional type and 4, 5th graders chose retrospective type and 6th graders chose inferring type.

• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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• pp.57-70
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• 2012

We investigated the perception and preferred type of question and analyzed type of questions asked by teachers in elementary science class to identify how teachers' perception of questioning is reflected in teaching practices. We collected the data from questionnaires, deep-interview and audiotaped four classes from grade 3 and six classes from grade 6. The data form deep-interview were analyzed interpretively and Blosser' framework of question was used to analyze questions which teachers used in classes. By interpretation of data from questionnaires, the teachers agreed that questioning affects science class in elementary school. There were a little differences in perceptions of questioning among three teachers. They preferred various types of question rather than a specific type. They didn't have a good understanding of questioning. The result showed that the teachers used frequently cognitive-memory question and convergent thinking question, which belonged to closed questions in their science classes. This didn't accord with their preferred types of question. The causes came from objectives of science instruction, degree of understanding about questioning, preference and confidence for science class. From this findings, we suggested that teachers should be given opportunities to take training courses in questioning in order to use effective questioning in science class.