Frustration Situation Research Articles

Differences in behaviour, facial expressions and locomotion between positive anticipation and frustration in horses

Animal welfare is a result of accumulated negative and positive emotions. Therefore, it is important to limit the former and promote the latter. Doing so requires a precise identification of these emotions. The aim of this study was to characterize the behaviours, facial expressions and locomotor parameters of 21 horses in two conditions with opposite valence, presumed to induce positive anticipation and frustration. In the positive anticipation situation, the horse was led to a bucket of food, knowing that they would be allowed to eat it. In the frustration situation, experimenters indicated to the horse that food was available without allowing them to eat it. In the positive anticipation situation, horses exhibited a lower neck position with the ears forward and upper lip advanced and went faster by increasing their stride frequency accompanied by increased global locomotor activity. In the frustration situation, horses exhibited a higher neck position with the ears backward or to the side, accompanied by ear movements and eye blinks, and interacted more with the experimenters. This study describes new possible indicators of positive anticipations and frustration in horses.

Comparative analysis of the socio-psychological adaptation of migrant children and children in the host population

The article presents the results of an empirical study comparing the socio-psychological adaptation of migrant children and local children studying in secondary school No. 20 of Penza. A theoretical analysis was carried out and the problem of adaptation of migrant children at school was justified. Through theoretical analysis, it has been established that the difficulties in the socio-psychological adaptation of migrant children are quite often due to the inability to interact with the local population, problems in communication, which in turn stimulate the growth of anxiety, hostility, distrust of the new living conditions and the environment, etc. As a result of an empirical study, differences in the indicators of socio-psychological adaptation of migrant children and local children were revealed. In particular, migrant children have a high level of aggressiveness, hostility, the following forms of aggression are more expressed: physical, verbal and indirect. They are characterized by the use of physical strength, foul language, the spread of gossip, rumors, negativism, irritation, suspicion and insult. Local children have lower indicators of personal and reactive anxiety, selfesteem, they are more often than migrant children in school classes have high social status (active) and very rarely low (ignored). At the same time, almost half of the migrant children occupy ignored and isolated positions in the group. Among all the children (local and migrants), the impuntive orientation of reactions in the frustration situation is dominant, but migrant children still have an extrapunitive orientation and less expressed intropunitive orientation.

EMOTIONAL AND BEHAVIORAL MANIFESTATIONS OF MILITARY SERVANTS WHO ARE IN THE WAR ZONE

The article describes the scientific approaches to the study of psychological peculiarities of the behavior and conditions of militarymen who participate in combat operations. It was found that they are characterized not only by the increased risk of mental disorders, but also by a high level of emotional disorders. These emotional disturbances can be manifested in a condition of acute fear, hysterical reactions, various psychotic disorders. It is highlighted that militarymen have physiological, emotional and social stress. It is noted that servicemen are are not always ready to accept innovations and have problems of addaptation to the changes, trying to independently control the situation. It has been established that the militaryman have an average level of manifestation of such psychological states as anxiety, frustration, aggressiveness and rigidity that generates certain features in the structure of the person and its functioning in the society. It is proved that the most common type of frustration behavior of militarymen is extrapuntional reaction with fixation on self-defense, indicating propensity for hostility, condemnation, accusations, reproaches and sarcasms; an active denial of one’s own blame and an attempt to justify himself. It is highlighted that the least common type is the extrapuntional reaction with fixation on satisfaction. This type is characterized by an interpretation of the frustration situation as useful or pleasing. It has been found that the majority of military personnel have a very low level of social frustration, which testifies an adequate perception of oneself in society and normal interaction in society. It has been established that militarymen are more likely to be satisfied with their status in socially determined hierarchies. It is highlighted that the relationship with children and the wife, the opportunity to have a common leisure and relationships with friends and relatives has the lowest impact on the emergence or leveling of their frustration. It was investigated that such spheres of life of the person as events in the state and society, the material situation and the sphere of services and consumer services cause a high risk for the occurrence of frustration.

The relationship of the expression of feelings and the inner reaction of feelings in the frustration situation and the personality

The relationship of the expression of feelings and the inner reaction of feelings in the frustration situation and the personality

The relationship of the inner emotional reaction in the frustration situation and the personality

The relationship of the inner emotional reaction in the frustration situation and the personality

The Influence of Social Intellect on the Features of the Behavior of Cadets Studying at Institutions With Specific Learning Conditions in Frustration and Stress Situations

Professional communication of a police officer often occurs in complicated conditions, frustration and stress. The influence of the factor of “social intelligence” on the features of communication in ordinary conditions of future specialists in the professions “man – man” is actively studied in psychological science. The objective of this study was to summarize empirical data on the interrelationships between social intelligence abilities and behavior patterns in the frustration and stress situation of cadets of higher educational institutions with specific learning conditions.
 The following psycho-diagnostic methods were used in this work: J. Guilford’s social intelligence method, S. Rosenzweig’s test, and S. Hofball’s SACS personal questionnaire. Statistical processing of the results was carried out by using the Spearman’s rank correlation criterion. The research was conducted on the basis of Kharkiv National University of Internal Affairs. 40 freshmen cadets were surveyed.
 It has been clarified that the level of development of social intelligence in general positively influences the behavior of surveyed cadets in a frustration and stress situation. It has been demonstrated that cadets with a higher level of social intelligence are not inclined to react to accuse other people and circumstances (extra-punitive reaction) in a frustration situation. The most marked is the reaction of concentrating on an obstacle and the expectation that someone else should resolve the frustration situation. But some abilities in the surveyed group of cadets that are part of the social intelligence were differently related to the character of the reaction in a frustration situation. In our opinion, this indicates that the domination of certain ability within the structure of social intelligence to some extent determines behavior in a frustration situation.
 It has been determined that cadets with a higher level of social intelligence tend to use in the stress situation such a strategy to overcome it as “impulsive actions” and to avoid a manipulative strategy of “indirect actions” and anti-social strategy of “anti-social action”.

The relationship of the expression of feelings in the frustration situation and the personality

The relationship of the expression of feelings in the frustration situation and the personality

The relationship of the occurrence and the expression of feelings in the frustration situation

The relationship of the occurrence and the expression of feelings in the frustration situation

Mothers' Socialization of Emotion Regulation: The Moderating Role of Children's Negative Emotional Reactivity.

During the toddler period, children begin to shift from being primarily dependent on parents to regulate their emotions to managing their emotions independently. The present study considers how children's propensity towards negative emotional arousal interacts with mothers' efforts to socialize emotion regulation. Fifty-five low income mothers and their 2-year-old children completed observational assessments measuring mothers' socialization of emotion regulation, children's reactivity propensity, and children's emotion regulation. Children's propensity towards negative reactivity significantly interacted with mothers' use of physical soothing. That is, mothers with less reactive children who used more soothing had children who were more likely to use interactive, distraction-based regulatory behaviors during a frustration situation. Theoretical and child care implications of the finding are discussed.

The Rorschach EA-ep Variable as Related to Persistence in a Task Frustration Situation Under Feedback Conditions

Eighty nonpatients, subdivided into four levels based on the Rorschach EA-ep variable, were randomized into two groups and subjected to a frustrating pursuit rotor task. Extrinsic feedback was provided by a noticeable sound that would occur whenever the tracker was off target. Results indicate that where ep is significantly greater than EA a greater persistence occurred even though the extrinsic feedback signaled no substantial improvement in performance. Two of the three elements contributing to the ep, inanimate movement (m) plus the grey-black and shading answers (T, Y, V, C,), and one variable unrelated to ep, white space (S), account for much of the variance in persistence. The findings are discussed in terms of an overload state that interferes with appropriate processing and mediation in a complex situation.

Effects of frustration on behaviour and plasma corticosteroid levels in pigs

Frustration was elicited in pigs by not rewarding the operant response of subjects having learnt to press a panel with their snout to get a food reward. When pigs were exposed singly to this situation, they extinguished their operant responding. Plasma corticosteroid levels increased during frustration and the number of responses emitted was correlated negatively with the initial plasma corticosteroid levels. When two pigs were submitted together to the frustration situation, they developed aggressive behaviour accompanied by increases of plasma corticosteroid levels. These experiments demonstrate that pigs are sensitive to the effects of frustration elicited by the omission of an expected reward.

Sex and Age Differences in Young Children's Reactions to Frustration: A Further Look at the Goldberg and Lewis Subjects

This study reports 1-year follow-up data on the children originally observed by Goldberg and Lewis in a barrier frustration situation. Changes in reactions to frustration over a 2-year time span were examined for age and sex differences. Regardless of sex, over the first 2 years of life, barrier frustration was responded to with a decrease in stress and an increase in problem-solving behavior. The data suggest that sex differences in success at coping with the frustration may change with age and may be dependent on what behaviors are considered to be more instrumental in solving the frustration. Sex differences related to behavior in the barrier frustration were highly age specific. As previously reported in Goldberg and Lewis, at 1 year of age boys cried less and made more active attempts to get around the barrier than girls. However, at 2 years of age, girls vocalized more for help from the mother and made more attempts at problem solving than boys.

A REINTERPRETATION OF THE BARKER, DEMBO, AND LEWIN STUDY OF FRUSTRATION AND REGRESSION

Barker, Dembo, and Lewin's (BDL) classic study of frustration and regression (i) has been widely discussed in psychological literature. Child and Waterhouse (CW) reinterpreted the experiment and have come to conclusions which differ from those of the original authors (2). In the present paper further analysis of the data will be presented in an attempt to evaluate the two interpretations. BDL feel that psychological development can be characterized by structural changes in the life space such that there is increased differentiation of the person into subsystems and a change of organization of the person so that the subsystems are hierarchically related to one another rather than related by simple interdependence. BDL define regression as a primitivization of behavior: the subject's behavior becomes less organized and more like that of a less mature person. The BDL definition of regression differs therefore from the psychoanalytic definition in that the behavior elicited after frustration need not be specific responses that have been earlier manifested and abandoned by the organism. In the experiment 30 children (ages 3 to 5) were allowed to play with average desirable toys during a free play period. The next day they were allowed to play with some very desirable toys, but then both the toys of the first period and the children were moved to another part of the room and a wire screen partition was lowered so the children could see the very desirable toys, but could play only with those toys they had played with in the first situation. During both the free play and the frustration period the subject's behavior was recorded; later it was analyzed into a number of categories. The subject's play was rated on a constructiveness scale. The constructiveness scale measured the degree of organization, maturity, and differentiation of the play. It correlates highly with mental age and chronological age. The constructiveness of the play of children in the frustration situation was considerably lower than that in the free play situation. In the analysis of the behavior of the children BDL differentiate between primary and secondary play. In primary play the child seems (to the observer) to be entirely absorbed in the play; in secondary play the child is playing but also doing something else at the same time. The constructiveness of secondary play is considerably lower than that of primary play. Barker, Dembo, and Lewin interpret the experimental results in terms of their theoretical position outlined above. They feel that tension caused

フラストレーシヨン事態に於ける行動の固定化について

Purpose. To grasp the behavioral characteristics of the individuals in the frustration situation in reference to their learning processes.Subject. 65 primary school boys, aged 10 years 9 months to 12 years 11 months (40 and 26 in Exps. I and II respectively).Procedure. Both Exps. I and II consist of the following three stages :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”).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.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)The three stages above are given successively. Both Exps. I and II are given individually.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).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).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.