Korean Journal of Psychology: General
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- P-ISSN1229-067X
- E-ISSN2734-1127
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ISSN : 1229-067X
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Vol.40 No.3
Abstract
This study examines why parents, who are perpetrators of child abuse, violently against their children, from the perspective of the intergenerational transmission of violence, and to find out the mechanisms of what foactors affect the most in the process of transmission. First, social learning theory, attachment theory, social information processing theory, neurophysiological models, and behavioural genetics were presented as theories that explain the intergenerational transmission of violence, and its core characteristics were examined. Second, parents’ affect regulation of their children’s emotions leads to abusive parenting, affecting their emotions, behavioral patterns, and physiological responses, and how this process explains the intergenerational transmission of violence. Third, it is necessary to change the parents’ affect regulation strategy to prevent the intergenerational transmission of violence, to this end, we will try to explain the importance of the parent’s affect regulation system within this range by applying the window of affect tolerance(Seigel, 1999), which is a state in which any affect can be effectively experienced and controlled. Finally, we reviewed previous studies related to this, examined the factors effective in expanding the window of affect tolerance, and suggested contents that should be reflected in the counseling and curriculum for parents who have experienced abusive parenting.
Abstract
Han (恨) is known as a cultural concept that contains the minds of Korean. Lee & Choi (2003) applied a multi-task method to college students of 1994 to identify the cultural representation of Han (恨). The result confirmed the possibility that Han (恨) could represent the cultural experience of Korean discourse beyond emotion. This study raised the need to verify the process of changing the cultural meaning of Han (恨) according to the times, and tried to compare the generational difference of Han (恨) representation by elaborating the method of previous studies. Experiment 1 observed the generational difference in the representation of Han (恨) with the free generation task and the rating task. The main result is that the generation frequency and rating strength of emotion words increased in the 2019 generation than in the 1994 generation, but the type of generated words and the rating scores were significantly different. Experiment 2 showed that the naming time of the 1994 generation word was faster than the 2019 generation word, the cultural stimulus and the generational variable interacted with the task type, and the priming of the cultural variable was facilitated under the condition that the frequency and rating of the two generations coincide. The results were observed in the primed naming task. The two experiments showed that generations cause differences in the representation of cultural stimuli, and that the representation of Han (恨) was changed according to the generation. The 2019 generation represented Han (恨) more emotionally at the explicit level than the 1994 generation, but maintained the representation in which the meaning of the reference object and the cause of the event still persists at the implicit level. This study suggests that it is meaningful in that it confirmed the possibility of incremental and dynamic changes in the representation of the cultural Han (恨) concept using an elaborated experimental method.
Abstract
This study was to develop the scales that measures the extent to which Koreans perceive the events that are against their belief system and the extent to which they have suffered from those events. In the first study, the Moral Injury Events Scale comprised of nine items was constructed in Korean through double translation. Additionally, the Moral Injury Experience Scale was constructed with 18 items. In addition to these 27 items, the responses of 496 Korean adults who participated in an online survey on shame, guilt, and anger were analyzed. The total data were randomly divided with two samplings, one to conduct exploratory factor analysis and the other to test confirmatory factor analysis, reliability and convergent validity analysis. Factor analysis revealed the two-factor structure of nine items from the original scale was replicated, and standardized path coefficients were also extracted at the similar level as the original scale. Each factor was assessed according to “perceiving your or others’ breach” with six items and “perceiving others’ betrayal” with three items. The Moral Injury Experience Scale was presumed to have three factors with 18 items, but it was validated to three factors with 15 items considering the conformity index. Each factor was assessed according to “damage by yourself” with six items, “damage by others” with three items, and “damage by others’ betrayal” with six items. The two factors of major injury events and three factors of moral injury experience showed a significant correlation with shame, guilt, and anger, thereby proving convergent validity. In the second study, an online survey was conducted to collect responses about moral injury events, moral injury experience, shame, guilt, anger, life satisfaction, general mental health, and depression from 535 participants. The same item analysis as the first study was conducted to revalidate the reliability and factor structure of the two scales. In the results of the correlation analysis that verified the criterion validity, the five subfactors of moral injury showed a significant correlation with general mental health and depression, and a near-zero correlation with life satisfaction. Compared to studies conducted overseas, this research described the similarities and differences in moral injury experience of Koreans and Americans. It then discussed the effects of moral injury on morality-related emotions and mental health and suggested application plans of these scales.
Abstract
Only humans possess the high-level cognitive function of reading. The visual system is the best platform to study learning and plasticity of the brain during learning to read. For example, the high-level visual areas of the illiterate brain do not selectively respond to words, and only after successful reading acquisition, the visual word form area emerges from the already established areas that selectively respond to various object categories. Furthermore, in the reading circuitry, the visual system is at the front end of reading process. However, compared to research on language and high-level cognitive areas, the role of the visual system in reading has attracted little attention. In this review paper, we summarize the reading-related function of the visual system and discuss how deficits in the visual system relate to developmental dyslexia, learning disability in reading based on dyslexia research. Finally, we discuss reading as multi-sensory processing, in which one should associate arbitrary visual symbols with speech sounds. Previous research has shown the important role of the visual system in reading development and suggested deficits in the visual system might cause dyslexia. Our research suggests that intervention programs for dyslexia as well as research on reading development should include the results from research on the visual system.
Abstract
The purpose of this article is to develop and validate the Korean Version of Grit Scale(K-GRIT), making up for the issues of factor structure and definition of Grit in the original scale(GRIT-O). In study 1 for the statistical issue, negative statements of GRIT-O were changed positively and then confirmatory factor analysis was conducted. The results demonstrated that two-factor model of the scale fit better than one-factor model as in GRIT-O. Moreover the enhanced version of the scale with positively changed items showed better fit than the original one. In study 2, 26 preliminary items were developed which consist of 12 items of GRIT-O and 14 new items that describe how the specific long-term goal is meaningful and enjoyable for oneself. As a result of exploratory factor analysis of the data of 278 college students, 20 items were finally chosen and three factors of ‘effort-persistence’, ‘passion-meaning’, ‘passion-enthusiasm’ were identified. The result of confirmatory factor analysis using the other data of 278 students showed that the three factor model fit was fair. The results of validity analysis and nomological network consisted of grit, conscientiousness, growth mindset, mental wellbeing, life satisfaction and academic achievement suggest that K-GRIT would be a reliable scale for measuring grit. The implications and limitations of the study were discussed.