• Korean Journal of Radiology
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• 제1권1호
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• pp.19-24
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• 2000

Objective: In order to investigate the functional brain anatomy associated with verbal and visual working memory, functional magnetic resonance imaging was performed. Materials and Methods: In ten normal right handed subjects, functional MR images were obtained using a 1.5-T MR scanner and the EPI BOLD technique. An item recognition task was used for stimulation, and during the activation period of the verbal working memory task, consonant letters were used. During the activation period of the visual working memory task, symbols or diagrams were employed instead of letters. For the post-processing of images, the SPM program was used, with the threshold of significance set at p < .001. We assessed activated brain areas during the two stimulation tasks and compared the activated regions between the two tasks. Results: The prefrontal cortex and secondary visual cortex were activated bilaterally by both verbal and visual working memory tasks, and the patterns of activated signals were similar in both tasks. The superior parietal cortex was also activated by both tasks, with lateralization to the left in the verbal task, and bilaterally without lateralization in the visual task. The inferior frontal cortex, inferior parietal cortex and temporal gyrus were activated exclusively by the verbal working memory task, predominantly in the left hemisphere. Conclusion: The prefrontal cortex is activated by two stimulation tasks, and this is related to the function of the central executive. The language areas activated by the verbal working memory task may be a function of the phonological loop. Bilateral prefrontal and superior parietal cortices activated by the visual working memory task may be related to the visual maintenance of objects, representing visual working memory.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권2호
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• pp.149-170
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• 2014

The Vietnamese language has a specific property related to the zero in the name-number system. This study was conducted to examine the impact of linguistic differences and of the zero's position in a number on a transcoding task (verbal number into Arabic number). Vietnamese children and French-speaking Belgian children, from grades 3 to 6, participated in the study. The success rate and the type of errors they made varied, depending on their grade and language. At Grade 4, Vietnamese children showed performances equivalent to Grade 6 Belgian children. Our results confirmed the support provided by language to the understanding and performances in a transcoding task. Results also showed that a syntactic zero is easier to manipulate than a lexical zero for Vietnamese children. The relative influence of language and the source of errors are discussed.

• 음성과학
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• 제7권3호
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• pp.263-272
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• 2000

The purpose of this study was to compare receptive language performance and expressive language performance in 13 patients with aphasia by using three stimulus presentation modes: Stimulus mode I (picture), Stimulus mode II (written word), Stimulus m (question using verbal explanation). The stimulus consisted of 10 words. They included 5 functional words and 5 non-functional words. The 13 subjects with aphasia were divided into 2 aphasic types: 5 Broca's aphasics and 8 anomie aphasics. The results were as follows: Firstly, the three stimulus modes didn't affect receptive language performance of aphasia subjects. Secondly; the three stimulus modes were effective on expressive language performance of aphasia subjects. Particularly, stimulus mode II (written words) was effective in naming the aphasia subjects. Thirdly, the functional words with high frequency were better than non-functional words with low frequency on expressive language performance, but not on receptive language performance of aphasia subjects. Finally, the interaction between three stimulus modes and the functional (nonfunctional) words affected expressive language performance only, but not receptive language performance. Particularly, presenting stimulus in written words which are functional words produced the best expressive language performance.

• 한국보육지원학회지
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• 제9권5호
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• pp.251-276
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• 2013

이 연구는 영아와 보육교사 간의 일대일 상호작용을 통한 그림책 읽기 활동이 영아의 읽기반응과 교사의 언어교수효능감에 미치는 효과를 살펴보기 위해 수행되었다. 만 2세 영아 50명을 실험집단과 통제집단으로 나누어 12주 동안 매주 1회 그림책 읽어주기 활동을 실시하였다. 실험집단 영아들에게는 교사가 일대일로 풍부한 상호작용을 하면서 읽어주었고, 통제집단 영아들에게는 동일한 책을 집단으로 읽어주었다. 또한 교사를 대상으로 언어교수효능감의 변화를 살펴보고 심층면접을 통해 인식을 평가하였다. 연구 결과, 실험집단 영아들의 언어적 반응의 총점과 하위 범주 중 명명하기, 응답하기, 질문하기, 요청하기, 자발적 대화, 탈상황적 대화에 해당하는 언어적 반응이 유의하게 증가하였다. 이들은 비언어적 반응의 총점과 하위 범주 중 손가락으로 지적하기, 따라 하기, 인정하기에서도 통제집단에 비해 유의한 증가를 보였다. 또한 실험집단을 이끈 교사들은 언어교수효능감의 증가를 보였고, 풍부한 상호작용이 이루어지는 영아와의 일대일 그림책 읽기의 효과를 높이 평가하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제39권1호
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• pp.37-47
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• 2000

Number concept is basic in mathematics education. But it is very complex and is not easy to understand real number concept, because of its infinity. This study tried to show that what percents of secondary school mathematics teachers in Korea understood the properties of real number, such as cardinality, continuity, relation with real line, and infinity, which were written by verbal language.

• 치위생과학회지
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• 제13권3호
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• pp.246-253
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• 2013

이 연구는 치과의료서비스 품질이 서비스 가치, 고객만족도, 고객충성도에 미치는 영향을 평가하고자 부산 울산광역시 소재 17개 치과병 의원에 내원한 환자 221명을 대상으로 설문지를 이용하여 조사한 결과 다음과 같은 결론을 얻었다. 1. 치과의료서비스 품질 중 의사언어에 대한 인식의 차이는 남자가 여자에 비해 높았으며, 교육수준에 따른 신체언어에 대한 인식의 차이와 신체외형에 대한 인식의 차이는 대학교 재학 및 졸업자가 높았다. 2. 서비스 가치, 고객만족도 및 고객충성도는 남자, 대학교 재학 및 졸업, 기혼에서 서비스 가치, 고객만족도, 고객충성도의 점수가 높게 나타났으나 통계적으로 유의하지는 않았다. 치과의료서비스 품질과 서비스 가치, 고객만족도 및 고객충성도는 서로 상관관계가 있는 것으로 나타났다. 3. 의료서비스 품질 중 의사언어와 언어적 커뮤니케이션에 대한 인식도가 증가할수록 서비스 가치가 증가하였고, 언어적 커뮤니케이션과 신체외형의 인식도가 증가할수록 고객만족도는 증가하였으며, 언어적 커뮤니케이션, 신체외형, 신체언어에 대한 인식도가 증가하면 고객충성도가 증가하는 것으로 나타났다. 이상의 결과를 종합해 볼 때, 치과의료서비스를 제공 시 서비스 제공자가 고객의 욕구에 맞춰 상세히 설명을 해주어야 서비스 가치를 높게 평가하며, 서비스에 만족을 느껴 타인에게 긍정적인 입소문을 내게 된다. 고객의 욕구에 맞는 상세한 설명뿐만 아니라 서비스 제공자의 깔끔한 유니폼, 바른 자세, 깔끔한 헤어 스타일 등의 신체적 외형과 고객의 눈을 바라보면서 밝은 표정을 짓고 대화 시 고개를 끄덕이는 등의 공감을 표현해주어야 본인이 이용한 치과병 의원을 지속적으로 재이용하게 되고 타인에게 자랑 및 소개를 시켜주어 치과병 의원의 경영성과를 증대시킬 수 있을 것이다.

• Child Studies in Asia-Pacific Contexts
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• 제5권2호
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• pp.95-105
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• 2015

We developed a test of English silent word reading, following work by Mather, Hammill, Allen and Roberts (2004) and Bell, McCallum, Krik, Fuller, and McCane-Bowling (2007), in order to tap Hong Kong Chinese children's reading of English as a foreign language. We created one subtest of individual word reading and another of word reading contextualized within sentences; together, these tests require no more than 10 minutes for administration. In Study 1, we administered the entire test to 552 second grade Hong Kong Chinese children between the ages of 70 and 121 months old, from five different primary schools. The association between the subtests of English silent word reading and contextual reading was positively correlated (.78). In Study 2, 77 Hong Kong Chinese second graders were tested on our newly developed English silent word reading test, together with non-verbal IQ, an English word reading and a Chinese character recognition test (both read aloud). With age and non-verbal IQ statistically controlled, there was a significant correlation between English silent word reading and the more standard English word reading, read aloud, (.78); the association between English silent word reading and Chinese character recognition was also positively correlated (.49). This newly created test is a quick and reliable measure, suitable for both educators and researchers to use to identify poor readers who learn English as a foreign or second language.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2007년도 한국음성과학회 공동학술대회 발표논문집
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• pp.253-256
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• 2007

Dialogic reading program is designed to involve children actively during shared reading and to provide a rich avenue for language development. The present study is to examine the effects of the modified dialogic reading program on parent-child interactions in parents of children with developmental language delays. six children with developmental language delays and their parents were participated. This 4 week program was composed of three group sessions and one individual feedback session. Parent-child interactions were videotaped before and after the program. As a result, all six parents showed increase in positive behaviors during the interaction after completing the program. And negative behaviors were partly decreased. These results were discussed in conclusions.

• 대한수학교육학회지:수학교육학연구
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• 제13권1호
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• pp.13-28
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• 2003

Practice of proof is considered in, the view of language and meta-mathematics, recognizing the role of proof that is the means of communication and development of mathematical understanding. Linguistic components in proof texts are symbol, verbal language and visual text, and contain the implicit knowledge in the meta-mathematics view. This study investigates the functions of linguistic elements according to Halliday's functional grammar and the rhetoric skills in proof texts in math textbook, teacher's note, and student's written text. We need to inquire into the aspects of language for mathematics learning process and the understanding and use of students' language.

• 영어영문학
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• 제55권6호
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• pp.1245-1261
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• 2009

The purpose of this paper is to show the internal structure of the socalled sentential subject constructions in English. The constructions that we examine in this paper are such as It seems that John failed in the syntax exam vs. *That John failed in the syntax exam seems and It really stinks that the Giants lost the World Series vs. That the Giants lost the World Series really stinks. As seen above, the English verb seem does not tolerate the sentential subject. This is in sharp contrast to other English verbs such as suck, blow, bite, and stink, which do allow the sentential subject. There are several issues regarding these constructions. First, where is the sentential subject located? Second, is the sentential subject assigned structural Case? Third, is the sentential subject extraposed or does it remain in its base-generated complement position? Fourth, is the sentential subject a base-generated topic in the specifier position of CP, as Arlenga (2005) claims? In this paper, we argue that sentential subjects are base-generated in the specifier of the verbal phrase in case of stink-type verbs, while they are licensed as a complement to verbs like seem. We also argue that a sentential subject can be raised in the seem-type verbal constructions, if it were part of the complement small clause.