Humans have the ability to perceive an object’s material and properties instantaneously, and use this information to prepare for future actions. Material perception is not only an important factor for humans but also for artificial intelligence robots that are being developed. In addition, material perception is one of the important design requirements in selecting materials suitable for the products desired by consumers and pursued by designers. Because it is impossible to perform material perception using an exact formula, it is determined from tendencies that are identified in surveys. In this study, surveys with a binary selection were conducted, presenting participants with pairs of bipolar adjectives and asking them to choose one of two. After multiple surveys were conducted all the data were merged. Before merging the data, to ensure the reliability of the data homogeneity and correlation were tested using hierarchical clustering, correlation coefficient, and k-means cluster analysis. Afterwards, the merged data was used to analyze universal and comparable perceptual qualities of various material classes using relative frequency and hierarchical cluster analysis.

This study examined the effects of peer feedback combined with teacher feedback on L2 writing. From a review of related studies, several factors were selected as predictors of L2 writing proficiency: L2 knowledge and composition skills, L2writing anxiety, and metacognitive knowledge on L2 writing. Participants were 75college students, who were randomly assigned to the experimental or the control group. Both groups received teacher feedback, while the experimental group performed peer feedback activities, and the control group did self-reflective revision in addition. Data were collected from teacher and peer feedback, timed writing, an L2writing anxiety survey, and evaluation of a sample essay. A statistical analysis revealed differences between teacher and peer feedback. Peer feedback combined with teacher feedback appeared to be beneficial for increasing L2 knowledge and lowering L2 writing anxiety. In the regression analysis, writing anxiety predicted the level of L2 knowledge and composition skills. Based on the findings, implications for L2 writing class and suggestions for future studies are presented.