The purpose of this study was to examine the influence of various types of control on anxity responses. Fifty-four subjects were paired, and were randomly assigned into the four experimental groups varied in the probabilities of self-administration and desired outcome. These groups were named, respectivly, SELF (N=9), OTHER (N=11), OR (N=10), and AND (N=11). The subjects were initially asked to state their preference for the four avoidance conditions by the method of paired comparisons. After the collections of preference data, the subjects were connected in a series circuit and their anticipatory arousal was measured by physiological and subjective indices while waiting for a controllable or an uncontrollable electrical shock under their avoidance conditions An experimental session consisted of two types of anticipatory periods, the first being the period while waiting for press the button (30 seconds), and the second being while waiting for the onset of electrical shock (30 seconds). The results were as follows ; In preference, AND was the most aversive of the four grouqs, and SELF was more preferred than OTHER. A significant difference among four groups meant that the subjects preferred the condition in which higher probabilities of desired outcome and self-administration were expected. But in anticipatory arousal, SELF was higher than the three other conditions, and OTHER was lower significantly than that of AND and OR in both physiological and subjective indices. The level of anticipatory arousal was not determined soley by the probability of desired outcome nor self-administration. The effect of personal control on antici patory arousal might depend upon whether a better outcome would be expected commensurate with increased costs which were involved in self-abministration or not.

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This study mainly aimed to compare two conditions (progressive and fixed time delay procedure) on a situation of cross-modal transfer. Four autistic children, who had severe speech problems, were trained the discrimination of the two kinds of visual stimuli on a sucssesive discimination setting. After the discrimination was completed, they were trained to shift a stimulus contorol from visual to auditory stimuli with two types of time delay procedures. For 3 out of 4 cases, the progressive time delay procedure was more effective in shifting of stimulus control than the fixed one. But neither of the two procedures were effective for one remaining case (Experiment 1). After the Exp. 1 was finished, 2 cases out of the 4, which were not shifted completely, were retrained with a defferential reinforcement procedure to backup the time delay procedure. This additional procedure was differed from the original time delay procedure (in Exp. 1) in terms of the reinforcement values for the two types of correct response (spontaneous and prompted). After the introduction of this procedure, their stimulus control were shifted very quickly (Experiment 2). These results were discussed from the viewpoint of the transferability between the two time delay conditions relating to the specific schedule of reinforcement (DRL).

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This study examined the effects of distraction strategy and self-efficacy on pain control. Twentyfour male and twenty-four female undergraduate students were asked to immerse their hands in cold water of 3°C (cold pressor test). They were divided into six experimental groups in a 3 (distraction : High/Low/Control) X2 (self-efficacy : High/Low) factorial design, wherein tolerance time, subjective pain, distress, and anxiety were measured. A two-way ANOVA revealed that only for increased in tolerance time, significant main effect was found for distraction. Self-efficacy was not significant. No ANOVA interactions were significant. There results were dsicussed in terms of the attentional capacity for distraction strategy to control the pain and the problems related to manipulation of self-efficacy in cold pressor test.

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This study attempted to clarify the correlation between the time sequential patterns of psychophysiological and subjective indices in speech anxiety. Nine subjects' HR changes and subjective ratings of "tention" and "fear" representing "emotionality" ccrrelated positively, while the correlation of HR change and of "worry" and "nervous" relating to cognitive function was lower. The peaks of HR and "emotionality" could be observed at the midst of speeking, while the peak of "worrying" was exposed at the phase of before speeking. These imply that the psychophysiological change observed in HR is correspond only to the limited subjective feelings which have no connection with the function of anticipation.

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The purpose of this study was to examine the conceptualization of children's social skill problems. For this purpose, the definitions of children's social skills and the conceptualizations of children's social skill problems were reviewd. As for the definitions, the social validity definition was supposed as the most valid, camparing to the other definitions. There were three models which were available to conceptualize the children's social skill problems : (1) the model which classified the problem into four types by distinction between learning and performance, (2) cognitive-social learning model which classified the problem into three types, (3) social information proccessing model. After the necessity to examine the relationship of contents of social skills and situational factors was discussed, a model of conceptualization of children's social skill problem was proposed as a hypothesis.

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