듣기 능력을 높여 주는 전략

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<준비하고 듣기>
1.무엇을 들어야하는 지 파악하는 능력을 길러주자.

 듣기 전에 자신에게 무엇이 중요한지 판단한다.

 1.1.집중해서 들은 것
 1.2.긴장을 놓고 가볍게 들은 것
 1.3.들리더라도 무시할 것
 1.4.동시에 여러 소리를 들어야하는 것

2.풍부한 배경 지식은 어려운 내용이 등장하더라도 당황하지 않는다.
3.주제와 관련된 도서나 자료를 읽혀라.
4.내용을 미리 예측해 보게 하라.

<본격적 듣기>
1. 필기하면 듣는 습관을 들여라.
2. 요점을 파악하며 듣게 하라. (주제가 기준이 된다.)
3. 궁금한 것은 바로 질문하며 듣게 하라.

<정리하기>
1. 필기 내용을 구조적으로 정리하게 하라.

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<듣기 능력>
스텝1: 듣기 태도
스텝2: 이야기 성격에 맞게 듣기-장면 상상하며 듣기, 설명하는 대상을 추측하면서 듣기
스텝3: 들은 내용을 전달
스텝4: 중요한 내용을 판단해가면서 듣기-의견 주고받으며 듣기
스텝5: 교과서와 비교해 가며, 책에는 없는지 파악하며 중요한 내용을 골라 필기, 육하원칙과 인과관계, 순서상, 시간 흐름 관계
스텝6: 줄거리 간추려 듣기, 분석하며 듣기, 사실과 의견 판단하며 듣기


-초등 듣기능력이 평생성적을 좌우한다-

공부의 신

지두=읽기능력+쓰기능력+수를 처리하는 능력+ 체력

(승리의 방정식)
전략=목표세우는 방법+정보수집+계획+ 동기부여술

수학은 패턴 과학이다.

수학은 패턴 과학이다. 음악 역시 패턴들이다.

컴퓨터 과학은 추상화와 패턴의 형성에 깊은 관련이 있다.

컴퓨터 과학이 다른 분야들에 비해 특징적인 것은 지속적으로 차원이 급상승한다는 점이다.

미시적 관점에서 거시적 관점으로 도약하는 것이다.

-도널드 크누스-

질의 응답에 관련된 과제

1. 질의응답: 무엇을 묻고 무엇을 대답해야하는 지 정확하게 설명한다. 

  1.1. 센서융합에 대해서 연구계획서를 썼다면 센서 융합에 대해 설명한다.

          

  예시1) 센서 융합을 사용하는 목적은 무엇인가?

  레이저는 노이즈에 강인하고 행동을 인식하는 것는 난해한 단점을 가지고 있으나, 

  카메라의 경우는 노이즈에는 약하고 행동을 인식할 수 있는 장점을 가지고 있다.

  센서융합을 통해서 정확한 거리와 특정 행동을 인식할 수 있다. 

  예시2) 보행자 안전에 있어서 카메라를 사용하는 목적은 무엇인가? 

  카메라를 사용해서 보행자 행동을 인식하는 것은 어렵다. 하지만 수 많은 행동 중에서           위험에 노출될 수 있는 행동을 인식할 수 있다면 충분히 보행자의 안전을 확보할 수             있다. 

  1.2. 학문적인 내용을 물어 보면 학문적인 내용으로 대답한다. 

Les Miserables

I dreamed a dream in time gone by, and hope was high and life worth living.

I dreamed that love would never die.

I dreamed that Got would be forgiving.

But the tigers come at night, with their voices soft as thunder.

I had a dream my life would be so different from this hell I'm living.

So different now from what it seemed.

Oh, life has killed a dream I dreamed.

Valence (정서)

Valence, as used in psychology, especially in discussing emotions, means the intrinsic attractiveness (positive valence) or aversiveness (negative valence) of an event, object, or situation.[1] However, the term is also used to characterize and categorize specific emotions. For example, the emotions popularly referred to as "negative", such as anger and fear, have "negative valence". Joy has "positive valence". Positively valenced emotions are evoked by positively valenced events, objects, or situations. The term is also used about the hedonic tone of feelings, affect, certain behaviors (for example, approach and avoidance), goal-attainment or -non-attainment, and conformity with or violation of norms. Ambivalence can be viewed as conflict between positive and negative valence-carriers.

특히 감정을 논하는 과정에서 심리학에서 사용되어 지는 정서는 한 사건, 주제, 혹은 상황으로 구성되는 본질적인 매력(긍정적 정서) 혹은 부정적 혐오(부정적 정서)를 의미한다[1].

그러나, 이 용어(정서)는 특정한 감정을 분류하거나 특징을 짓을 때 또한 사용된다. 예를 들자면,화남 혹은 두려움과 같은 부정적임을 일반적으로 지칭되는 그 감정은 "부정적 정서"를 가지고 있다. 즐거움은 "긍정적 정서"를 가지고 있다. 긍정적으로 정서화된 감정은 긍정적 정서의 이벤트, 물건(주제) 혹은 상황에 의해서 유발된다. 그 용어는 또한 느낌, 감정, 특정한 행동(예를 들면, 접근과 회피), 목표지향 혹은 지양, 그리고 조화 혹은  규칙위반으로 구성된 쾌락적인 음조에 대해서 사용된다. 감증의 교차는 긍정 그리고 부정적 정서의 매개체사이의 대립으로서 보여진다.

History of usage

The term entered English usage in psychology with the translation from German in 1935 of works of Kurt Lewin. Ambivalence has a longer history.

Criterion for emotion

Valence is one criterion used in some definitions of emotion. The possible absence of valence is cited as a reason to exclude surprise, viewed as the startle reaction, from the list of emotions, though some would include it.

감정의 기준

정서는 어떤 감정의 정의하는 과정에서 사용되는 하나의 기준이다.  대략 놀람을 포함함하지만 정서 결핍은 감정의 목록으로부터의 놀람을 고려하지 않은 것으로서 여겨진다.

Measurement

Valence could be assigned a number and treated as if it were measured, but the validity of a measurement based on a subjective report is questionable. Measurement based on observations of facial expressions, using the Facial Action Coding System and microexpressions (see Paul Ekman), or on modern functional brain imaging may overcome this objection.

정서는 하나 그리고 마치 측정되는 것 처럼 다루어 진다. 그러나 피실험자의 리포팅을 근거로한 측정된 값의 타당성은 의심스럽다.   얼굴표정을 관찰과 현대의 기능적인 뇌의 이미지에 근거한 측정은 아마도 이러한 난관을 극복할 것 이다.

References

[1]  Nico H. Frijda, The Emotions. Cambridge(UK): Cambridge University Press, 1986. p. 207

from... 

http://en.wikipedia.org/wiki/Valence_(psychology) 

When the self emerges: is that me in the mirror? (거울을 바라보며 유아는 자신을 알 수 있을까?)

To this day the 'mirror test' remains the best experiment yet developed for examining the emergence of self-concept in infants.

Most people look out for number one, themselves, which makes it strange to think that there was ever a time when we had no concept of 'me'. A simple study dating from the early 70s suggests that before the age of around two years old we can't recognise ourselves in the mirror. Because of this study, and the many variations that have followed, some claim that it isn't until our second birthday that our self-concept emerges.

A smudge of rouge on the nose

In 1972 Beulah Amsterdam from the University of North Carolina published a study that has kicked-off decades of research on self-recognition (Amsterdam, 1972). The study's procedure was simple. Infants between the ages of 6 and 24 months were placed in front of a mirror after a spot of rouge had been surreptitiously put on their noses. Then their mothers pointed to the reflection in the mirror and asked the child: "Who's that?". Researchers than watched infants' behaviour.

After testing 88 infants Amsterdam could only obtain reliable data on 16 of them - infants will be infants and many didn't want to play. From these 16 infants Amsterdam found three categories of response:

1. 6-12 months: it's another baby! The child behaves as though the infant in the mirror is someone else - someone they'd like to be friendly with. They display approach behaviours such as smiling and making noises.
2. 13-24 months: withdrawal. The infants no longer seem particularly happy at catching their own image in the mirror. Some look a little wary while others will smile occasionally and make some noises. One interpretation of this behaviour is that the infants are acting self-consciously here (perhaps demonstrating self-concept), but it could also be a reaction to another child.
3. 20-24 months onwards: it's me! From around this age infants start to clearly recognise themselves by pointing to the spot of rouge on their own noses. This strongly suggest they have realised the image is themselves and the spot of rouge is on their own nose.

Although Amsterdam's results were from a small sample size, they have subsequently been repeated with many more participants. Also, later studies with control conditions have found infants in this age-range don't touch their nose if it isn't marked with rouge. This showed that touching the nose isn't somehow a natural reaction for infants to seeing own reflection.

Self-concept or just self-recognition?

Of course this study simplifies a mass of psychological complexity. Psychologists have raised all sorts of questions about what the mirror test reveals. It could be, for example, that infants just don't understand faces particularly well until they are around two years old. Perhaps, then, they develop a self-concept at a much earlier stage.

Alternatively it could be that at around two years old infants develop a solid physical or visual self-concept, but still have little mentalself-concept. In this case all the test is showing is that we know what we look like; perhaps we don't develop our self-concept until much later in life.

Results are especially ambiguous because only limited tests can be carried out on children.

These are just two common explanations, I'm sure you can think of more alternatives. This multitude of possibilities illustrates one of the major hurdles in child psychology: results are especially ambiguous because only limited tests can be carried out on children. Still, despite these alternatives, the mirror test has proved remarkably hardy over the years and is still used today while other tests have fallen by the wayside.

The social child

One of the reasons for its resilience is that it seems likely that self-concept might well emerge at this age from all the other things we know about children. It is from around 2 to 4 years of age that children start to display a rapid increase in their social behaviour. Being able to distinguish yourself from other people is fundamental to successful social relationships rather than simple interactions. It seems unlikely that infants would be able to build relationships with others without some limited concept of themselves.

Being able to distinguish yourself from other people is fundamental to successful social relationships.

The mirror test has also been used on other animals to test their self-concept, indeed the test was originally carried out on chimpanzees by Professor Gordon Gallup a few years before Amsterdam. All the great apes 'pass' the test, along with dolphins, whales and elephants. In one recent study an 8ft mirror was placed in the elephant enclosure at New York's Bronx Zoo and the elephants had marks painted on their heads. Researchers who kept watch on the elephants' reactions saw them touch the paint marks on their own heads.

It's no coincidence that elephants, like the other animals that pass the test, have complex social systems. Basic self-recognition is key to being able to relate to others; with this knowledge infants take their first faltering steps into the social world.

» This is part of a series on 10 crucial child psychology studies. Read more on the emergence of infant memory,learning, attachment, social behaviour, theory of mind, object permanence, language, play and knowledge.

[Image credit: slimninja]

Reference

Amsterdam, B. (1972). Mirror image reactions before age two. Developmental Psychobiology, 5, 297-305.