One Westminster College Faculty member is awarded the McCandless each year based on the quality of the proposals. I was selected for this honor in 2005. The first part of my activities was a study tour of Western China and participation in the International Congress of Psychology in Beijing, where I presented my research on Korean Han to a mainly Chinese audience. (Abstract is in the next section.)
Project Title: Turning Adversity into Character: Further Explorations of the Korean Emotion Han and its Possible Counterparts in Other Cultures
Webster, S.K. & Ko, Y.G. (2004).
Gender and generation
effects on perceived consequences of Han. Poster presented at the
International Congress of Psychology, August 2004, Beijing, China.
Webster, S.K. & Ko, Y.G. (2003)
South Korean and American Negative
Emotion Attributions: Gender and Age. Poster presented at the
Convention of the American Psychological Association, August 2003,
Abstract: Attribution patterns for Han, a negative emotional state caused by something outside the individual’s direct control, were investigated as a function of gender and generation. Families of South Korean (105) and U.S. (104) students made self, other and situational attributions for a Han scenario depicting a 25 or 50 year old man or woman. South Koreans made higher other attributions and Americans made higher self attributions. South Korean self attributions were greatest for women rating young male scenarios but lowest for men rating middle aged male scenarios. Situation attributions were highest among South Korean middle aged people rating young scenarios.
Webster, S.K. & Ko, Y.G. (2002). Generational and gender effects on Korean perceptions of Han. Poster presented at the Annual Convention of the American Psychological Association, August 2002, Chicago, IL.Abstract: Perceptions of the Korean emotion/mood/trait of Han were examined as a function of age and gender. A scenario describing a person (male or female) aged 25 or 50 experiencing Han was evaluated by family members of 90 Korean women university students (81 daughters, 88 mothers, 85 fathers, and 55 brothers or male cousins). The results showed that perceptions of Han were influenced by gender and age of both the person described in the scenario and the participant. Despair and frustration were rated higher for women, by women and by the young. Pain and sorrow ratings were highest by young women perceiving a young person. Other dimensions of Han perceptions in this report include pain and sorrow, self-concern, anger and character development.
introduction of a team term project into a Korean
psychometrics class is described.
Students developed an item pool of attitude statements regarding
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|Smith, Rachel E.||Honors--The Influence of Emotion on Spatial and Verbal Working Memory: Completing the n-back Task with Varying Degrees of Cognitive Load|
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|Henry, Courtney L.||Relationships Among Workplace Situational Stress and Control, Personal Control, and Coping, The|
|Moore, Diana||Influence of Positive and Negative Emotion and State-Dependency on Facial and Verbal Content Recognition, The|
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|Wertz, Holly||Effects of Gender and Relationship Type on Nonverbal Emotion Expression Efficacy, The|
|Brooks, Myrande||Qualitative Study of Individuals with Cancer and their
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|Greenwood, Kristen||Effects of Threat Type, Realism, and Gender on Anger and Jealousy in Romantic Relationships, The|
|McCandless, Anita M.||Roles of Musical Recognition and Perception Based on Different Levels of Musicanship, The|
|Zelezniak, Lisa||Role of Parental Conflict in Conflictual Independence and College Adjustment|
Within hours of
college on September 1, 1994, virtually all the first-year students
a psychological assessment that measured their styles of coping with
This lecture presented the relationships among coping styles then and
outcome as of Graduation in May of 1998.
Two major approaches to coping with stress were used in the 1994 assessment. The behavioral approach is defined by the way people act in stressful situations. The cognitive approach relies on the way people think about stressful situations. Each approach is characterized by a number of different styles (e.g., planful problem solving, escape-avoidance). The styles that were used by the class of '98 as they entered into college were profiled. The main portion of the lecture focused on the relationships of the coping styles to academic outcome. Although there are many different ways to define academic outcome, in this presentation it was defined by the number of terms completed at Westminster, the number of terms required for graduation, most recent cumulative grades, and disciplinary actions taken against a student. The lecture concluded with suggestions for effective coping drawn from the example of the class of '98.
||The exhibit on the left was part of Koop's Clay-Mates which showed at the Hoyt Institute of fine arts in March of 1999. The 20 pots I chose to show all connect to psychology. The Internet exhibit has a close-up of each pot with an explanation of the psychological meaning and a link to a relevant internet site. You may visit the exhibit by clicking the picture. We also put the rest of the show on the internet. To visit it please click on the show announcement to the right.|
Technology Integration: Hitting a moving target. Part of the symposium, Toward a well-integrated, research rich undergraduate psychology curriculum: One department's journey, presented at the Annual Meeting of the American Psychological Association, August 1999, Boston.
Cyberfluency in the 21st Century: Vive le Cyberspace. Presentation co-authored with Thomas P. Kelliher and Jill Zimmerman, at ASCUE '99 (Association of Small Computer Users in Education).Laptop Computer Use in Inquiry I and Web- Augmentation for courses.