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최영은 한국심리학회 산하 한국발달심리학회 2010 한국심리학회지 발달 Vol.23 No.3
Serial verb constructions (SVC) contain more than two verbs in the same clause. Korean SVCs that particularly express motion events show a distributional regularity. Within SVC, manner verbs precede path verbs, and only rarely can path verbs appear before manner verbs. The present study examined whether 5-year-old Korean learners can detect this regularity and utilize such cues in inferring the verb meanings of SVC. In a dialogue, participants first heard a novel verb either appearing in the manner position or the path position, and then were presented with an event that showed a novel manner and a novel path event combined. Then, the manner and path events appeared separately, and participants were asked to choose the meaning of the novel verb between the two events while their eye-gazes were recorded. Pointing and eye-gaze responses showed some sensitivity to verb's positional regularity within SVC and it's related meaning. 한국어 복합 동사 중 동작을 표현하는 동작 동사들은 동작의 방식(예, 뛰다) 다음에 동작의 경로를(예, 넘다) 기술하는 방식 동사-경로 동사 의미 분포의 배열 규칙성을 보인다. 본 연구는 두 개의 동사가 복합된 구조를 이루고 있고 주어와 목적어 등을 공유하여 각 동사에 대한 의미를 추출하기 어려운 복합 동사의 의미 습득에 이러한 배열 분포 규칙성이 활용될 수 있는지 검토하였다. 성인과 5세의 아동들에게 새로운 동사(예, 무삐다)를 복합 동사의 방식 동사의 위치나 경로 동사의 위치에 제시하고 주어진 두 개의 새로운 방식 동작과 경로 동작 중에서 새로운 동사의 의미에 해당되는 것을 고르도록 하여 동사의 순서적 위치에 따라 동사의 의미를 다르게 추출해 낼 수 있는 지를 살펴보았다. 선택 반응에서 성인과 아동 모두 방식 동사 위치에 제시된 경우의 수행이 경로 동사 위치에 제시되었을 때보다 높았다. 아동들은 선택 반응과 함께 응시 반응도 측정하였는데, 응시 반응 결과는 아동들이 동작의 유형과 동사 위치에 따라 다른 반응 경향을 보여 아동들이 적어도 암묵적으로 복합 동사의 배열 정보를 동사 의미 습득에 활용할 수 있음을 시사하였다.
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최영인 ( Young-in Choi ),박형준 ( Hyung-jun Park ),김건식 ( Keon-sik Kim ),강희용 ( Hee-yong Kang ) 경희대학교 경희의료원 2016 慶熙醫學 Vol.31 No.1
Seizure is commonly occurred in patients with brain tumors. The incidence, risk factors, pathophysiological mechanisms, and prophylactic methods of intraoperative seizures are still not clear. A 29-year old man who had no prior history of seizure experienced an intraoperative generalized tonic-clonic seizure-like activity during brain tumor resection. After intravenous propofol 120 mg and rocuronium 20 mg were administrated, the seizure-like activity subsided.
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제7장 중학교『기술,가정』과목의 영역별 교육내용 및 활동 체계 분석
최영이 ( Young I Choi ),정찬기오 ( Chan Gi Oh Chung ) 경상대학교 중등교육연구소 2011 중등교육연구 Vol.23 No.-
본 연구의 목적은 중학교 기술·가정 교과 영역의 학습 과제의 체계를 구체적으로 분석하여 제시하는 것이다. 본 연구의 결과를 요약하면, 중학교의 기술·가정 영역별 교육내용 및 활동 체계는『청소년의 이해 및 청소년기의 생활』,『기술의 발달과 미래, 그리고 발명』,『가족 관계와 가정생활의 실제』,『정보 통신 기술과 제조 기술』,『생애설계와 진로탐색, 그리고 가족 복지』,『전자·기계·건설 기술과 생명 기술』로 대별할수 있다. 『청소년의 이해 및 청소년기의 생활』은 청소년의 발달 이해, 청소년의 성과친구 관계 이해, 청소년의 자기 관리 이해, 청소년의 영양과 식사, 옷차림과 자기표현, 청소년기의 소비 생활이 중심이 된다. 『기술의 발달과 미래, 그리고 발명』은 기술의 발달과 생활, 전통 기술의 이해, 미래 사회의 기술, 기술과 발명 아이디어의 구상, 발명 기법과 실제가 중심이 된다. 『가족 관계와 가정생활의 실제』는 변화하는 가족, 가족 관계, 식단과 식품의 선택, 의복의 선택과 관리, 주거와 거주 환경, 식사 준비와 예절, 옷 만들기와 고쳐 입기, 주거 공간의 활용이 중심이 된다. 『정보 통신 기술과 제조 기술』은 정보 통신 기술과 생활, 정보 통신 기술의 활용, 정보 보호와 공유, 제조기술의 이해, 제품의 구상과 설계, 제품 만들기가 중심이 된다. 『생애 설계와 진로탐색, 그리고 가족 복지』는 생애 설계와 실제, 가정생활과 직업생활, 생애 단계와 가족복지, 가족 복지 서비스가 중심이 된다. 『전자·기계·건설 기술과 생명 기술』은 전기·전자의 이해, 기계 운동의 원리, 운동 장치 만들기, 건설 기술의 이해, 건설 구조물의 이용, 건설 구조물 모형 만들기, 생활과 생명 기술, 생명 기술의 활용이 중심이 된다. The purpose of this study was to examine the content elements and activity systems of Technology & Home Economics in the middle school curriculum. Six research questions were posed to serve the purpose ; First, How are the system of learning activity, the content of life education of adolescence based on understanding of adolescents constructed? Second, How are the future of technology, the development of technology, the content of invention education of adolescence constructed? Third, How are the relationship of adolescents with their family, the system of learning activity, and the content of education constructed as a form of real home education? Forth, How are the system of learning activity and the content constructed in both information and communication technology and manufacturing technology education? Fifth, How are the system of learning activity and the content constructed in both life and career planning and the family welfare education? Sixth, How are the system of learning activity and the content constructed in both bio technological education and the education of technology of electronic, machine, and construction? The main materials used for this study are as follows; Proclamation No. 2007-79 of Ministry of Education & Human Resources Development Elementary and Secondary School Practical Arts(Technology & Home Economics) Curriculum(Ministry of Education & Human Resources Development, 2007: Annex 10), Proclamation No. 2007-75 and No. 2007-79 Middle School Curriculum Explanation Ⅲ-Mathematics, Science and Technology & Home Economics(Ministry of Education and Science and Technology, 2008), Teacher`s Guide 1 for Middle School Technology & Home Economics(Seoul Metropolitan Superintendent, 2010), Teacher`s Guide 2 for Middle School Technology & Home Economics(Seoul Metropolitan Superintendent, 2011), Teacher`s Guide 3 for Middle School Technology & Home Economics(Ministry of Education & Human Resources Development, 2002), Textbook of Technology & Home Economics Education-1 (Ministry of Education and Science Technology, 2009), Textbook of Technology & Home Economics Education-2(Ministry of Education and Science and Technology, 2009), and Textbook of Technology & Home Economics Education-3(Ministry of Education and Science and Technology, 2002). The summary of the study results were as follows; the system of learning activity and the content of technology and home economics education in middle school are the understanding for adolescents and the life of adolescence, the development of technology, its future and the invention, the relationship with the family and the practice of real home life, the information, the communication technology and the manufacturing technology, the life and career planning and the family welfare, the technology of electronic, machine, construction and bio-technology. The understanding for adolescents and the life of adolescence, which dealt with the understanding of adolescents development, the sexuality of the adolescents, the relationship of adolescents with their friends, the understanding of adolescents in self-management, the nutrition and the meals of adolescents, the garment of adolescents and self-expression, the consumption life of adolescents. The development of technology, its future and the invention, which dealt with the life and the development of technology, the understanding of traditional technique, the technique of the future, ideas for the technology and invention, the technique of the invention and the practice. The relationship with the family and the practice of real home life, which dealt with changing trend in family, changing relationship in family, choice of food and diet, the choice of clothing and the management, housing and residential environment, the preparation of meals and the table manners, making and reforming clothes, utility of the residential space. The information, the communication technology and the manufacturing technology, which dealt with the life and information and communication technology, the utility of communication technology, the security of the information, and the sharing of the information, the understanding of manufacturing technology, ideas for the products, the designs of the products and the making products. The life and career planning and the family welfare, which dealt with the planning and practice for the life of adolescents, home life of adolescents, the career life of adolescents, the stages of life, the welfare of family and the welfare system of family. The technology of electronic, machine, construction and bio-technology, which dealt with the understanding of electrical and electronic, the principle of movement in machine, making a device for movement, the understanding of the construction technology, the utility of construction structures, making models of construction structures, life and bio-technology and the utility of bio-technology. The directions based on the discussed content and the results are as follows. The domain, the understanding for adolescents and the life of adolescence, which should focus on helping adolescents get to know their physical development phenomenon and their sexual traits which enable adolescents to make sound relationship with their friends. On the ground of that, it should let adolescents analyze their daily life and put adolescents into practice their planned activities and leisure activities in accordance with their aims. The domain, the development of technology, its future and invention, which should focus on how technology can affect the life of human being and make adolescents take pride in their traditional technique and adapt themselves in the change for the new technology. The education should focus on forming practical attitudes, which enables adolescents to solve the problem in their real life by using their daily invention products and getting new ideas. The domain, the relationship with the family and the practice of real home life, which should focus on making adolescents cope with the family conflict. It means adolescents should have positive ways of thinking, which include controling their feelings and needs as well as revealing their true expressions. Through this education, firstly, adolescents should know not only how to make good diets according to the taste of their family but also how to match good dress code in clothing. Secondly, adolescents should experience the procedure of making clothes. Thirdly, adolescents should know how to clean and arrange their living products. The domain, the information, the communication technology and the manufacturing technology, which let adolescents know the procedure of the technology and how it has changed our life. Also through the internet education, adolescents should learn how to get information and share the information. Furthermore, this domain enables adolescents to make the practical products through observing and evaluate their products after completion. The domain, the life & career planning and the family welfare, which make adolescents plan their life and career. And it helps adolescents to find proper ideas for breakthrough against their conflict in their home life and career life. Lastly, it gets adolescents to participate in the programs for the family welfare service in their local community. The domain, the technology of electronic, machine, construction and bio-technology, which convey the principles of electrical the development of technology, its future and the invention electronic appliances in homes to adolescents, and it should give adolescents opportunities to check the real parts of electrical. The development of technology, its future and the invention electronic appliances and make simple controling device. Also, it should let adolescents find the examples of construction structure and building structure. Then, it should let adolescents make the model of construction structure. Besides, it should have adolescents notice the real cases that use the bio-technology and make suggestions about the results, which resulted from the development of the bio-technology in a way of either positive side or negative side.
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