• Korean Journal of Cognitive Science
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• v.19 no.1
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• pp.75-88
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• 2008

Visual scene contains lots of redundant information. To process this redundant information without increasing brain's volume, human visual system may summarize incoming information. If similar but different information are given to visual system, visual system extracts statistical properties of the information. One example of the statistical representation is representation of mean size. The mean representation is accurate and durable. The process of mean representation is suggested to be parallel. However, previous studies on the mean representation mostly used behavioral methods. The purpose of this study was to investigate which neural regions extracted the mean size of a set of circles using fMRI method. According to previous studies, BOLD signal of certain areas that were in charge of cousin stimuli decreased when the same stimuli presented repetitively. We used this paradigm and found that BOLD signal of right occipital area was decreased when same mean site was presented repeatedly. This results suggest that right occipital area is the locus of mean representation of visual stimuli.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.528-537
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• 2021

This thesis aims to analyze the possibility of the self-representation style of Korean post-documentaries in the 2000s and analyze the possibilities of the visual writing. First of all, this study examined the theoretical background of the documentary, and derived the theoretical concepts from the poetic style and the performance style presented by Bill Nichols, and divided the strategies of self-representation in the post documentary into three categories. The three strategies of self-representation were to discuss the possibility of self-representation through the analysis of works through self-representation as self-emotion, self-representation as body, and self-visual representation. In the process of this discussion, I will examine how self-representation style deconstructs the existing visual system consisting of the system of the power and functions as a alternative visual writing that can appear various women and minorities.

• Journal of Science Education
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• v.45 no.2
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• pp.247-256
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• 2021

Visual representation has been a useful tool in mathematical problem solving because it vividly express and structure the variables in the problem. But its effects may vary according to the types of problems. So, this study analyzes the survey results on the 5^th graders' visual representations using questionnaire consisting of the routine problems and the non-routine problems. The results are follows: The rate of correct answers in routine problems was higher than that of the non-routine problems. Even though the subjects were asked to solve the problem using visual representations, the ratio of solving the problem using the numerical expression was high in the routine problems. On the other hand, the rate of solving the problem using visual representation was high in the non-routine problems. The number of respondents who used visual representation in the non-routine problems was twice as many as that of the routine problems. But, among the subjects who used visual representation in the non-routine problems, the proportion of incorrect answers was also high, which resulted in using visual pictures. So, it is necessary to provide an experience that can use various types of the visual representations for problem solving and pay attention to the process of converting problems into visual representations.

• The International Journal of Costume Culture
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• v.5 no.1
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• pp.1-13
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• 2002

The purpose of this study is to illuminate the relations between Pop Art and pop music, which formed a serious coupling loop in an identical cultural background. Also this study intends to set up a position of visualized sexual identity as it Points out the conceptional characteristics of glam, a subculture outside mainstream, which includes the matters of sexual minorities such as homosexuality and bisexuality under the influence of the aesthetic and philosophical composition by Andy Warhol. In conjunction herewith, we explore the visual representation of glam style focusing on the influence of Warhol. The classification and explanation about the visual representation of glam style under the influence of Warhol are practised by distinguishing as denotative representation and connotative representation. For the denotative representation shown in the glum style, first, the discordant images were put together by bricolage, then adapted into the new dramatic symbol of youth. Second, through a visually androgynous style a subversion of sex for symbols of sexuality and gender was represented. Third, the factitiveness as a weird display and fallacy is shown from boisterous make-up and unisex sかling in theatricality and put-ons, featuring artificiality, assemblage and unnaturality. And the connaotative representation shown in glum inglam style, first, glam style implies its experimental nature which attempts to break down boundaries between masculinity and femininity, homosexuality and heterosex-uality. Second, the bricolage in sequin and other discordant elements have connotative meanings as sensuality and excessiveness. Third, mixing various style as sexual play shows ironic visual images, in accordance with Superior Theory and Discord Theory.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.219-231
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• 2018

This study surveyed the elementary school teachers' use of visual representations and their perceptions of the functions of visual representations in the teaching of electricity unit. A total of 110 elementary teachers who have experiences in teaching electricity unit responded to online survey. The result showed firstly that most of the teachers use visual representations in their teaching and it is mostly limited to those presented in textbooks or images that they can get easily from internet search. Secondly, elementary teachers thought that they have high ability in using visual representations and low ability in understanding students' visual presentation ability. Thirdly, visual representations are more often preferred to be used as teacher-centered ways than student-centered ways for motivating students and conceptual understanding. However, in case of scientific inquiry, both teacher-centered and student-centered ways were equally preferred. Lastly, the teachers' perceptions of the functions of visual representations were categorized into 'teaching-instrumental function', 'learning-instrumental function', 'communicative-instrumental function' and 8 subcategories were found. The most frequent function was the 'information delivery function' in the 'teaching-instrumental function' category. Implications for teacher education and further studies were discussed.

• Journal of Science of Art and Design
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• v.4
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• pp.67-90
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• 2002

What is the semantic function of visual image in Contemporary art? This article proposes that representation is semantically still important in post-modernism as well as in modernism. The semantic function of representation has been changed by keeping pace with times. In modernism the 'outer representation' changed to 'inner representation', and in postmodernism the 'inner representation' changed to 'metaphorical representation'. The 'outer representation' means that image indicates a certain object or subject as the classical realism. In this case, the meaning of image is subordinate to an object, and a one-to-one correspond existed between the image and the object. Because this 'outer representation' is focused on an object but subject's intention, the indicative function of meaning is definite and singular. The 'inner representation' means that image exposes the fundamentals or process of an object. In this case, the meaning of image resolves itself into an absolute fundamental, and one-to-many correspond existed between the image and the object. Because this 'inner representation' is focused on essence and substance but an external form, the indicative function of meaning is inclusive and general. The 'metaphorical representation' means that image critically relates social constraint and condition as metaphor and allegory. In this case, the meaning of image is not subordinate to an object and a subject, and the image and the object indicate interactively. Because this 'metaphorical representation' is focused on interaction between subject, object, and interpreter, the indicative function of meaning is differant and ecological. This article focused on the representation because I believe that continuous thinking of totality can be opened by cognitive mapping, even though we never understand the world totally in the chaotic post modern age.

• 한국HCI학회:학술대회논문집
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• 2008.02a
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• pp.728-732
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• 2008

In this study, we developed motor representation brain mechanism system using fMRI and pilot study is performed, fMRI task were composed two tasks, which provided visual feedback and hid visual feedback. Left superior orbital gyrus, bilateral precentral gyrus, left superior occipital gyrus, left supplementary motor area, right thalamus, right postcentral gyrus and right superior parietal lobule activated with visual feedback. Left precuneus, right middle temporal gyrus, bilateral supplementary motor area, right anterior cingulate cortex, left Inferior temporal gyrus, left insula lobe, right superior parietal lobule, bilateral postcentral gyrus and left precentral gyrus activated without visual feedback. We could found brain mechanism of motor representation using without visual feedback.

• School Mathematics
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• v.13 no.3
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• pp.447-468
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• 2011

For the instruction of units dealing with the conic section, the most important factor that we need to consider is the connections. In other words, the algebraic approach and the geometric approach should be instructed in parallel at the same time. In particular, for the students of low proficiency who are not good at algebraic operation, the geometric approach that employs visual representation, expressing the conic section's characteristic in a dynamic manner, is an important and effective method. For this, during this research, to suggest the importance of dynamic visual representation based on GeoGebra in teaching Quadratic Curve, we taught an experimental class that suggests the instruction method which maximizes the visual representation and analyzed changes in the representation of students by analyzing the part related to the unit of a parabola from units dealing with a conic section in the "Geometry and Vector" textbook and activity book.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.177-189
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• 2006

This study focuses on the analysis of prospective elementary teachers' representation of trapezoid area and teacher educator's reflecting in the context of a mathematics course. In this study, I use my own teaching and classroom of prospective elementary teachers as the site for investigation. 1 examine the ways in which my own pedagogical content knowledge as a teacher educator influence and influenced by my work with students. Data for the study is provided by audiotape of class proceeding. Episode describes the ways in which the mathematics was presented with respect to the development and use of representation, and centers around trapezoid area. The episode deals with my gaining a deeper understanding of different types of representations-symbolic, visual, and language. In conclusion, I present two major finding of this study. First, Each representation influences mutually. Prospective elementary teachers reasoned visual representation from symbolic and language. And converse is true. Second, Teacher educator should be prepared proper mathematical language through teaching and learning with his students.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.32 no.5
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• pp.975-986
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• 2022

Deep learning is attracting great attention, showing excellent performance in image processing, but is vulnerable to adversarial attacks that cause the model to misclassify through perturbation on input data. Adversarial examples generated by adversarial attacks are minimally perturbated where it is difficult to identify, so visual features of the images are not generally changed. Unlikely deep learning models, people are not fooled by adversarial examples, because they classify the images based on such visual features of images. This paper proposes adversarial attack detection method using Symbolic Representation, which is a visual and symbolic features such as color, shape of the image. We detect a adversarial examples by comparing the converted Symbolic Representation from the classification results for the input image and Symbolic Representation extracted from the input images. As a result of measuring performance on adversarial examples by various attack method, detection rates differed depending on attack targets and methods, but was up to 99.02% for specific target attack.