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RISS 인기검색어
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- 저자 : 박권생(Kwonsaeng Park) (검색결과 3 건)
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배성봉(Bae, Sungbong),박권생(Kwonsaeng Park),이혜원(Hye-Won Lee),이광오(Kwangoh Yi) 언어과학회 2016 언어과학연구 Vol.0 No.77
The word length effect refers to the phenomenon of increasing reaction times as word length increases. However, some studies of Korean word recognition employing the lexical decision task have reported an opposite effect of mono-syllabic words being slower to recognize than bi-syllabic words. To further investigate the so-called mono-syllabic word inferiority effect, the present study conducted two experiments that provide additional evidence that mono-syllabic words are responded to more slowly than bi-syllabic words with the effect being stronger for high-frequency words. In contrast to the ideal length hypothesis advanced by New et al. (2006), this study proposes an alternative hypothesis involving morphological activation and competition processes.
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김영채(Yung Che KIM),윤정륜(Jeong-Lyoon YOON),양용칠(Yong-chil YANG),박권생(Kwonsaeng PARK),문창현(Chang-hyun MOON) 대한사고개발학회 1996 The International Journal of Creativity & Problem Vol.6 No.1
This project, originally initiated and supported by the Board of Education of Daegu City, had twofold purposes: One was to develop a theoretical model of integrative teaching of subject contents and thinking skills and, based on it, to develop its training program together with training materials. And the other was to perform teacher training using the model and program developed. It was approached somewhat experimentally and innovatively to reform the traditional teaching practices. This integrative teaching model established assumptions such as thinking skill(s) is a skill or a set of skills (so it can be taught and learnt), thinking skills as well as subject content can be hierarchically organized, thinking skills and strategies should be taught explicitly and systematically, subject content is a mode of thinking, and subject contents should be taught through and, also, by thinking processes. The program developed included the contents such as the followings: (1) Thinking skil ls and strategies (organization of thinking skills, reasoning and form of knowledge, relation of subject content and thinking processes), (2) critical thinking, (3) comprehension of contents and writing (strategies of comprehension of contents, principles and guide of writing), (4) Socratic conversation, questioning and lessons for idea generation techniques ) and (5) , finally, teaching model and instructional development. 61 teachers from the primary and secondary schools volunteered to the teacher traning sessions which lasted for 60 hours. Training sessions followed three steps. The first step was for providing theoretical background and mastery of basic skills, the second step was for having teaching practicum applying the theory to practice and coaching, and the final third step was for reporting and interacting with respective colleague teachers and principals. The result obtained from the analysis of surveys administered immediately after the first step and, also, after completing the whole training sessions and, further, observations of supervsiors and principals of the Board of Education and the others concerned showed the project had been very successful.
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