ISSN : 1229-0718
This study is to find proper orientation for family relationship through reviewing psychological approaches and the variables of the researches. The provision of psychological stability and emotional support are the essential function of family in contemporary society. There are two different research directions in that relation. First, the researchers emphasize individual interaction and show the types of interactions between family members. Clinical approach in family therapy about disfunctional family interaction. Second, other researchers attempt develpmental approach and show stages of developmental change of family member and refer to arganism as life-span concept. They also show the develpmental task which requires each stages. On the other hand, efficient family function programs are developed to give practical aid.
The major purpose of this study is to explore the basic mechanism of the aggression script by the aggressive films. The number of subjects are 117 fifth grade pupils and 113 high school juniors. The aggressive group and non-aggressive group are classified in terms of the two criteria ; self-rating scores and ratings by their teachers. An edited aggressive film of 9 minutes long was presented in the aggressive film condition, and landscape or tourism film was presented for the non-aggressive film conditions. Then three ambiguous situations were used as response stimuli and the subjects are arranged to judge the intention of the other party in the situation, and to produce the most available and effective alternatives. The experimental design is 2(film) × 2(age of the subjects) × 2(degree of aggressiveness) between subject design. In the judgment process, the first one of the two subprocess of the social information processing, more aggressive intention was evaluated in the aggressive group. And in the responding process, the second subprocess, the adolescents produced more aggressive response comparing with the children after exposing to the aggressive film. And also, comparing with the non-aggressive subjects, aggressive subjects evaluated the aggressive responses as more effective and positive. From these results, the following conclusion can be drawn. First of all, the aggressive film has stronger priming effect of the aggression script in the aggressive adolescents, but not in the fifth grade children. There fore, this study has an important meaning in the sense of providing empirical data to support the social-cognitive perspective of aggression. Connecting some methodological shortcomings, further research in the future is urgently needed.
This study examined the over-time relationship between the 3 mother related variables of age, self-esteem, and educational level, maternal affection and control and children's self-esteem. In addition, the interactional effect of maternal affection and control on children's self-esteem was studied. A total of 438 subjects-219 elementary school children and their mothers in Pusan area-completed the children's self-esteem scale and maternal parenting scale for two times at intervals of one year. Mother subjects also provided information on their personal information such as age, self-esteem and education level at the time of first data collection. Path analysis and 2(affection) ×2(control) ANCOVA(analysis of covariance) were applied for data analysis while controlling for scores on the time 1 children's self-esteem. Results indicated that (1) mother's age and educational level contributed to children's self-esteem and the impact of the mother's age on children's self-esteem is mediated through the effects of maternal control and (2) maternal control have positive effect on children's self-esteem and does not interact with affection on children's self-esteem. These results suggest that the mother's education level is positively related with the children's self-esteem. Younger mothers are more likely than older ones to exercise parental control, and as a consequence, their children are more likely to have higher self-esteem.
The purpose of this study was to examine two components of personalized inference, that is, process of inferring another person's mental appraisal about one situation and applying it to the other situation for making inference about emotional reaction. And another purpose of this study was to investigate the effect of personal information types and story conditions on children's personalized infernces. The subjects were 4-year-old(N=24), 6-year-old(N=24), second grade of primary school(N=24), and fifth grade of primary school(N=24) children. In each group, there were equal number of boys and girls. Subjects were told stories in which personal information and negative /positive types of events were varied, and they were asked to predict and explain hero(in)'s emotional reaction and :appraisal of target event. This experiment consisted of 4(age) by 3(story conditions : negative personal information /positive event, negative personal information /negative event, and positive personal information /negative event.) by 3(personal information types ; prior emotional reaction, prior behavior, and prior experience.) within subject design. The dependent measures were three response types ; personalized inference, situational inference, and transitional inference. These data were analyzed in terms of log - linear analysis and 2 - test. The results were shown as follows : First, the age-related differences in emotional inference types were significant, that is, personalized inferences increased with age while situational inferences decreased. Second, the differences in personal information type effects on personalized inferences were significant, that is, prior emotional reaction among personal information types was most influential in children's personalized inferences. Third, the differences in story condition effects on personalized inferences were significant, that is, 'negative personal information /positive event' condition was
In this study in order to seethe diversity of the mid-life crises along the line of developmental path, the level of mid-life crisis and the level of openness were analyzed according to the retrospective identity status in adolescence. The respondents were 1391 mid-age adults(35-60, male ; 653, female ; 738). The results are as follows: Along the line of life-path, mid-life crises are more diverse. Those who had been in 'identity moratorium' or 'identity diffuse' in their adolescence experience more serious crisis compared with those who had been in the "identity achievement' or 'foreclosed'. In the openness dimension, however, the identity achievement or moratorium group has higher points than the foreclosed or diffused group. These results suggest that mid-life crisis is a function of openness and relationships in social systems.
27-, 29-, 39-, or 52-week-old normal (N=73) and premature infants (N=37) were compared to examine the utility of Fagan Test of Infant Intelligence(FTII). There was no sex difference on recognition memory (t(108)=.19, p<.890). Therefore, infants' performances were analyzed by group(2) X age (4) ANOVA. Only the group main effect was significant (F(1,102)=7.942, p<.006) . The recognition rate in NI CU group was 54.59% (SD=7.92) which was significantly lower than that of the normal group, 59.59% (SD=7.26). Even though it was not significant there was a trend that the recognition memory was increasing with age : 56.39% (SD=8.87), 56.84% (SD=7.16), 58. 20% (SD=6.71), 62.14% sss(SD=7.18) for 27-, 29-, 39-, and 52-week-olds repectively. The correlation between the recognition rate and the standard deviation in the IO recognition tasks was negative, r=-.43 and the standard deviation of the recognition rate in the NICU group (M=22.97, SD=7.06) was larger than that in the normal group (M=20.53, SD=5.56) (t(108)=1.98, p<.05). It was suggested that the variance in the performance on the FTII could be another index of infant's intelligence.
Two experiments were conducted. Experiment 1 was designed to determine if Down's Syndrome children exhibit a deficit in tactual discrimination skills that is greater than might be accounted for MA alone. 22 Down's Syndrome children, 22 Non-Down's Syndrome retarded and 22 normal children were selected for the experiments. In a two forced-choice sequential paradigm, subjects were required to explore a standard, geometric shape tactually and then select a matching shape from a comparison pair of shapes(one similar to the standard and a distactor) which were presented tactually. The data was analyzed by ANOVA. The result was as follows. There was no difference among groups. Down's Syndrome children were not significantly inferior to both Non-Down's Syndrome retarded and normal children in tactual discrimination skills when the stimulus figures were presented sequentially. Experiment 2 was designed to determine if Down's Syndrome children exhibit. a deficit in visual-tactual discrimination skills and tactual-visual discrimination skills. In a two forced-choice simultaneous paradigm, the same subjects were tested under visual-tactual condition and under tactual-visual condition. 3(group) × 2(test) design was used. The data was analyzed by NOVA with repeated measures. The result was as follows. There was a significant difference among groups(p<.001). Normal children were significantly superior to both Down's Syndrome children and Non-Down's Syndrome retarded in visual-tactual discrimination skills and in tactual-visual discrimination skills when the stimulus figures were presented simultaneously.
This study intended to investigate the associated variables of suicidal ideation among adolescents in Korea. A questionnaire on adolescent suicidal ideation was administered to 634 high school students (305 males, 329 females) from Seoul area. Their experience of suicidal ideation were measured and then only for the suicidal ideation experience group, Scale for Suicidal Ideation(Beck, Kovacs & Weissman, 1979) was tested. Also the survey contained items pertaining to mental health, identity, academic grade, stress on school achievement and perceived child-rearing patterns. ANOVA has shown that the suicidal ideation experience group was lower in mental health level and has higher stress on school achievement than the non-experience group. Also suicidal ideation experience group showed relatively low ego identity level and perceived that they receive a little love and care from their parents. According to the multiple regression analysis, obsession, social adaptation ability, perceived parent's love, and GSI (General Severity Index) were reliable prominent variables that predicted the severity of suicidal ideation. These results suggested that some common factors affected experience of suicidal ideation of Korean high school students, and experience of suicidal ideation might be associated with general maladjustment in their everyday life.
The purpose of this study was to investigate the ability of young children's appearance-reality distinction. When young children are asked questions about objects with misleading appearances, they make two kinds of errors ; phenomenism and intellectual realism. Such error pattern might reflect either a genuine, deep-seated inability to understand and think about the appearance-reality distinction or it might reflect only task insensitivity. So experiment 1 confirmed that children's performances didn't reflect a misinterpretation of the experimenter's intent in communication under repeated questioning. And experiment 2 examined that the presence or absence of a transformation could be related to the types of the appearance-reality error. The results demonstrated that children's appearance-reality judgments were not associated with the transformation. Phenomenism errors predominated when children were asked about real and apparent properties, whereas intellectual realism errors predominated when children were asked about objects' real and apparent identities, The findings were discussed briefly in relation to the dual coding hypothesis.