The goal of this study was to delineate development on cognitive profile in maltreated children. The final sample included in 493 children who were school-aged in compulsory education. Both maltreated (n=195) and comparison (n=298) were classified into three groups on the basis of school ages: lower grades of primary school, n=125, higher grades, n=164, junior high school students, n=204. From the focus of latent variables, multi-group analyses examined factor structures on the WISC-III and revealed some intellectual characteristics of the maltreated. Furthermore, cluster analyses divided into sub-groups within each school age; representative patterns were described on the basis of index scores. The present findings were discussed on the perspective of intellectual development. The author concludes that the findings may contribute to the body of literatures on the development of maltreated children, in spite of methodological limitation with regard to cross-sectional analysis.

Two hypotheses on the relationship between sex-role stereotypes of surrounding people such as friends, and their attitudes toward rape victims were investigated: (A) Surrounding people that are insensitive to gender equality believe rape victims are at fault, because they believe most women have a desire for violent sex and that flashy young women become victims of rape; (B) Surrounding people estimate the victim to be less at fault, because they believe that most assailants are strangers to the victim. A questionnaire survey was conducted with university students (N=370, 162 men and 208 women). Results partially supported Hypothesis A. The influence of sex-role stereotypes was mediated in both men and women by the attitude that women desire violent sex. Moreover, data from women respondents supported the mediating role of the view that victims of rape are flashy. Furthermore, only data from men supported Hypothesis B. These gender differences in perceptions regarding rape victims are discussed in terms of Shaver's “personal relevance” theory.