대화적 함축 : 그 발전과 확장 its development and extension

박선옥 진주여자전문대학 1990 論文集 Vol.13 No.-

Meaning of uttererance has two levels of meaning : one is "what is said" and the other is "what is implicated". Without considering "what is implicated", we often fall into misunderstanding. For instance, when someone (senior to me) said to me 'It's cold in here'. he doesn't want me to response 'Yes, it is.' He wants me to answer 'I'll close the window.' or he just wants me to close the window. This concept of conversational implicature can be related to the cooperative principle and maxims of conversation. Since the participants of talk exchanges should observe the cooperative principle, when we meet with apparent violation of maxim, we'll find that the participants observe the cooperation principle in deeper level. When we suppose this, the hearer finds out conversational implicature and understands "what is implicated" behind "what is said". According to conversational postulates of Gordon & Lakoff, we can formaiize conversational implicature, which explains indirect speech act systematically. Conversational implicature has 5 features ; It is cancellable, defeasible. non-detachable, calculable, non-conversational and non-determinable. It can be calculated from the literal meaning of the sentence under the supposing that speaker observes the maxims of conversation, or at least cooperation principle. Conversational Implicature can be extended to the structures of politeness and 'let's.' As the sentence becomes politer. it has more indirectness and therefore the process of conversational implicature interpretation becomes more complex. And non-literal use of 'let's' has conversational implicature of second-person interpretation. This paper has some limitations. First, it didn't apply the formalization to the data except from Gordon & Lakoff. Second, it didn't collect the Korean data corresponding to the English ones. Further study will compromise these limitations.

結束에 관한 硏究

박선옥 진주여자전문대학 1986 論文集 Vol.8 No.-

This study is to examine the characteristics of binding in trace theory and to find out the generalization of binding theory. Chomsky(1981) proposed the following binding principle. (A) An anaphor is bound in its governing category. (B) A pronominal is free in its governing category. (C) An R-expression is free. Binding is a kind of dependency relation between the bound anaphor and its antecedent. This relation has four properties : obligatoriness, uniqueness of antecedent, locality and prominence (that is c-commandness). Though a pronominal is free in its governing category, it can be coindexed with the argument in the matrix sentence. This argument must c-command the pronominal and it is called indirect binder and this relation is indirect binding. Embedded infinitive complement can get the deleted subject. This deleted subject (PRO) can be indexed in three ways : subject-control, object-control and arbitrary-control. When the matrix sentence has a direct object, the deleted PRO is coindexed with object and otherwise it is coindexed with subject. There are some exceptional verbs like ask and promise, which always let the PRO coindexed with subject. These verbs can have the feature [ +subject control ] in their lexicon. When there are no subject and object in matrix sentence, the PRO gets arbitrary control. The above binding principle can apply to specified subject condition and tensed S condition. Here we find out the generalization of this theory.

과학영재와 일반학생들의 창의적 사고 편향에 대한 분석

박선옥,정덕호 韓國英才學會 2011 영재교육연구 Vol.21 No.1

본 연구는 일반 학생들과 과학영재들을 대상으로 문제해결과정에서 주로 활용하고 있는 창의적 사고의 편향을 알아보기 위한 것이다. 일반 학생 144명과 과학영재 97명을 대상으로 창의적 사고의 편향을 알아보기 위하여 R/LCT, BPI를 실시하였다. R/LCT에서 일반 학생들은 우뇌 영역의 사고를 주로 활용하였고, 과학영재들은 좌뇌 영역의 사고를 주로 활용하였다. 일반학생들은 전체적 사고의 활용을 가장 선호하였고, 언어적 사고를 가장 기피하였다. 과학영재들은 논리적 사고를 가장 선호하였고, 임의적 사고를 가장 기피하였다. 일반 학생들의 좌뇌선호집단과 우뇌선호집단 간 좌뇌 영역 사고의 성향과 우뇌 영역 사고의 성향에서 모두 유의미한 차이를 보였다. 즉, 각 집단은 특정의 사고에 편향되어 문제를 해결하려는 경향이 분명하다. 그러나 과학영재들은 좌뇌선호집단과 우뇌선호집단 간 좌뇌 영역 사고 성향은 차이가 적고 주로 우뇌 영역의 사고 성향에서 차이가 크게 나타났다. 즉 과학영재들은 두 집단 모두 논리적 사고, 상징적 사고, 직선적 사고 등 좌뇌 영역의 사고를 적극적으로 활용하고 있다. 결과적으로 과학영재는 일반학생들에 비해 문제를 해결하는 과정에서 서로 다른 방식으로 문제를 해결하려고 한다. 따라서 복잡한 문제는 다양한 사고를 통하여 해결할 수 있으므로 효과적인 과학영재교육을 위하여 영재들의 창의적 사고의 편향을 고려한 교수학습방법이 요구된다. This study is to investigate the creative thinking style and it's leaning that normal students and scientifically gifted students use mainly at processing information. Right Brain vs Left Brain Creativity Test(R/LCT) and Brain Preference Indicator(BPI) is taken to investigate the creative thinking style of normal students(N=144) and scientifically gifted students(N=97). In the R/LCT, the normal students responded that they prefer to use right-brain thinking rather than left-brain thinking. But the scientifically gifted students prefer to left-brain thinking. The normal students showed most preference for Holistic Processing of right side brain and they did most avoiding for Verbal Processing of left side brain. The scientifically gifted students showed most preference for Logical Processing of left side brain. And they did most avoiding for Random Processing of right side brain. There was a meaningful difference between left side brain preference group and right side brain preference group on Sequential, Symbolic, Logical, Verbal, Random, Intuitive, Fantasy-oriented Processing of normal Students. But the scientifically gifted students showed a meaningful difference in right side brain processing mainly. In other word, all the scientifically gifted students took an lean processing in Logical, Symbolic, Linear Processing, etc. In sum, the scientifically gifted students are unequal in at processing information against the normal students. So it is required more appropriate teaching-learning method based on the creative thinking style and it's leaning for effective gifted education.

딥러닝을 이용한 상황인지 기반 교통상황 예측 모델에 대한 연구

강형동(Hyung-dong Kang),이형욱(Hyoung-wook Lee),이희수(Hee-su Lee),유소엽(So-yeop Yoo),정옥란(Ok-Ran Jeong) 한국정보과학회 2018 한국정보과학회 학술발표논문집 Vol.2018 No.12

形容動詞化する接尾語「-的だ」と,その辭書立項の問題について

朴善玉 한국일어일문학회 2003 日語日文學硏究 Vol.44 No.1

현대일본어에 있어서 형용동사화하는 접미어 「-的だ」가 매우 유행하고 있다.「的」에 관한 논문을 많이 볼 수 있는 것도 그 한 예라 할 수 있다. 2001年12月에 완성된 「日本國語大辭典」第二版을 볼 때, 그것을 더 확실하게 느낄 수 있다. 「-的だ」에 관하여, 「日本國語大辭典」第一版 (1972∼1976刊)의 표제에서는 526語가 실려있었는데, 「日本國語大辭典」第二版 (2000∼2001刊)의 표제어에는 745語나 실려있었다. 여기서 第一版에는 「-的だ」의 信標題語가 第一版에 비해 219語나 늘어난 것이다. 그래서, 「日本國語大辭典」第二版의 信標題語로서 게제된 「-的だ」에 관하여 調査한 것이다. 具體的으로, 먼저 그것들 「-的だ」가 어떠한 意味로 사용되고 있는 지를 조사하기 위하여, 「日本國語大辭典」第二版의 「的」의 뜻풀이 <(イ)「そのような性質を有する,それらしい」(ㅁ) 「それに關する,それについての,その方面にかかわる」>의 2분류와, 더욱 意味分類가 상세한 「三省堂國語辭典」第五版의 「的」의 뜻풀이<①「···について,···の」②「···のような」③「···の狀態にある」④「···らしい」⑤「···にかなう」⑥「性質をもつ」>의 6분류에 의하여 意味分類를 실시하였다. 그리고 나서, 각각의 말의 출전연도도 아울러 조사하였다. 그 결과, 昭和後期의 말도 明治·大正·昭和前期의 말도 모두 「···について」라는 意味로 쓰인 예는 드물었다. 그 반면에, 「日本國語大辭典」第五版의 ②③④⑤⑥에 해당되는 것이 훨씬 용례만 보이지만, 대체적으로 (イ)의 파생의 영향이 컸음을 충분히 알수 있다. 한편 1972∼1976년에 간행된 제 1판이 약 30년을 경과하여 제 2판으로 재출판된 것인데, 거기에 새롭게 게재된 모든 단어가 반드시 최근의 것만은 아니었다. 이것으로 보아 편집자가 과거에 있어서는 형용동사 「-的だ」라고 인식할 수 있게 된것도 있을 거라고 추측할 수 있다. 물론 새로운 자료를 발굴하여 게재된 것도 있을 것이지만, 철저한 편집을 통해 출판된 「日本國語大辭典」第二版이기 때문에 자료의 발굴 이상으로 편집자의 판단이 포함되어 있을 거라고 생각할 수 있다.

^14C-glucose를 利用한 肝吸蟲의 Microautoradiography

박선옥B,이승주,전영실,정윤희 이화여자대학교 의과대학 1972 梨花醫學誌 Vol.- No.4

The method of autoradiography for localization of radioactive tracers in tissues is finding increasingly broad application as a new approach to physiology of parasite. In present experiment, by applying the Stripping film technique of microauto-radiography, the distribution of ^14C-glucose in Chinese liver fluke, Clonorchis sinensis was investigated to obtain more detailed understanding of the localization of labeled substance than observed in macroautoradiography performed by Kim et al(1970) The most radioactive regions are parenchymal tissue, oral sucker, ventral sucker and pharynx. It is noted that no radioactivity is shown in the testis, cuticle, intestine, seminal receptacle, and that considerable variations are shown in ovary and vitelline gland.

양화사의 해석

朴善玉 진주여자전문대학 1993 論文集 Vol.16 No.-

Many theories on the queantifiers assumed that quantifiers moved to S in their LF level. This study aims to find out why quantifiers should move in LF and where they should move to and what condition they should keep. Then the study examined the scope relation between quantifiers and wh-phrases and between universal quantifiers and existential quantifiers. The results were as follows. 1. Quantifiers should move in LF. 2. The trace of quantifiers should keep the condition on Proper Binding. 3. Quantifier's landing site is S and VP. 4. The scope of quantifier is the scope of its C-commandation in LF. 5. The sentence in which quatifier and wh-phrase co-occur has ambiguities when quantifier is placed in subject position. 6. The sentence in which universal quantifier and existential quantifier co-occur has ambiguities only when the former precedes and c-commands the latter. 7. In the case of above number 6, universal quantifier is preferred to have wide scope.

과학영재교육원의 과학반과 융합반에 지원한 학생들의 과학자에 대한 인식 차이 분석

박선옥,임효선,정덕호 韓國英才學會 2013 영재교육연구 Vol.23 No.6

The purpose of this study is to investigate the characteristics of convergence gifted students through the their perception of the differences about scientists between Science class and Convergence class in gifted science education center. Consequently, this article reports that there are differences in the perception about scientists was distinction between applicants of Convergence and Science class. Science class applicants mainly recognized scientists as pure scientists, but Convergence class applicants recognized scientist were including mathematician, artist, architect, etc. Also Convergence class applicants thought that affective domain including ‘effort’, ‘patience’, ‘interest’ was more important that Science class applicants. On the other hand, when they described the scientists, Science class applicants knew their achievements as scientists more specifically than Convergence class. And to conclude, the characteristics were different between Convergence and Science class applicants in gifted science education center. Based on the result of this study, this paper suggests the following: Firstly, conceptual study is urgent about convergence gifted students in their definition and characteristics. Secondly, information regarding the criteria to select student for convergence class in gifted science education center. Finally, when teaching convergence gifted students, attention should be paid to their characteristics such affective domain. 본 연구의 목적은 과학영재교육원의 과학반과 융합반에 지원한 학생들의 과학자에 대한 인식 분석을 통해 과학영재와 융합영재의 특성 차이를 알아보는 데 있다. 연구 결과 과학반과 융합반 지원자는 과학자라고 인식하는 범위의 차이가 있었다. 과학반 지원자는 대부분 순수과학자를 과학자로 인식하고 있었으나 융합반 지원자는 수학자, 예술가, 건축가 등을 포함하여 과학자로 인식하고 있었다. 또한 융합반 지원자는 과학반 지원자에 비해 ‘노력’, ‘끈기’, ‘흥미’ 등 정의적 영역을 더 중요하게 생각하고 있었다. 반면, 과학반 지원자는 과학자의 업적에 대해 융합반 지원자보다 잘 알고 있었다. 이를 통해 과학영재교육원의 과학반과 융합반 지원자는 다른 특성을 가지고 있음을 알 수 있다. 연구 결과에 따른 제언은 다음과 같다. 첫째, 융합영재를 명확하게 정의하고 특성을 밝혀 정리해줄 수 있는 연구가 필요하다. 둘째, 과학영재교육원의 융합반 학생을 선발하는 기준을 정하는 데 준거가 될 수 있는 융합영재의 특성을 제공해야 한다. 본 연구가 융합반을 선발하는 데 참고가 될 것이다. 마지막으로 융합반을 지도할 때 정의적 영역을 중시하는 융합영재의 특성을 반영하는 교수법에 대한 연구가 필요하다.

Equi-NP Deletion의 문제점

박선옥 이화여자대학교 외국어교육과 1976 Foreign language teaching Vol.- No.9

前提와 話行

朴善玉 진주여자전문대학 1990 論文集 Vol.12 No.-

There are two approaches to presupposition. Semantic presupposition and pragmatic presupposition they are. Semantic presupposition is decided by the truth condition between matrix sentence and embedded sentence, and pragmatic presuppsition is a precondition for the utterance to be appropriate. This study proved the latter is superior to the former. Of the two sentences with the same truth condition, one is acceptable and the other is rejected owing to the pragmatic presupposition. With this pragmatic presupposition this study pursued to the presupposition of judging verb and directional verb and went further to the presupposition of speech act. Judging verb includes the relationship between situation, judge, affected, defendant and addressee. Thus judging verb presupposes the speaker's emotional attitude about the situation, and the responsibility of the situation. Directional verb 'go' and 'come' presuppose the presense or the absense of speaker and hearer at the coding time or at the reference time. As the presupposition of speech act, Searl presented preparatory condition, sicerity condition, essential condition and Haverkate illustrated sincerity, nonobviousness, willingness, ability, reasonableness, and obviousness. With this we could prove why 'I promise that I will come', 'I promise to come' and 'I'll come' have same illocutionary force. Sometimes presupposition sentence itself represents illocutionary force, as in 'It is very dark in here.' This statement was the presuppostition of imperative sentence 'Turn the light on.' but it well performed indirect speech act of imperatives. In the utterance context, presupposition can reveal itself in the form of response or tag question.