작업기억과 담화 이해 및 추리

趙明翰,高成龍,趙炳煥 대한민국 학술원 2007 학술원논문집 : 인문, 사회과학편 Vol.46 No.1

본 연구는 담화 이해와 추리에 관한 여러 실험들의 결과를 검토했고, 잘 알려진 실험 문장들을 변형하여 직관을 검토했고 또한 지식 구성을 간단히 하여 공명이론 기반의 시뮬레이션도 수행하였다. 실험 자료, 직관 자료 및 시뮬레이션 결과를 잘 설명하는 관점이 기억기반 접근임을 논의했으며, 더 나아가 이 접근에서 가정되는 작업기억과 장기기억간의 유연한 상호작용의 시각에서 개인차의 연구들을 고찰했다. 개인차 연구들의 핵심 결과는 비숙련 독자들도 숙련 독자들과 마찬가지로 관련 지식이 있으며, 더 나아가 관련 지식이 장기기억에서는 활성화되었음에도 불구하고 쓰이지 않을 수 있다는 것이었다. Zoh와 Ahn[2006]은 모순 정보를 담고 있는 문장들이 인과와 대초 추리 실험문장들 사이에 있을 때 비숙련 독자들도 숙련 독자처럼 인과와 대초추리를 하는 결과를 보고했다. 이 결과를 비숙련 독자들도 모순정보가 있을 때 더 세밀한 명제를 구성하여 전체적으로 정합성을 찾으려고 시도를 했으며 이 모순 문장들에 관한 누적된 처리 기술이 실험 문장으로 전이된 것으로 해석하였다. 결론적으로 Zoh와 Ahn의 연구가 담화 이해 및 추리와 같은 복잡한 인지 과제의 처리에서 핵심적인 역할을 하는 작업기억의 용량이 제한은 있으나 고정되어있는 것이 아니라 신축적이라는 것을 시사한다고 논의하였다. This study reviewed several experimental results on discourse comprehension and inference, examined our intuitions on the modified sentences constructed by changing one word in the well-known sentences, and carried out the computer simulation on the basis of the resonance model. We discussed that memory-based approach seemed to account for the results on the experiments and simulations pretty well. Furthermore, the studies on individual differences on inference were examined from memory-based approach’s viewpoint of the flexible relation between working memory and long-term memory. The crucial results were that less skilled readers was not ready to use the knowledge related to the inference, even though they had the knowledge, which was activated in long-term memory. Zoh and Ahn[2006] showed that less skilled readers made causal and contrastive inferences only when fillers with inconsistent information were used. This result was interpreted as showing that less skilled readers tried to construct more constrained propositions to seek the global coherence on the face of inconsistent information, and seemed to accumulate the knowledge and skills related to the inference, which were finally transferred to the comprehension of experimental sentences. We discussed that Zoh and Ahn’s study indicated that working memory for such complex cognitive tasks as discourse comprehension and inference waxes and wanes.

The Platonic Dialectic and the Aristotelian Critique

Zoh, Johann조요한 숭실대학교 철학과 1986 思索 Vol.8 No.-

A Psychological Study on the Early Developmental Stages of Korean Child Language language and Cognition

ZOH, MYEONG-HA KOREAN SOCIAL SCIENCE RESEARCH COUNCIL KOREAN NATI 1976 Korean Social Science Journal Vol.4 No.1

So far we have discussed the stages of language development of our three children particularly relying upon the results of semantic analysis. Consequently, the developmental stages we have classified came from the results of rather qualitative criteria. However, mean length of utterance (MLU) has been recommended to use a better index of the development, where MLU is defined as the average length of the child's utterance in morphemes. A group of developmental psycholinguists at Harvard has proposed the term stage I for the period beginning with the emergence of the first multiword utterances and continuing until MLU reaches 2.0. Further stages are defined by increments of 5. to the MLU (Brown, 1973). We presented here our children's MLU in accordance with the developmental stages as shown in Table3. But it should be kept in mind that our MLU would not be directly comparable to the Brown's or others because we have not collected all the speech uttered in a certain period but only the different kinds of speech. Moreover, only the above two-word speech were included in calculating the MLU whereas one-word speech were omitted. However, Table 3 shows that our calculation of MLU also has a discerning power at least between tow-and three-word stages. In summing up, we adopted the term 'monoreme' from Werner and Kaplan to the first pseudowords produced by the children in the sense that they are neither words nor sentences in view of their function. Only insofar as they fulfill a grammatical and syntactic function in an utterance, a name becomes a word and combination of words becomes sentence. For this very reason, we defined the earliest two-word combinations 'duoreme' ; the initial word in the word-order of two-words were contentives that make reference to the objects, some state of conditions, or movements. Only at a later period, they became sentence in which the two-words has been related in their semantic function. Before emerging the three-and the above three-word sentences, there also appeared pseudo three-word sentences which we called 'trioreme', even though the duration of their emergence was not discrete but persisted to occur over a long time. From the end of this stage on, i.e., at the stage we have not yet analyzed its characteristics, comples derivational rules such as past and future tenses, and subject and object case markers were observed. The developmental stages we have so far observed are roughly corresponding to the early stage Brown has defined. He analyzed the child speech of stage I in almost all the aspects in detail, but failed to pay attention the specific stages such as duoreme and trioreme, probably, we have been deeply impressed by the fact that how elaborate steps our children made forward in their developing processes of language, apart from the fact that how astonishing regularities in the child speech is. One might say that the child language develops as if it would keet step with the pyramid-like staircase of five stages at least, namely, monoreme, duoreme, two-word sentence, troireme, three-and above three-word sentence, and so on. As one steps up the ataircase, the first step becomes the base for the second step-stone, and the next is also the same as the former one. The step-by-step characteristic of language acquisition might suggest some negative answers against the innateness hypothesis. However different child speech is from adult speech, it is evident that it gradually approach to the resemblance of its mother tongue. I think the innate hypothesis has been induced not only from the theoretical necessity but also from practical, ordinary life-oriented, necessity that has fascinate parents as to how a child masters the acquisition would never take place abruptly. Rather it seems more reasonable to say that the mystery of how a child becomes capable to speak rapidly can be solved only by understanding that he accomplishes necessary and due course on a step-by-step basis. By this word, however, we do not mean the gradual learning model as will be discussed later. Those who are fascinated by the Chomsky's hypothesis of LAD have a tendency to believe that ecidence for universal proves the hypothesis of innateness. Certainly the data from our three children support the universals with regard to the constructional rules as well as the semantic relationships. As Brown(1973, p.198) appropriately pointed out, "The Stage I meanings have proved to have some generality in a sampling of child speech studies, and I do feel tempted to hypothesize universality. But not innateness. Not innateness because. . . it is my impression that the first meanings are an extentsion of the kind of intelligence that Jean Piaget calls sensorymotor". Slobin's (1973, p.184-185) descriptions are more pertinent to our argument : "Studies which have considered the supposed intended meanings of children's utterances support a far-reaching principle which could be phrased as follows : New forms first express old functions, and new functions are first expressed by old forms. It turns out that this is a familiar principle in the psychology of cognitive development, and it is not surpring to find it in linguistic development as well." In conclusion, the Slobin's principle of linguistic development must be taken granted. in which what we have observed for the developmental stages may be included. In other words, we suggest that this principle may reflect nothing other than the step-by-step characteristics of language acquisition we have so far discussed. For example, when Gyeong said Mommy bread give for the first time in a trioreme form, it just expressed what he had expressed through the two-word sentence like Mommy give or bread give. Therefore, this is the case which can be phrased as new forms first express old functions. On the other hand, the same expression Mommy bread give is going to be used after a while to indicate the nonlinguistic context in which mother was giving bread to his sister. This is the case which can be phrased as new functions are first expressed by old forms. Slobin believes that this principle supports the cognitive prerequisite hypothesis for the development of grammar that language is used to express only what the child already knows. I think that Slobin deliberately disregard how new forms urge to modulate new functions and the vice versa. Originally the principle was described by Werner and Kaplan(1963, p.60) as following : "We believe that the shifts which take place from concrete action models to syntactic relations of a more abstract sort reflect the operation of the basic deveropment principle pertaining to form-function relationships. As one will recall, according to this principle, wherever functional shifts occur during development, the novel function is first executed through old, available forms ; sooner or later, of course, there is a pressure towards the development of new forms which are of a more functionspecific character, i.e., that will serve the new function better than the old forms." More emphasis put on the interaction between forms and functions in the Werner and Kaplan's phrases. While there is no doubt that linguistic structures are determined by the cognitive capacity of the child, the possibility has notto be excluded that new linguistic structures will serve the new function better than the older ones. It must be kept in mind that the new form of duoreme or trioreme was expressed first before our subjects explicitly expressed the two- or three-term semantic relationships. There is a strong possibility that the new function of two and three-term relations has been fascilitated to emerge by the force of the available form of duoreme or trioreme. Recently Schleginger(1976) has argued for the interaction between cognition and language in such way that cognition is responsible for the interpretation problem without the aid of language whereas the categorization problem depends on the language. Cognitive skill which enable a child to understand what is going on in his or her environment is called the interpretation problem. However, for example, "what are the boundaries of the agent concept? Mummy handing the bottle to the child is no doubt an event where an agent is performing some action, but what about mummy just holding the bottle? To take one further step, can the bottle be said to be an agent 'containing' the milk in the same way that mother is an agent holding the bottle? Clearly there are gradations here of 'agentiveness'"(Schlesinger, 1976, p.6). What he suggests is that the linguistic input would hepf a child to categorize the various agents into one concept, and that cognitive development and linguistic input may be mutually supportive. Of course, Schlesinger rightly has pointed out, it is usually not wise to side with a extreme theorizing.(All of the transeriptions presented in this paper are theli teral translation into English)

인발 , 와인딩에 의한 불포화수지 섬유강화 중공봉의 기계적 거동해석

김조권(Zoh Gweon Kim),린예(Ye Lin) 한국복합재료학회 2001 Composites research Vol.14 No.6

N/A

연상적 의미와 우리말 연상사전의 작성

조명한(ZOH Myeong-han) 서울대학교 언론정보연구소 1969 언론정보연구 Vol.6 No.-

공공디자인. 그 성공의 조건

조경진(Zoh Kyung-Jin) 대한건축학회 2010 建築 Vol.54 No.5

오태석의 6ㆍ25 3부작 연구 1

조보라미(Zoh Borami) 한국현대문학회 2008 한국현대문학연구 Vol.0 No.25

본고는 오태석의 6ㆍ25 3부작 (〈산수유〉, 〈자전거〉, 〈운상각〉)의 구조적 상동성을 밝히고자 하는 의도 아래, 오태석의 최고작 중 하나로 일컬어지는 〈자전거〉를 먼저 분석한다. 이에 대한 분석을 통해 〈자전거〉에 대해 다음과 같은 새로운 사실이 밝혀진다. 〈자전거〉는 다른 6ㆍ25 3부작과 마찬가지로 전쟁세대와 전후세대가 골고루 등장한다. 그러나 다른 두 작품과 달리 전후세대를 중심인물로 취하며, 이것은 작가 오태석이 속한 세대라는 점에서 또다른 문제성을 함축하고 있다. 플롯의 측면에서 볼 때, 〈자전거〉는 ‘명시적 플롯’ 이면에 ‘숨겨진 플롯’이 존재하는 이중 구조로 파악된다. 그리고 이를 통해 전쟁세대 가해자의 죄의식은 물론, 전쟁의 피해가 전후세대에까지 미친다는 6·25 3부작의 두 가지 이야기-구조가 효과적으로 드러난다. 한편, 이 극에서 문둥이의 존재는 우리나라 역사상 좌익의 알레고리로 볼 수 있다. 또한, 극중에서 문둥이 일가의 이야기에 집착하는 윤서기는 허구 속 등장인물로서의 역할을 넘어 극작가 의식을 이어받은 것으로 볼 수 있다. 이로써 〈자전거〉에 나타난, 6ㆍ25의 비극에 대한 알레고리적 성격은 더욱 심화된다. 또한, 절정에 이르기 직전 의도적으로 시간을 지연하면서 긴장을 고조시키는 방식 역시 상동적인데, 〈자전거〉에서는 특히 연극 놀이라는 비사실적 방식으로 이루어지고 있다. This thesis analyzes 〈the Bicycle〉 in respect of the Korean War(6.25) trilogy of Oh Taeseok. The trilogy is homologous in the respects of character, plot and the way of making tension. Through this analysis, new facts about 〈the Bicycle〉 are revealed as follows: Both the war-experiencing generation and the post-war generation appear in 〈The Bicycle〉 as the other works of the Korean War trilogy. But the protagonist(Mr. Yoon) in 〈Bicycle〉 belongs to the post-war generation, to which dramatist Oh also belongs. The events related with the leper family in this work constructs the foregrounding plot(the overt plot), while the concealed past of Mr. Yoon's uncle who set fire on a registry during the Korean War constructs the secret(the covert plot) in this work. And the events which a bull attacked Mr. Yoon but the dead rescued him become the other secret. Hereby, 〈the Bicycle〉 can be explained as a double structure where both the foregrounding plot and the secrets reside. And that, Mr. Yoon who mysteriously attached to the story of the leper's family can be seen as the playwright's consciousness in this work. With this, the allegorical features about the tragedy of Korean War in 〈the Bicycle〉 deepens more than before.

일제 말기 국민연극에 대한 수용미학적 고찰

조보라미(Zoh, Borami) 우리문학회 2014 우리文學硏究 Vol.0 No.44

함세덕의 일제 말기 희곡에 대한 연구는 친일성과 양가성 사이에 팽팽한 대립을 보이고 있으며, 그 논란의 중심에 〈어밀레종〉과 〈낙화암〉이 자리한다. 본고에서는 H.R.야우스-W.이저로 이어지는 수용미학과 심리적 독자반응이론에 의거하여 이들 작품이 친일 일의적으로 해석될 수 없음을 보이고 있다. 〈어밀레종〉에서 이화녀 이야기는 커다란 ‘빈틈’에 해당한다. 이화녀는 어밀레종 설화가 본래 지니고 있는 체제의 폭력성을 드러내는 인물이며, 주종 이야기 및 미추홀-시무나의 사랑 이야기와 화해되지 못하는 잉여적 존재이다. 다시 말해 그는 ‘소아를 희생하여 대아를 이룬다.’는 전체주의적 ‘기대지평’을 위반하는 인물인 것이다. 또한 나라의 대업을 위해 아이를 빼앗긴 그는 일제 말기 식민지인들에게 가장 큰 심리적 동화의 대상이기도 하다. 한편 〈낙화암〉에서 가장 큰 ‘빈틈’은 태자 륭의 존재이다. 그는 백제 재건을 위해 고구려로 가는 도상에서 궁녀들을 만나는데, 이때 일행의 반대를 무릅쓰고 궁녀들과 운명을 함께한다. 이것은 국가보다 민중을 우선시하는 입장으로, 만세일계의 천황을 절대 부동의 국체로 삼고 국가를 모든 것에 우선하는 일제 말기 담론과 상반된다. 아울러 태자 륭의 지도자적 위치에 가까운 조선의 지식인들에게, 현 시국에서 국가와 민중 사이에 어느 편에 서야 할 것인가를 고민하게 만들었을 가능성도 있다. 이렇게 볼 때 〈어밀레종〉과 〈낙화암〉은 친일에 부합하는 측면이 있으면서도 당대의 ‘기대지평’에 변화를 꾀하는 지점이 뚜렷이 존재한다. 이런 점에서 함세덕의 일제 말기 희곡은 친일 일의적으로 해석될 수 없는 양가적인 작품이라 할 수 있다. 그리고 여기에 나타난 ‘흔들리는 주체’는 일제말 현실에 고민하고 고뇌한 작가 함세덕의 일면이 투영된 것으로 볼 수 있다. National theater in the late Japanese colonial period has a propagandic and purposive feature, so interest of national theatre in the reader/spectator would be very strong. This study deals with the plays of HamSeduk in the late Japanese colonial period in the point of aesthetics of reception and psychoanalytic reader-response theory. Views on these plays are opposed as pro-Japanese and ambivalent works, andEmilejong andNakhwaam are in the center of this oppositional view. The story of Iwhanye makes the very big ‘blank’ in the text of Emilejong. It reveals the violence of the regime and makes the surplus contrasting the main story of the bell-making and the story of love between Michuhol and Simuna. That is, she violates the super rule of totalitarianism, and she, who was deprived of her only child by the ‘nation’, is the object of psychological assimilation of the people at that time. On the other hand, the big ‘blank’ ofNakhwaam is the feature of Prince Ryung. On the way to Gogurye for reconstructing Baekje, he does not neglect the court ladies and he regards themin the first and nation in the second, which contrasts with the discourse of the time. Hereby,Emilejong andNakhwaam try to change the horizon of expectation, even though they have the pro-Japanese feature more or less. So the plays of Hamseduk in late Japanese colonial period can not be understood as pro-Japanese completely. The ‘wobbling subject’ revealed inMichuhol and Prince Ryung is, in one sense, the reflection of HamSeduk living in the late Japanese Colonial Period.

변증법(辨證法)에 대한 Platon과 Aristoteles의 견해차이(見解差異)

趙要翰 ( Zoh Jo-hann ) 숭실대학교 인문과학연구소 1974 인문학연구 Vol.5 No.-

Die Dialektik stammt von Platon, der seine Philosophie in der Form von Dialogen beschreibt. Die Dialektik selbst definiert Platon, nach der gewohnlichen Bedeutung des Wortes, als die Kunst, gesprachsweise in Fragen und Antworten Erkenntnisse zu entwickeln. Fiir die For- tsetzung des Gesprachs aber gibt es jetzt zwei Grundmoglichkeiten. Die eine Moglichkeit ist dadurch bestimmt, daB sich nun jeder von beiden bemiiht, seine Auffassung von der strittigen Sache gegen den anderen durchzusetzen. Solche Art des Streitgesprachs nennt Platon Eristik. Die andere Moglichkeit besteht darin, daB beide Teilnehmer gemeinsam sich bemiiht, das Wahre zu finden. Solche Art der richtigen Mitteilung im Gesprach beschreibt Plato die Dialektik als die Wissenschft, die Rede richtig durchzufiihren und die Gattung der Dinge, d. h. die Begriffe, richtig zu unterscheiden und miteinander zu verbinden. Platon sprciht von “meiner Philosophie”,darunter er versteht nicht Eristik. Er redet an dieser Stelle nicht Ethik, Politik, Kosmologie, Physik, die Lehre von den Gottern, die die Philosophen vor ihm bemuhten. Die neue Untersuchung Platons nimmt die Mitteilbarkeit der philosophischen Einsichten vor. Unter diesem Aspekt ist das Problem der Mitteilbarkeit gegeniiber den Anderen ein untergeordnetes und kann vorgezogen werden; es fiihrt hin zu dem eigentlichen Problem, das in etster Linie Platon selbst betrifft. Die Notwendigkeit seiner Mitteilbarkeit macht danri auch die Frage nach der Methode des Philosophierens notwendig und geben gleichzeitig einen Vorblick auf die Aufgabe der Philosophe. Die Topik des Aristoteles fiihrt uns auf anschauliche Weise mitten in den Streit in der Akademie um die Frage nach dem Begriff der Dialektik. Aristoteles nimmt auch die Aufgabe vor, eine Methode zu finden, die uns in den Stand setzen wiirden, liber einen aufgestellten Satz mit Ausgangspunkt von allgemein anerkannten Ansichten Schliisse zu ziehen. Denn dies ist die Aufgabe der Dialektik, aber auch der wissenschaftlichen Priifung. Die Dialektik ist zwar mit der sophistischen Argumentationstechnik nahe verwandt, aber es kommt hinzu, daB der Unterredner den Satz nicht nur formal und dialektisch priifen soli, sondern auch in bezug auf den Inhalt. Aristotelische Philosophic ist Fortfuhrung der von Platon aufgeworfenen Probleme, ihr Erweiterung. Im Gegensatz von Platon betrachtet Aristoteles, jedes Urteil sei entweder ein bejahende oder eine verneinende Aussage. Eine Gegensatzaussage bringt den Mwidersprechenden: Gegensatz, bei dem “das Dritte ausgeschlossenen ist”; kontrare Gegensatze bezeichnen da: in einer Reihe zusammengehoriger Begriffe am weitesten voneinander Entfernte. Aus de Verkniiptung zweier Urteile mit gemeinsamem Begriff ergibt sich der SchluB, den Aristotele; “Syllogismus” nennt. Die Entdeckung des Syllogismus bei Aristoteles entstand aus dem Zusammenwirken de; Diairesis und des Erfordernisses der Disputationsdialektik, Aristoteles bildet den Syllogismui aber auf dem Basis der Ausarbeitung seiner eigenen Organon auf. Wenn der Syllogismuj ganz neue methodische und philosophische Dimension abgewinnt, bleibt er doch vergleichs weise partikular. Im Zerfall der Dialektik wird man recht eigentlich die Grenzscheide seher miissen, die Aristoteles von Platon trennt.

친환경 복합재료 경량 전주의 난연성 평가

김조권(Zoh-Gweon Kim),한동룡(Dong-Yong Han),이칠순(Chil-Soon Lee) 산업기술교육훈련학회 2009 산업기술연구논문지 (JITR) Vol.14 No.3

The flammability test prescribed by KS M 3015 code was accomplished on the composite utility pole made from glass fiber reinforced plastics. The used resin was vinylester added by flame retardant as Halogen compounds and Antimony trioxide. The specimen were consisted of #1, #2 and #3 group with each 5 specimen. The composite utility pole was produced from glass woven roving and vinyleser by PVRTM. The results showed that all the specimen satisfied V-0 class of KS M 3015 without igniting on the cotton indicator by flaming particles or drops, and flaming or glowing up to the holding clamp. Almost all the specimen were safe without flame time after firs and second flame application.