최근 인공 지능이 발달하면서 인간이 외부 환경이나 사건에 어떻게 반응하고 인식하는지에 대한 연구는 끊임없이 지속되고 있다. 이는 독자적인 학문 분야만의 연구로는 인간의 인지 구조를 밝히기는 쉽지 않고, 공학이나 인문학 등 다양한 학문 분야가 융합하여 꾸준한 연구가 필요한 부분이라 하겠다. 이 연구에서는 인간의 인지 구조를 탐구하기 위한 방안의 일환으로 인간의 자연언어를 지식베이스화 하여 하나의 망으로 구조화한 어휘의미망 구축에 기여할 수 있는 언어 요소의 속성 체계화에 초점이 있다. 이를 위해서 동사 ‘지나다’를 대상으로 개념명을 설정하고 각 개념명에 소속(mapping)될 수 있는 다의(多義) 속성을 체계화 해야 할 것이다. 또한 동사 ‘지나다’의 각 개념명별로 기본 의미, 격틀 정보, 논항구조, 의미역, 공기하는 명사, 상적 속성, 상황유형 등의 요소를 살펴서 어휘의미망 구축에 기여할 수 있도록 하고자 한다.

한문에서 多義語의 의미항목 분별은 각 개념의미의 차이와 문맥을 통해 드러나 는 용법의에 대한 이해를 통해 정확한 독해를 이끌어 낸다는 점에서 중요한 학습 요소라 할 수 있다. 본고에서 2007개정 교육과정에 의해 집필된 고등학교 한문Ⅰ 5종 교과서를 검토해 본 바에 의하면, 모두 다의어를 중시하여 이를 학습 요소로 제시하고 있지만 다의어 한자 선정이 수의적인 경향이 있으며 다의어의 의미 항 목 용례로 제시된 것이 대부분 ‘언어생활 한자 어휘’여서 한문독해력 신장과는 일 정한 거리가 있었다. 이러한 실태의 주요 원인은 다의어 한자 선정에 대한 일정한 기준의 부재라고 할 수 있다. 이에 본고에서는 몇 가지 방안을 제시하였는데 1) 異音異詞의 경우 2) 동일한 한자가 실사, 허사를 모두 표기하는 경우 3) 의미의 유연성이 희박한 경우 4) 빈도수가 높은 경우 등이다. 본고에서는 이를 근거로 하 여 한문 교육용 기초한자 1800자 내에서 다의어 한자를 선정하여 그 목록을 제시하고 다의어의 분별된 의미항목에 따른 한문 용례도 제시하였다.

The objective of the study is to analyze expressions of modern fashion in relation to design principle of a science theory, fractal geometry, in order to identify various and multi-layered expressions of fashion. As for methodology, the study interprets principle and characteristics of fractal geometry based on literature review in areas of linguistic, philosophy, sociology and science. The research identifies expressive characteristics of fractal through empirical studies, and applies them to fashion in order to analyze how fractal design principles are reflected in modern fashion in terms of form and significance. Fractal aesthetics pursue order, balance, diversity and openness among disorder and insecurity. They are closely related to the function of modern fashion that works as a multi-layered code, instead of being confined to conventional idea about fashion that “functions” as “wear.”

Rhythm is the most important of all musical components. There could be no music without rhythm, whereas there is much music that has neither melody nor harmony. Music educators emphasize the development of rhythmic perception and response in music education. Because these are essential abilities for all musical activities, children would have difficulty in musical perception and cognition with them. Most music teachers recognize the importance of rhythm in music education, but they don't sufficiently understand the different attributes of rhythm. Rhythm structure, both as an objective physical phenomenon and as a psychological phenomenon, is explained. These two attributes of rhythm are considered as mathematical and musical rhythm, respectively, Music psychologist Jeanne Bamberger's study of children's graphic representations of music is analyzed. Bamberger found that the drawings of children fall into two categories, which she labeled 'figural' and 'metric'. The differences between the two types are based on the kinds of features and relations the children chose or were able to determine : children who made metric drawings focused their attention on measuring the relative duration of events. In contrast, children who made figural drawings focused their attention on grouping of performed events into phrase or figures. Rhythmic groupings may be different for different children while listening to music. Various representational drawings by children for the conventional notation of two short rhythmic sequences are introduced from Bamberger's work to help in understanding the multiple hearing modes of children in rhythm cognition. The purpose of this study is to help in understanding the different attributes of the physical phenomenon of mathematical rhythm and the psychological phenomenon of musical rhythm on a psychological basis, and based on Bamberger's study, to introduce different strategies that children use for rhythmic cognition while listening to short rhythmic sequences. Music teachers should be aware of the attributes of rhythm and both the figural and metric interpretations of the drawings of children and should understand the multiple hearing modes of music cognition that children use and their potential in musical structure. Music teachers who understand the psychological basis of music education can better help children to develop musical intelligence.

외국어로서의 한국어 교육에 관한 연구들이 문법 중심의 교육에 관심을 기울여 왔다. 외국어 교육에서 중요하고 기초가 되어야 할 어휘 교육에 대해 서는 소홀히 해 왔다는 것을 알 수 있다. 본 논문에서는 다의 동사를 중심으로 다의어를 설명하고 분석하여 효과적인 교수법을 모색하려고 한다. 결론은 다음과 같다. 지금 어휘 학습의 방법 중에 학습자가 가장 많이 사용하는 방법 또한 교재에 제시된 어휘를 암기하는 방법이다. 구체적인 학습 방법에 대해서는 많이 부족한 편이다. 학습자들이 다의어의 의미에 대한 인지가 아직 부족하다. 다의어의 다양하고 복잡한 의미 확장에 대한 체계가 이루어지지 않은 상황에서는 학습자들이 쉽게 사용하고 접할 수 있는 의미를 중심으로 어휘 확장이 이루어질 수 있도록 해야 한다는 것이다. 다의어의 교수법을 크게 의미 확장 원리에 근거한 교수법, 연어 관계를 활용한 교수법, 교실 활동을 통한 교수법으로 나누어 제시하겠다.

This study is to analyze the English verb ‘open’ and its Korean counterpart ‘yeolda’ in the framework of Lexical Typology (François 2008). It presents the semantic network of OPEN based on ontological properties of each sense and empirical observations and shows the semantic map of the two verbs: Korean colexifies only the objects (or senses) of the verb which have an inherent inside space and a repeatedly usable door-like device while English colexifies all the senses discussed here, including the senses Korean colexifies. This study also suggests that regarding the objects of transitive verbs rather than abstract characteristics of verbs themselves as senses can be more effective in the descriptions of transitive verbs, and that two distinct paths in the semantic map can account for why a certain object (or sense) can be colexified in a different way.

Na, Ik-Joo. 2000. A Study on the Polysemy of the Preposition to. Studies in Modern Grammar 19, 191-218. This paper aims to show that the various meanings are closely interwoven based on human cognitive mechanisms such as image schemata, metaphors and focal adjustments. Traditionally, the word `to` has been treated as a case of homonymy, and `to` as a preposition is regarded as having nothing to do with `to` as an infinitival marker. In this paper, however, it is argued that the meanings of the infinitival `to` are intimately linked to the meanings of the prepositional `to.` The two types of meanings are commonly founded on an image-schematic pattern, called a `PATH` schema. This means that `to` belongs to a case of polysemy, not homonymy. The PATH schema is composed of three parts, a starting point, an end point or destination, and a continuous series of points an entity moves or traces along. The protoypical (or central) senses of `to` are elaborated on a physical space. The other senses do not contain a physical movement on a spatial domain, but they are felt to any relation with the PATH schema. The schema underlies all the senses of `to,` whether it is used as a preposition or as a grammatical marker. The schema is elaborated on various domains like time, visual perception or cognition, communication, state, through a cognitive mechanism named subjectification and various metaphors such as STATES ARE LOCATIONS, TIME IS SPACE, CHANGE IS MOVEMENT, and VISION IS A MOVABLE THING.

Chung, Yung-sik. 1997. Polysemous Meaning of English Verbs. Studies in Modern Grammatical Theories 10: 115-147. To explain the systematic relationships among the interrelated meanings, this study adopts the lexical network approach proposed by Langacker(1991). The relationships among a large number of related senses of a polysemous lexical item can be characterized in terms of relationships between a schema and its instances on the other, and all these relationships cannot be explained without taking human cognitive abilities into account. With reference to the cognitive processing, the following processes, among others, are found to be at work: First, the systematic relationships among the various meanings of a lexical item are obtained by applying the profile shift to the same conceptual base. The relationships between transitive verbs and corresponding intransitive verbs are remarkable examples of the profile shift. Second, semantic extension from the concrete meaning to the abstract meaning results from the domain shift. Therefore, a word can refer to many objects or events, and the semantic category of a word consists of entities referred to by the word. The purpose of this study is to show that these cognitive principles operate on language by investigating the process of semantic extension of verbs, and to show the systematic relationships among the interrelated meanings of a lexical item based on the semantic analysis of affect verbs such as the English `break` etc.