Abstract
The purpose of this study was to examine the effects of PM-style leadership conditions upon the performance and reminiscence of tasks with varying degrees of difficulty. The main results were as follows.
(1) Significant interaction effects were found between leadership conditions and task conditions regarding performancs in the sessions before and after intermissions. In other words, in preintermission sessions, PM was found superior to pm under successive learning conditons (easy task), whereas pm was superior to PM under switching learning conditions (difficult task). In post-intermission sessions, PM showed better performances than pm under successive learning conditons. Under switching learning conditions, however, no difference was found between PM and pm.
(2) Regarding reminiscence, PM showed significant reminiscence under both conditions. pm showed reminiscence only under switching learning conditions.
The results of this study was interpreted as meaning that PM-type leadership behavior causes high degree of motivation to the followers.
