• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2002.05a
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• pp.314-319
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• 2002

To inspect how the different sensitivities in BAS (or BIS) moderate on the HRV pattern stimulated by positive or negative affective sound, we measured the electrocardiogram (ECG) of 25 students, consisted of 4 groups depending on the BAS (or BIS) sensitivity, while listening music or being exposed to noise. The power spectral density of HRV was derived from the ECG, and the power of HRV was calculated for 3 major frequency ranges (low frequency [LF], medium frequency [MF], and high frequency [HF]). We found that the index MF/(LF+HF), while listening music, was 20 % higher in the individuals with a low BIS but high BAS than in the individuals with a low sensitivity In both BIS and BAS. Moreover, in the former group this index was 30 % higher while listening music than while being exposed to noise. From these results we suggest that individuals with a low BIS but high BAS be more sensitive to positive affective stimuli than other groups, and the index MF/(LF+HF) be applicable to evaluate positive affects.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2004.11a
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• pp.29-29
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• 2004

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.625-640
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• 2012

The purpose of this study was to investigate the behavioral characteristics of elementary second graders depending on SL-BIS/BAS (Behavioral Inhibition/Activation System about Science Learning) in science learning situation. For this study, 20 second grade students participated. This study followed a phenomenological research method, a form of qualitative research. As the results show, students who have a sensitive motivation system to SL-BIS directly expressed their disappointment of the result and easily get distracted in class when they failed in science learning activity. They participated in group work passively, for example, they interacted less in the group or avoided answering questions. Even though the students have a lot of questions that were usually simple, empty or repetitive words. They have within themselves the good will of challenging difficult experiment that was their only expression of passive will. The students have a tendency to be dependent on their friends in an experiment, making it unlikely that they preferred group work from the beginning. Otherwise, students who have sensitive motivation system to SL-BAS endured science learning activity to the end regardless of the negative result. In particular, they were enthusiastically working on home-school materials. When the students succeeded in the experiment, they responded to the cheers and openly expressed their feeling. They were satisfied with their achievement. The students have more desire for in-depth activity. Their questions were more progressive, specific and expanded. They showed a strong desire to challenge difficult experiment and preferred to interact with their group members to help each other. Based on the results, they were limited but we could find that the behavioral characteristics of second grade students in science learning situations can be predicted with a score of SL-BIS/BAS t.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.40-49
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• 2013

The purpose of this study was to investigate a motivation system about science learning and interest in science among elementary, middle & high school students and analyze on the their relations. For this, the questionnaires on interest in science that developed by Kind et al., (2007) were selected and translated. After that, second-grade 80 students, fourth-grade 87 students, sixth-grade 107 students, eighth-grade 123 students and eleventh-grade 128 students were required to accomplish a questionnaire on behavioral inhibition system/behavioral activation system about science learning (SL-BIS/BAS), interest in science. Based on these materials, SL-BIS/BAS by student's variables and relations of between the system to interest in science have been analyzed. The result of this study shows the followings. First, the sensitivity about SL-BIS was no significant difference in School levels. But sensitivity about SL-BAS and interest in science in elementary and high school was higher than it in middle school. Second, there were low negative correlation with SL-BIS and interest in science, and relatively high positive correlation with SL-BAS and interest in science. Through the results of this study, relations of motivation to related variables, and the motivation by student's variables are identified. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• Science of Emotion and Sensibility
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• v.8 no.1
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• pp.47-54
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• 2005

This study is aimed to inspect how the different sensitivities in Behavioral activation system(BAS) and behavioral inhibition system(BIS) modulate on the properties of physiological responses stimulated by positive or negative affective sound. We measured the electroencephalogram(EEG) and electrocardiogram (ECG) of 32 students, consisted of four groups depending on the BAS and BIS sensitivities, during listening to meditation music or noise. The EEG was recorded at Fpl and Fp2 sites and Power spectral density(PSD) of HRV was derived from the ECG, and the power of HRV was calculated for 3 major frequency ranges(low frequency[LF], medium frequency and high frequency[HF]). After listening to music or noise, subjects reported the affect induced by the sound. For EEG, the power in the alpha band at Fp2, especially in the alpha-2 band(9.0-11.0 Hz) increased during the subjects listening to music, while the power at Fpl increased during noise. During listening to meditation music, there is a tendency that the left-sided activation in prefrontal cortex(PFC) is positively correlated with the difference of BAS(Z)-BIS(Z). During listening to noise, there is a tendency that the right-sided activation in PFC is dominant in case any of the sensitivity of BAS or BIS is high. For HRV, we found that the index of MF/(LF+HF), during listening to music, was higher significantly in the individuals with a low BIS but high BAS than in the individuals with a low sensitivity both BIS and BAS individuals. With high BIS, regardless of the BAS sensitivity, the difference of this index values was not significant. From these results we suggest that the physiological responses of different individuals in BAS and BIS react differently under the same emotionally provocative challenge.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1154-1169
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• 2013

The present work was performed to find behavioral characteristics of elementary school students corresponding to the motivation system on science learning (SL-BIS/BAS; Behavioral Inhibition/Activation System about Science Learning) in the observation situation. Eye-tracking was used for this study, which is one of the neurophysiological methods. The findings of present study were as follows: First, students who have sensitive motivation system to SL-BIS (SL-BIS group) showed meaningfully shorter fixation duration the whole time during an observation task than students who have sensitive motivation system to SL-BAS (SL-BAS group) (p<.05). Total fixation counts of SL-BIS group were significantly larger than SL-BAS group and it indicates that SL-BIS group often generated new fixations. Therefore, fixation duration per count of SL-BAS group was longer than that of SLBIS group. Second, we studied fixations in situations with movement corresponding to the motivation system on science learning. SL-BIS group and SL-BAS group exhibited similar fixation duration in the study task segment with movement, which is one of the stimulus attracting students. However, for the study task segment when the movement was finished, total fixation duration and fixation duration per count of SL-BAS group were meaningfully longer than those of SL-BIS group. Third, comparing fixation targets classified by factors of study task, SL-BIS group showed fixation on the target that is not important for the study task. But SL-BAS group concentrated on the target-related factor of the study task. The present work could be helpful in understanding students' characteristics corresponding to the motivation system on science learning in observation situation and for making a learning & teaching plan that is suitable to the feature of students.