Korean Journal of Psychology: General
- Log In/Sign Up
- 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.14 No.1
Abstract
Traditionally, positive and negative attitudes are conceptualized as falling on the opposite sides of an uni-dimensional evaluation scale. In other words, they are conceived as mutually exclusive aspects of the evaluation processes. Recently, however, a few relevant studies on this issue suggested that positive or negative attitudes are independently determined by the dual-dimensional evaluation processes. In the present paper, I argue that the nature of one's perspective determines whether an individual adopts an uni-dimensional evaluation process or a dual-dimensional one. When one's perspective is narrowly restrained, one's attitude is determined by an uni-dimensional evaluation process. In contrast, when one takes on an expanded perspective, he or she adopts a dual-dimensional evaluation process in determining his/her attitudes. The expansion of perspective also change the focal dimension of the evaluation process: from favorableness judgment to informative description. A critical review of relevant studies supports the argument.
Abstract
reviewed cognitive-behavior theories for panic disorder which has been taken growing interest since 1980's and recent studies. Hyperventilation theory and pharmacological theory were also reviewed as biological panic model which has much relevance to cognitive-behavior theory for panic. Biological panic models have made a great contribution for the theory and therapy of panic disorder. But these models, entirely focusing on the effect of biological factors on psychological states, do not explain well the complexity of the panic phenomena and many empirical data. Empirical data can be explained in the view of the interaction of biological and cognitive factors. The cognitive model of panic advanced in recent is promising one which can incorporate much of the biological data and break the difficulty of existing cognitive theories. Recent psychological studies on panic are psychological conceptualization of panic disorder in cognitive-behavioral view, empirical testing of this concept, and the treatment effect of cognitive-behavior therapy. Basing on the review, suggestions for future research are made.
Abstract
The purpose of this study was to discuss the individual differences of strategy choice based on "the distributions -of- associations model" designed by Siegler. Young children who are in a transitional period use multiple strategies such as retrieval and backup strategies(counting all, min, decomposition, guessing) to solve a simple addition problem. When we think that children use multiple strategies, the most important question is how children select particular strategy. Siegler and his associates developed the model to explain children's strategy choice process in problem solving of the variable tasks. According to this model, chldren's strategy choice is decided to the peakedness of distributions of association and the stringency of confidence criterion. Siegler(1988b) divided the individual difference of strategy choice into three groups by Cluster Analysis, which are a good students, a not-so-good students, and a perfectionists. Then, the differences between a not-so-good students and other two groups are interpreted to the peakedness of distributions, and the difference between a perfectionists and a good students to the stringency of confidence criterion. Basing on these interpretations, the individual differences of strategy choice reflect the representation of knowledge about the problem and the personal motivation. This research suggest the followings. 1. Particulary the poor students and young children should be teached the accurate practice of backup strategies, because backup strategy contribute to raise the confidence criterion of personal as well as to high the peckedness of distributions. 2. The relationships between individual differences of strategy choice and the reflectice-impulsive cognitive style should be retested by a many emperical studies. Lastly, the implications for the future research were suggested.
Abstract
The question of how to analyze unbalanced hierarchical data generated from structural equation models has been a common problem for researchers and analysts. Among difficulties plaguing statistical modeling are removing estimation bias due to measurement error and incorporating variability associated with the social milieu in which individuals are situated. This paper presents empirical Bayes estimation by means of the EM algorithm in the context of unbalanced sampling designs. The EM algorithm is particularly useful when the analytic expressions exist for the conditional expectations of the missing data given complete data and for the maximum likelihood estimators (MLE) of the model parameters. The accuracy of the algorithm was tested using a set of artificial data. The numerical results suggest that this new methodology is a useful mean for studying hypothesized relations among latent variables varying at two levels of hierarchy.
Abstract
The interpretation of life story is viewed as a process of inferencing the identity of a person via constructing the thematic structure of life story. From this viewpoint the analysis of interpretation protocols focused on the following aspects: (1) relationship between interpreters' theoretical perspectives of person understanding and interpretative constructs used for inferencing the identity; (2) macrostrategy used for theme construction while reading a life story; (3) interpretation patterns in terms of multiplicity of constructed themes and (4) their consensual validation on the basis of storywriter's(= main character of life story) response; (5) the horizons of understanding to be uncovered in the frustrated response of interpreters to the ambiguous life story. In conclusion, the researchers' horizon of understanding inherent in the interpretation on the empirical data is reflected and the contributions and the limits of this study to person understanding are discussed.
Abstract
The adolescence egocentrism has been a durable and popular source of insights for explaining many typically observed adolescent behaviors. This study reviews various theoretical and empirical studies of the relationship between adolescence egocentrism and developmental areas (the formal operation and role perspective taking / secondary individuation / self-image and ego-identity formation / adaptation and mental health et al). Thus, results imply that adolescence egocentrism is associated with the global developmental processes that integrate and reconstruct the more expanding abilities of each developmental areas during the adolescence.
Abstract
This paper examined the claim that face recognition involves a 'special' process. There are six lines of evidence that have often been cited to support this claim; (1) differential right hemisphere involvement in face recognition, (2) a clinical condition in which face recognition ability is selectively impaired by cerebral lesions (prosopagnosia), (3) neurophysiological findings, (4) innateness of face recognition ability, (5) characteristic developmental course, and (6) disproportionate inversion effect for faces. Each of the evidence has been evaluated in the light of relevant findings, but none has been found to provide strong support for the view that face recognition is special. It was thus concluded that faces are special only because we all experience them so extensively in everyday life, and are continually required to make fine discriminations among them to get essential information for appropriate social interaction with others.