Korean Journal of Psychology: General
- KOREAN
- P-ISSN1229-067X
- E-ISSN2734-1127
- KCI
ISSN : 1229-067X
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Vol.1 No.5
Abstract
This study was purported to reaffirm the existence of mediation effects in the three stage transfer situation. Experiment I was conducted to find out mediation effects in the eight paradigms using paired associate learning. Dropping method was used to equalize the degree of learning of each pair in stage I and stage II. The results showed that among eight paradigms, significant mediation effect was found only in the paradigm I and mediation-tendency was observed in the paradigm V, though not signiffcant. Experiment II was to retest the mediation effect in the group situation using only three paradigms; I, V and VII. Contrary to the findings of Experiment I, mediation-tendency was observed only in the paradigm VII. The results of these two experiments were rather inconsistent with thestrong mediation effects in the other experiments (e.g., Horton and Kjeldergaard, 1961; Cramer (1967). Our results might be due to the use of dropping method (Experiment I) in which the degree of prior learning might not be sufficient to enhance mediation effects in the test stage. Many other reasons such as the confusion between implicit mediation of each stage and over mediation were also presented to explain the findings of this study. It was suggested that the study of these mediation related variables might be more appropriate for the further study on the mediation than the experiments to test the existence of mediation effects might. It was also suggested that the nature and locus of mediation might be analyzed and interpreted in terms of memory process, especially the "naming process" in STM and LTM.
Abstract
This experiment aimed at investigating the effects of vicarious aggression through aggressive film, and also at finding that the relationship between the effects and the level of emotional arousal. It was designed by 2×3 factorial design. Eighty-one SNU students were initially subjected to non-arousing(control), mild-arousing and severearousing experiences. Then they viewed a. nonaggressive film a farmland sceneryete. 6 min.) and an aggressive film (boxing. 2 min. and fighting film. 4 min.). The dependent measures were the intensity andduration of electric shocks that the subjects ostensibly administered to their provacateurs(partners) whenever their partners made errors on an assigned answering task. The results revealed as follows: (1) Regardless of arousal level. Ss who observed the modeled aggression behaved more punitively than did Ss who had witnessed the non aggressive film. (2) The more aroused the Ss the more punitively they behaved. So we can say the level of aggression is dependent of the level oi emotional arousal. (3) Generally，aroused Ss responded more punitively than ded non-aroused viewers. (4) The correlations between the intensity and duration of electric shocks are different from one group to another. Because they arc very inconsistent，we have some doubt on the duration measure as an aggression index while the overall findings contradict the catharsis hypothesis both classical (Dollard, J. et al.) and revised(Feshbah, S. et al), they suggest the social learning theory of aggression by Bandrua, A. can be supported.
Abstract
The purporse of the present study was to see the Panax Ginseng has any influence upon the learning and emotion in animals. In order to asses this purpose, mice were tested in a single-T water maze and in an open-field. The results obtained were as follows. (1) As compared to placebo control, acquisition of the maze learning was tended to improve after the treatment of the Ginseng glycoside with doses of 2.5 and 5.0 ng/kg. (2) Ginseng animals with dose of 20mg/kg exhibited a significant sedative effect on the ambulatory behaviour in the open-field.