無解決問題場面におけるfixationの吟味

抄録

The purpose of this paper was to examine Maier's hypothesis of ‘frustration-induced-fixation’ by setting up the situation, with which Postman et al did the experiments as to ‘learning without awareness’, as the insoluble situation with human subjects and by analysing the types of their responses which would be developed in such a situation.
Subjects used in this experiment were twenty-eight pupils of junior high school (14 boys and 14 girls), and they were divided into two groups, that is, learning group (LG) and frustrating group (FG). Both of the groupswere encountered to the quite same learning situation (learning of the principle of correct responses by associative method) in the first experiment, and after two days the learning group was encountered to the same situation in the form in which the principle of correct response only differed from the case of the first experiment, whereas the frustrating group was encountered to the new and insoluble situation in which whatever the responses of this group were correct as the responses of learning group, they were told ‘failure’ and let to be experienced the continuous failure from the onset to the end of this experiment.
The results of these experiments have shown the facts as follows: (1) The frustrating group has developed relatively more intensive persistence of the principle of the response which had been effective in the preceding problem situation than the learning group has done. (2) The persistence, however, in both groups has shown the statistically significant decreasing tendencies, while in the frustrating group the several responses which seemed to be resembled to the preceding principle of response and developed newly have not shown the notable decreasing tendency. (3) The frustrating group has developed more intensive persistence, despite the persistence to the response based on the preceding principle, to the associative principle, which namely means the simple associative reaction to a stimulus word, than the learning group has done, (4) The frustrating group has shown the statistically significant increasing tendency of resignation, in other words, resigned reaction-for example, ‘Icannot find proper and correct answer’-from the middle phase to the end phase of the experimentation.
After the several discussion based on above those facts, we have the conclusions as follows: (1) The frustration functions to develop the more intensive persistence to the preceding situation, but this function does not always mean the historical regression. (2) Since the frustration has the possibility of the more intensive persistence to a few specific responses which the frustrated individuals have newly developed, then the frustration functions to make the lack of variability of response and induces the freezing of the individual responses to a few specific ones. (3) It should be reexamined by the measurement of the reaction-time whether the secondary goal would appear in the frustration process or not; this could not be made clear in this experiment, then this is the next problem to be investigated.