Korean Cognitive Science

Using a randomized control trial, this study examined the causal evidence of cross-language transfer of phonological awareness and letter knowledge (names and sounds) using data from multilingual 1st-grade children (N = 322) in Kenya. Children in the treatment condition received an 8week instruction on phonological awareness and letter knowledge in Kiswahili. The comparison group received business-as-usual classroom instruction. Children in the treatment condition showed greater improvement in phonological awareness and letter-sound knowledge in Kiswahili and English (positive transfer; effect sizes from .37 to .95), whereas a negative effect was found in letter-name knowledge (interference; effect size, g = .27). No effects were found in reading, nor did the results vary by moderators (e.g., Kiswahili vocabulary). Path analyses revealed divergent patterns of results for different outcomes. Results provide causal evidence for cross-language transfer of phonological awareness and letter knowledge and offer important theoretical and practical implications. Early literacy development is a key foundation for ensuring later literacy achievement as well as academic achievement . A child's early literacy skills improve as a function of development of essential skills such as phonological awareness and letter knowledge; this is the case not only for children learning to read in a first or familiar language (L1;

During the COVID-pandemic people were increasingly obliged to wear facial masks and to reduce the number of people they met in person. In this study, we asked how these changes in social interactions are associated with young children's emotional development, specifically their emotion recognition via the labeling of emotions. Preschoolers labeled emotional facial expressions of adults (Adult Faces Task) and children (Child Faces Task) in fully visible faces. In addition, we assessed children's COVID-related experiences (i.e., time spent with people wearing masks, number of contacts without masks) and recorded children's gaze behavior during emotion labeling. We compared di erent samples of preschoolers (.-. years): The data for the no-COVID-experience sample were taken from studies conducted before the pandemic (Adult Faces Task: N = ; Child Faces Task: N =). The data for the with-COVID-experience sample (N =) were collected during the COVID-pandemic in Switzerland between June and November. The results did not indicate di erences in children's labeling behavior between the two samples except for fearful adult faces. Children with COVID-experience more often labeled fearful faces correctly compared to children with no COVID-experience. Furthermore, we found no relations between children's labeling behavior, their individual COVID-related experiences, and their gaze behavior. These results suggest that, even though the children had experienced di erences in the amount and variability of facial input due to the pandemic, they still received enough input from visible faces to be able to recognize and label di erent emotions.

When performing a monotonous task, one often experiences an urge to quit. This urge may vary depending on how long one has performed the task (a temporal factor) and on which particular component of the task one is carrying out (an event-based factor). Using the Stroop task and a working memory task, we examined changes in the urge to quit as a function of basic temporal (repetition) and event-based (cognitive conflict) factors. Consistent with the law of least work and recent theorizing, for the memory task, urges to quit were greater following difficult trials; for the Stroop task, urges to quit were greater following incongruent than congruent trials, but only during early/novice phases of performance, when responding is inefficient. This is a demonstration of an avoidance response toward cognitive conflict. Regarding temporal sources of quitting, urges to quit were greater for late task stages than early stages. These basic findings may illuminate the nature of the more 'hot' motivational struggles involving the delay of gratification.

The expression kes, one of the most commonly used words in the Korean language, has various usages. This expression is also used to express English-like cleft constructions. Korean seems to employ at least three dierent types of cleft constructions: predicational, identicational, and eventual. The paper tries to provide a constraint-based analysis of these three types of Korean cleft constructions and implement the analysis in the LKB system to check the feasibility of the analysis. In particular, the paper shows how a typed feature structure grammar, couched upon HPSG, can provide a robust basis for parsing Korean cleft constructions.

1 Introduction Clefts in Korean and Japanese show a remarkable set of similarities. Both languages allow casemarked (CM, adopting the label of Hoji 1987) and non-casemarked (non-CM) clefts (1); both allow multiple clefts (2); many speakers disallow clefting of casemarked subjects and/or objects in single focus clefts (4); but both allow clefting of casemarked subjects and objects in multiple clefts (5). In (1-4) below, the (a) sentences are Korean, the (b) sentences Japanese.

This review deals with scale-up strategies for optimized chemical processes particularly for micron and submicron products. The method of finding scale-up factors was also introduced for two systems, a system with chemical reaction and a system without chemical reaction. This review is expected to serve as an initial guideline for process engineers who are to scale up their current chemical processes for small products of micron or submicron size.

In this paper, the natural frequency and damping ratio are analyzed with the acceleration signal of an Euler-Bernoulli beam using the impact hammer test. The results are presented according to crack depth and position using the recursive least squares method. The results are compared and investigated with FEM analysis of CATIA. Both methods agree well with each other regarding the natural mode characteristics. The captured acceleration can be used for the calculation of the natural frequency and damping ratio using time series methods that are based on the measured acceleration. Using these data, a recursive time series model with the acceleration signal was configured and the behaviors of the natural frequency and damping ratio were investigated and analyzed. Finally, the results can be used for the prediction of crack position and depth under different crack conditions for an Euler-Bernoulli beam.

A new computerized testing system, called the Computerized Multiple-choice Testing (CMMT) system, was introduced. In this system, questions of multiple choice (MC) items are presented first without options, so that students must generate answers for themselves. They can click for the options when they are ready, and can respond within a brief, specified time period. The present study was performed to examine whether this system is effective in reducing backward reasoning, I. e., using the options of MC items as cues to find the correct answer. One hundred and seventy-seven 6th grade students (12 year olds) were divided into two groups so that mean scores from a prior test were equal: The experimental group took an intervening computerized test in the new format, and the control group in the MC format. Five days after the computerized intervening test, a short answer paper-and-pencil final test was given. Testing effect was greater in the new system than in the MC system. Analysis of the final test response in relation to the intervening test response showed that i) the students retained the correct answer in the new system more than in the MC testing system, and that ii) students corrected their previous failures in the intervening CMMT format more than those in the MC format. These results suggest that the new system is effective in reducing backward reasoning.

According to a common sense theory, facial expressions signal specific emotions to people of all ages and therefore provide children easy access to the emotions of those around them. The evidence, however, does not support that account. Instead, children's understanding of facial expressions is poor and changes qualitatively and slowly over the course of development. Initially, children divide facial expressions into two simple categories (feels good, feels bad). These broad categories are then gradually differentiated until an adult system of discrete categories is achieved, likely in the teen years. Children's understanding of most specific emotions begins not with facial expressions, but with their understanding of the emotion's antecedents and behavioral consequences.

The expression kes, one of the most commonly used words in the Korean language, has various usages. This expression is also used to express English-like cleft constructions. Korean seems to employ at least three dierent types of cleft constructions: predicational, identicational, and eventual. The paper tries to provide a constraint-based analysis of these three types of Korean cleft constructions and implement the analysis in the LKB system to check the feasibility of the analysis. In particular, the paper shows how a typed feature structure grammar, couched upon HPSG, can provide a robust basis for parsing Korean cleft constructions.