MOSFET을 이용한 Photoplethysmography(PPG) 시스템의 DC offset 상쇄 회로 설계

신가영(Ga-Young Shin),박아름(A-Reum Park),윤정대(Jeong-Dae Yun),김정석(Jungsuk Kim) 대한전자공학회 2017 대한전자공학회 학술대회 Vol.2017 No.6

초등학생의 철자 발달과 오류 패턴 분석

신가영(Ga Young Shin),설아영(Ah Young Seol),조혜숙(Hye Suk Cho),남기춘(Ki Chun Nam),배소영(So Yeong Pae) 한국언어치료학회 2015 言語治療硏究 Vol.24 No.2

Purpose: Children develop their writing skills through morphemic knowledge, phonological knowledge, and orthographic knowledge. This study explored triple word-form theory for Korean Hangeul - which has a relatively transparent writing system with rich grammatical morphemes - and investigated developmental changes among elementary school children. Methods: Six hundred fifty nine children from Grades 1 to 6 participated in a 30 eojeol dictation task. Nine words and six sentences including various spelling rules were used, and writing errors were categorized as three types: phoneme-grapheme correspondent (PGC), phoneme-grapheme non-correspondent (PGNC), and morphological. Results: There were dramatic developmental changes in eojeol writing accuracy in younger elementary school students (61% for first grade, 82% for second grade, 90% for thrid grade, and 96% for fourth grade). PGNC errors were most frequent as in other alphabetic languages. There was a sharp decrease from first to second grades in writing errors. However, PGNC errors still decreased significantly from second to third grades. Considering the relative percentage of all three types out of the total errors, there was an increase in morphological errors from second to third grades (from 18% to 34%), while orthographic errors showed a plateau pattern from second to third grades (from 33% to 31%). Conclusions: Phoneme-grapheme correspondency influenced developmental changes in eojeol writing. Morphological knowledge seemed to play a very important role among Korean children considering the relative grammatical error rates among first to third grades. Triple word-form theory seems to be successfully adopted to the Korean writing system. Further studies are needed to provide detailed developmental criteria for children with learning disabilities.

철자 쓰기 부진 아동과 일반 아동의 철자 쓰기 발달 특성

신가영(Ga-Young Shin),배소영(Soyeong Pae) 한국언어청각임상학회 2020 Communication Sciences and Disorders Vol.25 No.3

배경 및 목적: 본 연구는 읽기이해에서 어려움이 없으나, 철자 쓰기에서 저성취에 있는 철자 쓰기 부진 아동과 일반 아동을 대상으로 3중 단어 구성론을 고려하여 철자 쓰기 능력이 초등 저, 중, 고로 가면서 어떻게 발달하는지 비교, 대조하였다. 방법: 초등학교 저, 중, 고학년 아동 각 20명씩 60명과 학년이 일치하는 일반 아동 60명으로 총 120명이 받아쓰기를 통해 작성한 38어절, 254개 자소를 분석하였다. 음운 지식, 형태 지식, 철자 지식을 활용할 수 있는 어절을 포함하였다. 결과: 첫째, 일반 아동은 자소-음소 1:1 일치 자소, 문법형태소 자소 쓰기에서 저학년시기부터 철자 완성 단계에 해당하였다. 반면 철자 부진 아동은 고학년 시기에서야 해당 유형의 철자 쓰기가 완성되는 경향을 보였다. 둘째, 자소-음소 1:1 불일치 자소는 일반 아동도 고학년에 이르러서야 완성되었고, 철자 부진 아동은 완성 단계에 도달하지 못하였다. 특히, 초등 중학년의 경우 가장 큰 격차를 보여 상호작용 효과가 나타났다. 논의 및 결론: 철자 부진 아동의 철자 쓰기 지도는 저학년 시기부터 집중적으로 이루어질 필요가 있으며, 자소-음소 일치 여부 및 문법형태소를 고려한 지도 계획이 중요함을 시사해준다. 저학년에는 자소-음소 일치 어절을 중심으로 하며, 중학년부터 고학년까지 음운규칙이 적용되는 자소-음소 불일치 어절을 중심으로 지도가 필요하다. Objectives: Korean children’s spelling development with and without spelling difficulties were compared and contrasted reflecting grade groups and triple word form theory including phonological, morpho-semantic, and orthographic knowledge. Methods: One hundred and twenty children; forty in each grade group, and twenty in each spelling group, participated in a dictation task with 3 to 4 eojeol sentence writing task. Eojeol is each word that constitutes a sentence. Two hundred and fifty-four graphemes from thirty-eight eojeols were elicited and analyzed considering phoneme-grapheme correspondence and grammatical morphemes. Results: First, normally developing low grade children have reached the near mastery level for writing phoneme-grapheme correspondent (PGC) graphemes and graphemes from grammatical morphemes. In contrast; children with spelling difficulties reached the mastery level in the upper grades. Second, normally developing upper grade children mastered phoneme-grapheme non-correspondent (PGNC) graphemes while children with spelling difficulties did not reach at mastery level even by the upper grades. Middle grade children with spelling difficulties were far behind the normal children for PGNC graphemes. Conclusion: Children with spelling difficulties seemed to be in urgent need of intervention for help with phoneme-grapheme correspondence and grammatical morphemes. Focus needs to be placed on phoneme-grapheme correspondent eojeols need for lower grade children with spelling difficulties, while phonological rules including phoneme-grapheme non-correspondent eojeols need systematic intervention for middle to upper grade children with spelling difficulties.

정확한 위상정보를 얻기 위한 탈초점 영상들의 이미지 처리기법

송경,신가영,김종규,오상호,Song, Kyung,Shin, Ga-Young,Kim, Jong-Kyu,Oh, Sang-Ho 한국현미경학회 2011 Applied microscopy Vol.41 No.3

We discuss the experimental procedure for extracting reliable phase information from a defocus series of transmission electron microscopy (TEM) dark-field images using the transport of intensity equation (TIE). Taking InGaN/GaN multi-quantum well light-emitting diode as a model system, various factors affecting the final result of reconstructed phase such as TEM sample preparation, TEM imaging condition, image alignment, the correction of defocus values and the use of high frequency pass filter are evaluated. The obtained phase of wave function was converted to the geometric phase of the corresponding lattice planes, which was then used for the two-dimensional mapping of lattice strain following the dark-field inline holography (DIH) routine. The strain map obtained by DIH after optimized image processing is compared with that obtained by the geometric phase analysis of high resolution TEM (HRTEM) image, manifesting that DIH yields more accurate and reliable strain information than HRTEM-based GPA.

쓰기부진 초등생의 형태소 및 철자지식을 활용한 문장쓰기 중재 효과

이재국(Jae kook Lee),신가영(Ga young Shin),윤효진(Hyo jin Yoon),배소영(So yeong Pae) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.6

The Korean writing system Hangeul is known for relatively transparent language in reading although there are Korean children who experience reading and writing difficulties. Grammatical morphemes seem to be neglected in traditionally writing intervention in Korea. This study investigated intervention effect on morpheme focused eojeol writing for children with poor orthographic knowledge. Five elementary school children participated in two week intensive program for 10 days. Five children matched for Korean spelling ability with the experimental group participated in assessments. In Korean, syllable final letters/codas in free morpheme or root part of predicates have phonological changes depending on the following grammatical morphemes (e.g. ㅅ s could be pronounced either /s/ or /kk/, 빗으로 (pis(comb:noun)-eolo(with) /piseolo/), 빗고(pis(comb:predicate)-ko(and) /pikko/). Randomized control trial design was used with two tasks tapping orthographic knowledge. Five children in the experimental group significantly improved eojeol writing ability compared to five children in the control group both in the training words (F(1,7)=44.177,p<.01) and in the generalization words(F(1,7)=24.590,p<.01). In conclusion, this study provided a piece of evidence in short term writing intervention focusing on grammatical morphemes for relatively transparent language. Grammatical morphemes which lead phonological changes with free morpheme and root of predicates need to be considered in writing intervention. However further studies are needed to explore the phonology-semantic-grammar interaction in detail for efficient orthographic intervention. 본 연구는 한국어 특성을 고려한 철자중재가 쓰기부진아동의 철자쓰기에 효과적 인지 확인하고자 하였다. 2-5학년 쓰기부진아동 10명을 중재집단과 통제집단으로 무선배치한 후 개별중재를 실시하였다. 총 10회기 중 1회기와 10회기는 평가를 실시 하였고 8회기를 중재하였다. 중재는 문법형태소 활용과 음운규칙을 중심으로 자소 음소 불일치 어절 쓰기를 진행하였다. 낱말보고 베껴 쓰기, 규칙 적용된 부분 쓰기, 그림보고 베껴 쓰기, 조사 ‘-을, -이, -은’ 붙여서 쓰기, 어미 ‘-고, -게, -다’ 붙여서 쓰기, 고쳐 쓰기를 중심으로 진행하였다. 사전 쓰기 정확률을 공변인으로 한 반복측 정분산분석을 실시하였다. 중재과제 및 일반화과제에서 두 집단 간 통계적으로 유의 미한 차이를 보여 중재효과를 밝혔다(훈련과제: F(1,7)=44.177, p<.01 일반화과제: F(1,7)=24.590, p<.01). 2주 뒤에 실시한 중재집단의 유지평가에서는 사후평가와 통 계적으로 유의미한 차이가 없어 중재효과가 유지됨을 확인하였다(훈련과제 p=.125 p>.05, 일반화과제 p=.625 p>.05). 더 많은 수의 아동을 대상으로 한 후속연구를 통 해 한국어 해독 및 철자 습득과정을 좀 더 자세히 살펴볼 필요가 있다.

Developmental Characteristics of Word Decoding and Text Reading Fluency among Korean Children with Developmental Dyslexia

배소영(So yeong Pae),신가영(Ga young Shin),설아영(Ah young Seol) 한국언어청각임상학회 2017 Communication Sciences and Disorders Vol.22 No.2

배경 및 목적 : 이 연구는 한국의 발달성 난독 초등학생을 대상으로 단어해독력과 읽기유창성이 초등학교 저, 중, 고학년으로 가면서 일반아동과 비교해 어떤 발달 특성을 보이는 지 살펴본다. 방법: 초등 저학년 20명, 중학년 18명, 고학년 20명의 발달성 난독 아동과 학년, 지능, 듣기이해력이 일치되는 일반학생이 참여하였다. 단어해독 의미 유무와 자소-음소 일치도를 고려한 KOLRA 해독 검사 및 문단글읽기 하위 과제를 개별적으로 실시한 후 분석하였다. 결과: 발달성 난독 아동은 단어해독의 경우, 초등 저학년에서 격차가 가장 컸고, 초등 고학년으로 가면서 격차가 줄어드는 모습을 보였다. 무의미낱말에서 더 큰 어려움이 관찰되었다. 유창성의 경우 10초당 정확하게 읽은 음절수는 일반아동과의 격차가 계속 유지되었으나, 오류 음절율로 보았을 때 일반아동과의 격차가 줄어드는 경향도 관찰하였다. 논의 및 결론: 한국 발달성 난독 아동들도 음운 해독에서 약점을 보였고 저학년의 경우 무의미낱말해독에서 약점이 나타나 언어보편적 특성을 확인할 수 있었다. 또한 읽는 속도에서의 차이도 한국의 발달성 난독 아동들에게 약점으로 작용할 것으로 보이므로 단어나 덩이글 읽기 속도에 대한 지원이 필요한 것으로 보인다. 음운성 및 표면성 난독증과 PA, RAN, 자소지식, 형태소인식력이 한국 발달성 난독아동의 해독력 및 읽기유창성과 어떤 연관성이 있는지 후속연구가 필요하다. Objectives : This study investigated word decoding ability and text reading fluency among Korean elementary school children with developmental dyslexia (DD). Dyslexic children’s developmental patterns among three grade groups were compared with those of typically developing children (TD). Methods: Fifty-eight DD (20 early, 18 middle, and 20 upper grade elementary schoolers) as well as 58 TD matched by grade, nonverbal intelligence, and listening comprehension ability participated in the study. Each child read an 80-part list, composed of 40 words and 40 nonwords, along with one grade-level text. Words and nonwords included 20 phoneme-grapheme correspondent (PGC) words as well as 20 phoneme-grapheme non-correspondent (PGNC) words. Results: Both DD and TD had higher performance on words and PGC words than nonwords and PGNC words. DD revealed a large gap in both word and text reading when compared with TD, although the gap between the two reading groups was narrower as grades got higher. However, DD showed a bigger gap in reading nonwords compared to meaning words. As for text reading fluency, DD took a longer time and read less accurately compared to TD, although the gap between DD and TD in error rate of the total number of syllables in the texts was narrower as grades got higher. Conclusion: It seems evident that Korean DD experience difficulties in the phonological decoding of new and novel words and in reading text fluently despite the relative consistency of Korean Hangeul. Further studies are needed to find possible subtypes of dyslexia in relation to phonological awareness, rapid automatized naming, orthographic knowledge, and morphological awareness.

초등학교 1, 2학년 언어·읽기부진아동과 정상아동의 해독 및 철자 특성

송엽(Yeop Song),신가영(Ga Young Shin),배소영(So Yeong Pae) 한국언어치료학회 2016 言語治療硏究 Vol.25 No.4

Purpose: This study investigated Korean children’s decoding and spelling skills to provide integrated viewpoints in Korean literacy acquisition. Methods: Fifteen normally developing (ND) children and 15 children with language reading difficulties (LRD) in first and second grade participated in the study. Each student was guided to read and write 21 sentences with high frequency words varying phoneme-grapheme correspondency in Korean. Syllable-final graphemes including lenition rules were controlled to look for Korean children’s developmental characteristics in decoding and spelling. Results: In general, LRD children showed lower performance in decoding and spelling than NR children while the performance gap between decoding and spelling in the LRD group was bigger than that of the NR group. Both NR and LRD children read and wrote sentences quite well with phoneme-grapheme correspondent words in syllable-final position, while children’s spelling ability dropped dramatically with phoneme-grapheme non-correspondent words in syllable-final position. Both NR and LRD children read and spelled well in applying lenition rules with single syllable-final grapheme. However, LRD children had difficulties in applying lenition rules with double syllable-final graphemes. Conclusions: This study examined the relationship between decoding and spelling in first and second graders focusing on Korean specific syllable-final graphemes. Language and reading skills contribute to learning. LRD children need to be supported from early on considering their weaknesses and strengths in decoding and spelling. In particular, it is important to understand phoneme grapheme correspondency in Korean as well as syllable-final graphemes including lenition rules.

고위험 난독군 아동을 위한 개별 맞춤형 한글 해독 프로그램 개발

배소영(So Yeong Pae),설아영(Ah Young Seol),양유나(You Na Yang),심유미(Yu Mi Sim),황수진(Soo Jin Hwang),신가영(Ga Young Shin) 한국언어치료학회 2016 한국언어치료학회 학술발표대회 논문집 Vol.2016 No.12

중학교 1학년 작문부진과 철자부진학생의 철자 및 작문 수행력

김소담(Sodam Kim),김희진(Heejin Kim),장우정(Woojeong Jang),강정수(Jungsoo Kang),신가영(Ga Young Shin),배소영(Soyeong Pae) 한국언어치료학회 2021 한국언어치료학회 학술발표대회 논문집 Vol.2021 No.11

Glancing Angle Deposition 을 이용한 DNA 강화 형광 분석칩 개발

김석민(Seok-min Kim),모신알리(Mohsin Ali Badshah),신가영(Ga-Young Shin),주종현(Jonghyun Ju) 대한기계학회 2015 대한기계학회 춘추학술대회 Vol.2015 No.11