• Korean Journal of Child Studies
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• v.20 no.2
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• pp.125-138
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• 1999

This study explored mother-infant interactions during reading of picture books with and without printed words. The interactions of 40 mother-infant dyads(??) were video-taped while mothers read the books aloud to their 1- or 2-year-old child at home. When reading the books with words, mothers used more "where" questions and gave more feedback to the non-verbal behavior of the infants. Mothers gave more labels, descriptions, predictions, and "what", "function/activity" questions when reading the wordless book. The infants used more nonverbal answers reading the book with words. The mothers of the 2-year-olds used more "what", "function/activity" questions, and gave feedback to their verbal behaviors. The 2-year-olds used more imitation, verbal answers, and comments. For the mothers of the 2-year-olds, the interaction with the wordless book led to more attention-recruiting and bridging. For the children, however, reading the wordless book led to more labels, questions, and comments.

• Korean Institute of Interior Design Journal
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• v.16 no.2 s.61
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• pp.63-70
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• 2007

Analogy in problem solving is similarity-based reasoning facilitated by verbal and visual operation. This similarity-based reasoning generally supports initial phase of idea search. Therefore, this study intends to infer the types of problem solving by tracing the analogy use of verbal and visual representation through a experimental research. According to the result of this research, the types of problem solving by analogy are classified into 'evolving', 'divergent', and 'poor conversion' type. Firstly, 'evolving type' is distinguished between 'combination type' associated different contents to develope a new design and 'transformation type' associated similar words and sketches to be continuously revised and developed. In these types usually structural analogy rather than surface analogy is used. Secondly, in 'divergent type' associated words or sketches are individually represented, and among them one design solution is selected. In this type usually surface analogy is used. Thirdly, in 'poor conversion type' interaction between verbal representation and visual representation does not go on smoothly, and the generation of idea is poor. In here surface analogy is mostly used. These findings could form the basis of skill development of idea generation and conversion in design education.

• Journal of Industrial Convergence
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• v.10 no.1
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• pp.27-40
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• 2012

The purpose of this study is to understand verbal violence and stress experienced by nurses, to identify measures to reduce such stress, and to present basic information needed for performing their professional roles. The results of this study are as follows. First the types of verbal violence by doctors, nurses, patients and their caregivers included "they speak roughly" and "they speak in a commanding tone" when they were marked on the basis of 5 points. In other words, speaking roughly is highest in frequency. Second, the main harmers of verbal violence were doctors, nurses, and patients and their caregivers, and thus verbal violence by nurses was most frequent. Third, the emotional reactions of the nurses after verbal violence were "angry", "frustrated", and "depressed" in order. As a result of analysis of effects on the emotional reactions of nurses. Fourth, the job stress of the nurses after experience of verbal violence was show as "frequently struggling with friends", "frequently struggling with family members", and "frequently drinking" in order. Fifth, based on general characteristics, the emotional reactions and job stress of nurses after verbal violence were significant on age, acdemic years, and current workplace, and the job stress of nurses after verbal violence was significant on marriage, clinical career, department of working, and types of working. This study may be significant in that it suggests methods of intervention, safe job environment, and administrative institution to relieve the emotional reactions of nurses after verbal violence, to reduce their stress, and to support the emotional reactions of nurses experienced verbal violence.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.507-518
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• 2009

The purpose of this study was to determine the effects of verbal analogy activities on science achievement and science attitude of elementary students. Students consolidated lessons by making short sentences with core words that a teacher gave for scaffolding instruction. Many researches about analogies have been conducted in science education. However, most of them considered analogy as learning tools, whereas this research considers analogy as a cognitive process. To see the effects of verbal analogy activities, two groups were selected from 6th grade elementary school students; one was an experimental group working with the student-generated verbal analogy and the other was a control group with teacher-centered and textbook-centered activities. Science achievement, scientific attitudes, attitudes toward science and retention were tested after the treated lessons.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.477-485
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• 2006

study investigated the influences of the forms of verbal external representations and students' verbal learning style in learning chemical concepts with drawing as a method to assist students in connecting and integrating multiple external representations. Seventh graders (N=133) at a coed middle school were assigned to formal drawing (FD) and personalized drawing (PD) groups. Students in the PD group were provided words at personalized style as verbal external representations for drawing, while those in the FD group were provided words at formal style. All students were taught about Boyles Law and Charless Law for two class hours. Results revealed that the scores of a conception test for the PD group were significantly higher than those for the FD group. In a situational interest test, students with strong verbal learning style preference scored significantly higher than students with weak verbal learning style preference in the two groups. Most PD group students were found to prefer to read verbal external representations at personalized style for drawing rather than at formal style, and perceived their activities positively upon cognitive, affective and motivational aspects. Students with strong verbal learning style preference had more positive perceptions about their activities than students with weak verbal learning style preference especially upon affective and motivational aspects.

• The Journal of the Acoustical Society of Korea
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• v.27 no.8
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• pp.435-442
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• 2008

The n-gram model is appropriate for languages, such as English, in which the word-order is grammatically rigid. However, it is not suitable for Korean in which the word-order is relatively free. Previous work proposed a twoply HMM that reflected the characteristics of Korean but failed to reflect word-order structures among words. In this paper, we define a new segment unit which combines two words in order to reflect the characteristic of word-order among adjacent words that appear in verbal morphemes. Moreover, we propose a two-path language model that estimates probabilities depending on the context based on the proposed segment unit. Experimental results show that the proposed two-path language model yields 25.68% perplexity improvement compared to the previous Korean language models and reduces 94.03% perplexity for the prediction of verbal morphemes where words are combined.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• Journal of the Ergonomics Society of Korea
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• v.19 no.2
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• pp.1-14
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• 2000

Driving simulators have been developed for evaluating users' reaction to various driving situations. Dynamic simulators have, however, limitations of the motion feedback in space. Therefore, this paper presents a driving simulator and suggests a human sensibility ergonomics (kansei engineering) method to be used in improving sense of motion through a vehicle simulator. Human sensibility ergonomics(kansei engineering) is defined as translating technology of the customer' feeling about a new product into design elements. Constituents of the simulator were defined and the virtual world was generated by the object modeling technique. Senses perceived were classified into feelings of velocity, acceleration, rotation, and vibration based on the human sensibility associated with driving. And the most frequent verbal expressions were collected from 17 male subjects to define complex human sensibility.

• Proceedings of the Korean Society for Language and Information Conference
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• 2002.02a
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• pp.308-319
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• 2002

Taiwanese abounds with verbal complexes. Among them, phasal complexes, resultative complexes, and directional complexes are alike in that their second component denotes some sort of result. Moreover, they behave similarly in that they can occur in V-ho-Y, V-e/be-Y, and V-bo-V forms. Despite the similarities, they still differ from one another in several aspects, such as whether objects are allowed inside or after the verbal complex, whether infixing changes their basic meaning, etc. This paper examines their individual properties carefully and proposes that these three types of complexes are all different from one another in their formation and thus the difference in their syntactic behavior. Directional complexes are syntactic phrases, resultative complexes are compounds derived in syntax, and while some phasal complexes are also syntactically derived compounds, others are compounds formed in the lexicon. This paper aims to argue that words (or compounds in this case) can be formed in syntax as well as in the lexicon.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.201-212
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• 2001

The purpose of this study was to analyze toddlers' verbal and nonverbal interaction with their peers and caregivers according to the class size of child care centers in Seoul. The subjects of this study were 20, two-year-old(M=32.5 month) toddlers with peers and caregivers from child care centers in different class sizes, but with same caregiver-toddler ratio. Verbal and nonverbal interactions were videotaped during one hour indoor free play per child in the center. According to the class size, the results were as follows : 1) Toddlers in the small class played more cooperatively with peers, and uttered more regulative or directive words than those in the large class. 2) Toddlers in the large class were more aggressive than those in the small class. 3) Caregivers in small class expressed more empathetic behaviors to a toddler than those in large class.