Korean Journal of Psychology: General
- KOREAN
- P-ISSN1229-067X
- E-ISSN2734-1127
- KCI
ISSN : 1229-067X
Browse Articles
- 2024 (Vol.43)
- 2023 (Vol.42)
- 2022 (Vol.41)
- 2021 (Vol.40)
- 2020 (Vol.39)
- 2019 (Vol.38)
- 2018 (Vol.37)
- 2017 (Vol.36)
- 2016 (Vol.35)
- 2015 (Vol.34)
- 2014 (Vol.33)
- 2013 (Vol.32)
- 2012 (Vol.31)
- 2011 (Vol.30)
- 2010 (Vol.29)
- 2009 (Vol.28)
- 2008 (Vol.27)
- 2007 (Vol.26)
- 2006 (Vol.25)
- 2005 (Vol.24)
- 2004 (Vol.23)
- 2003 (Vol.22)
- 2002 (Vol.21)
- 2001 (Vol.20)
- 2000 (Vol.19)
- 1999 (Vol.18)
- 1998 (Vol.17)
- 1997 (Vol.16)
- 1996 (Vol.15)
- 1995 (Vol.14)
- 1994 (Vol.13)
- 1993 (Vol.12)
- 1992 (Vol.11)
- 1991 (Vol.10)
- 1990 (Vol.9)
- 1989 (Vol.8)
- 1988 (Vol.7)
- 1987 (Vol.6)
- 1986 (Vol.5)
- 1985 (Vol.5)
- 1984 (Vol.4)
- 1983 (Vol.4)
- 1982 (Vol.3)
- 1981 (Vol.3)
- 1980 (Vol.3)
- 1979 (Vol.2)
- 1976 (Vol.2)
- 1974 (Vol.2)
- 1971 (Vol.1)
- 1970 (Vol.1)
- 1969 (Vol.1)
- 1968 (Vol.1)
Vol.12 No.1
Abstract
The implications of the emergence of autobiographical memory research are viewed as an effort to study memory in context of real life world and personality. The current researches on autobiographical memory are reviewed in terms of memory types, its determinants, memorability across the life-span, schematization processes, and its hierarchical structure. This article conceptualizes autobiographical memory as reconstructed narratives on self and one's own life history and emphasizes its parameter as thematic coherency and integratedness as a meaningful whole, which is subjectively experienced as ego-strength. The significance of this parameter is viewed as reflecting the effects of self-relevant factors, such as self-knowledge, self-motives, and ego-identity status, which are vita! to the adaptation to life and the development of personality.
Abstract
This article explores the nature of creative thinking (creativity). Creativity is defined as intellectual abilities to produce original and useful ideas or products. Analysis of the terms, 'original' and 'useful', with respect to the manner in which they are used in everyday speech leads to the statement that even ordinary people possess creativity. If this statement is accepted, how then can we explain the so-called eminent people's extraordinary achievements? A sample review of the previous research shows that this question cannot be answered in terms of intelligence, personalities, cognitive styles alone, or combination of intelligence and personalities. This finding is interpeted as a requirement to consider thinking processes as a plausible source of answer to the question. In accordance with modem human information processing models, thiking is identified with the processes involved in problem solving, The nature of cognitive processes underlying creative activities are sought for. Three models of creative processes are critically reviewed. It turned out that all of them do not completely explain the problem solving processes which are supposed to be involved in creative activities. A more complete model is described with conclusions that creative problem solving processes are, in principle, equivalent to the processess involved in other ordinary problem solving, that the difference between the two should be found in the manner and breadth of deploying the primary cognitive abilities or skills operating at each stages of problem solving processes, and that critical thinking should be considered in order to fully understand creative activities, that is, creative activities entail critical thinking.
Abstract
Three perspectives on learning and/or development are described. First, learning and development within two theoretical positions in developmental psychology, Piagetian and Vygotskian theory, are described. The major way in which these theories differ is in terms of the source of learning and development whether the learner creates the knowledge herself through interaction with the social and physical environment, or whether she is taught the knowledge directly or indirectly by another. Differences in these two theories in terms of fundamental assumptions and topics of investigation are described, but it is also pointed out that the two theories are indeed similar in some fundamental ways. Piagetian and Vygotskian perspectives on learning and development are then contrasted with direct teaching. There are essentially two types of teaching: teaching that assumes a passive learner who absorbs the material presented, and teaching that assumes an active learner who reconstructs the infomation presented. It would be claimed that only teaching in which the learner takes an active role is likely to lead to genuine learning and development. Ironically, it is when we- as parents or as teachers-most value the transmission of a certain sort of information that we are most likely to become impatient with the natural processes of active learning, and engage in direct teaching of a relatively passive student. Some possible consequences of this approach is discussed.
Abstract
A thesis was presented to the effect that the concept of structure, particularly that of "multi-seated structure", within the behavioral environment may prove to be useful for psychology, especially for "panoramic social psycbology" (Cha, 1991), which deals with large-scale social events or phenomena (e.g., war, flood, corruption). A preliminary discussion of the possible usefulness of the concept of structure was made, including the nature of concept, the kinds of structures to be found, the relationship between event and structure, and "structures" discussed in current psychological literature. It was maintained that the existing conception of structures do not directly address the problem of structure in human life situations and that the concept of environmental structure might prove useful for the analysis of events and should offer a new vista for the study of motivation.
Abstract
This article addresses the perceived self-efficacy that is an important variable in predicting and controlling personal behavior. In fact, there are increasing evidences that the perceived self-efficacy exerts important effects on phobics, self-control, and achievement behavior. There, however, exists conceptual confusion between self-efficacy and outcome expectancies reflecting perceptions about contingencies between actions and outcomes. And there are questions on the causal relationship between self-efficacy and behavior, and the developmental determinants of the concept. In this views, this article reveals more definitely the uniqueness of the perceived self-efficacy in understanding personal behavior. And recent research studies were critically reviewed. As a result of reviewing on these research studies, this article proposes further research that utilizes a wider range of subjects, task, and experimental treatment that is necessary to manifest the causal relationship between self-efficacy and the behavior, and the development of self-efficacy.
Abstract
The present article reviews some major aspects of health psychology, in recognition of its rapid development in the U.S. and other countries. The article presents health psychology's development, current major issues, and future tasks. At the beginning, it deals with the historical background of health psychology and its development in the U.S. and other countries. Then, it deals with current major issues in health psychology: stress, coping, cognitive factors, emotional factors, behavioral factors, sociocultural factors, major target areas and techniques in health psychology. Finally, it deals with prospects of health psychology: major tasks in health psychology in general and its prospects in Korea.