• 아동학회지
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• 제20권2호
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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.

• 한국실내디자인학회논문집
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• 제16권2호
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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.

• 산업융합연구
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• 제10권1호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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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.

• 대한화학회지
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• 제50권6호
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• pp.477-485
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• 2006

연구에서는 언어적 정보의 형태가 화학 개념 학습에서 제공되는 외적 표상들 간의 연계와 통합을 촉진하는 방안으로 도입된 그리기에 미치는 영향을 학생들의 언어적 학습 양식에 따라 조사하였다. 남녀공학 중학교 1학년 133명을 선정하여 그리기에서 언어적 정보를 형식적인 형태로 제공하는 FD(formal drawing) 집단과 개인화된 형태로 제공하는 PD(personalized drawing) 집단으로 배치한 후, ‘보일의 법칙'과 ‘샤를의 법칙'에 대하여 2차시 동안 수업을 실시하였다. 연구 결과, 개념 이해도 검사에서 PD 집단의 점수가 FD 집단의 점수보다 통계적으로 유의미한 차이로 높았다. 상황 흥미 검사에서는 두 집단에서 모두 언어적 학습 선호 학생들의 점수가 비선호 학생들의 점수보다 통계적으로 유의미한 차이로 높았다. 수업에 대한 인식 검사 결과에서는 많은 학생들이 그리기에서 언어적 정보를 형식적인 형태보다 개인화된 형태로 제공하는 것을 선호하였으며, 이에 대해 인지적, 정의적, 동기적 측면에서 긍정적으로 인식하는 것으로 나타났다. 특히, 언어적 학습 선호 학생들이 비선호 학생들보다 정의적, 동기적 측면에서 좀 더 긍정적으로 인식하는 경향이 있었다.

• 한국음향학회지
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• 제27권8호
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• pp.435-442
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• 2008

n-gram 모델은 영어와 같이 어순이 문법적으로 제약을 받는 언어에 적합하다. 그러나 어순이 비교적 자유로운 한국어에는 적합하지 않다. 기존 연구는 어절 간 어순의 고려가 어려운 한국어의 특성을 반영한 twoply HMM을 제안했으나, 인접 어절 간 어순 구조를 반영하지 못하였다. 본 논문에서는 용언형태소 사이에 나타나는 인접 어절 간에 어순 특성을 반영하기 위해 두 어절을 결합하는 세그먼트 단위를 정의하고, 제안한 세그먼트 단위에서 문맥에 따라 확률을 달리 추정하는 two-path 언어모델을 제안한다. 그 결과 기존 한국어 언어모델에 비해 제안하는 two-path 언어모델은 기존 연구보다 25.68% 혼잡도를 줄였으며, 어절 간에 결합이 일어나는 경계인 용언형태소에서는 94.03%의 혼잡도를 줄였다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제10권1호
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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.

• 대한인간공학회지
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• 제19권2호
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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.

• 한국언어정보학회:학술대회논문집
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• 한국언어정보학회 2002년도 Language, Information, and Computation Proceedings of The 16th Pacific Asia Conference
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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.

• 아동학회지
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• 제22권4호
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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.