- 著者
-
片口 安史
- 出版者
- 公益社団法人 日本心理学会
- 雑誌
- 心理学研究 (ISSN:00215236)
- 巻号頁・発行日
- vol.24, no.4, pp.285-289, 1954
Purpose. To grasp the behavioral characteristics of the individuals in the frustration situation in reference to their learning processes.<BR>Subject. 65 primary school boys, aged 10 years 9 months to 12 years 11 months (40 and 26 in Exps. I and II respectively).<BR>Procedure. Both Exps. I and II consist of the following three stages :<BR>1) Pre-Frustration Situation (PFS). -In the control and experimental groups alike all subjects have to learn the random (Japanese) letters in a certain orders. The 20 sets of 4 letters each arranged according to a definite order are exposed one by one (cf. Fig. 1). The response demanded in Exp. I is substituting numerals for each set of letters (“1, 2, 3, 4” is the correct answer), and in Exp. II reading the letters (for example, “Ka-na-mi-ri” in the first row in Fig. 1 is correctly read is as “Ka-mi-na-ri”).<BR>2) Frustration Situation (FS). -The set-up is such that the experimental groups (FrGr) are made to fail in the pezzle tasks and that the control groups (NFrGr) are permitted to succeed in the same tasks.<BR>3) After-Frustration Situation (AFS). -The random letters are given as in the first situation, but the arrengement of the letters is different. The correct answer is “3, 4, 1, 2” for the letters in Exp. I and “se-to-mo-no” for “mo-se-no-to”Exp. II (cf. Fig. 2)<BR>The three stages above are given successively. Both Exps. I and II are given individually.<BR>Results. Exp. I. -For the FrGr the learning in AFS is more difficult than for the NFrGr, i.e., with the former the reaction time required unitl correctly answering the random letters is longer than with the letter (cf. Figs. 3 & 4). Moreovere, the number of individuals who require more reaction time for the correct answers in PFS than in AFS is 7 in FrGr and 15 in NFrGr. On the contrary, the number of individuals with whom the reaction time is longer in AFS than in PFS is 11 in FrGr and only 3 in NFrGr (cf. Table 3). These differences are statistically significant (P<.05).<BR>Exp. II. -The number of indivduals who show the error of reading random letters in AFS according to the order learned in PFS is 9 and 5 in FrGr and NFrGr respectively, and those who do not commit such an error are 3 and 8 in the respective groups (cf. Table 4). Although the differences between the groups is not statistically significant, the trend toward difference is sufficiently established (P<.10).<BR>Conclusion. The experiments reconfirm the widely accepted hypothesis that for the individual, who has been in hte frustration situation, it is generally difficult to adapt himself to the new learning situation. This, the explanation of the present experiments would suggest, may be due to the fixation of responsese to the learning in the pre-frustration situation.