This study examined the adaptive function of reminiscence in old age, based on the hypothesis that the quality of reminiscence affects adaptation, rather than the quantity of reminiscence. A sample of 208 older adults (ages 60-82 years) and 197 younger adults (ages 18-30 years), all attending college classes, completed questionnaires including a Positive Reminiscence Scale, a Revaluation Tendency Scale, and measures of life satisfactin, etc. The results indicated that the affective quality of reminiscence was generally associated with life satisfaction and mental health, although there was some variation in this tendency according to respondent age and gender. The revaluation tendency was found mainly in younger adults. Only among elderly males, the quantity of reminiscence was associated with adaptative indices, and there was a significant interaction between the quantity and positive affect of reminiscence. These findings suggest that the quantity of reminiscence mediates between the affective quality (positive vs. negative) of reminiscence and adaptation in old age.

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This longitudinal study examined changes of relatedness levels in identity exploration and identified the factors associated with changes in relatedness levels among female adolescents. The expanded Ego Identity Interview, which covered four domains of occupation, friendships, dating, and sex roles, was administered to female university students (N=31) three times : the first semester as juniors and seniors, and the final semester as seniors. Significant progression to the higher relatedness level was observed in three domains, but sex roles levels changed slightly more often to the lower level than to the higher level. The main factors that precipitated changes were "job seeking/career decision", which was the most common predictor of the movement to both higher and lower levels, and "changes in relationships with friends/dates", which was remarkably found in the movement to the higher level. The results supported the recent tendency in theory to emphasize relational aspects of identity, and provided evidence that identity formation is indeed associated with relatedness.

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The goals of this research were to investigate incongruent maternal and paternal ratings of father's involvement in family life, and to study whether such discrepancy was related to adolescent's mental health. Participants were 161 adolescents (7^<th>-9^<th> grades) and their fathers and mothers. Correlation analysis related adolescent mental health to maternal and paternal ratings on a Father's Involvement in the Family (FIF) scale. Mother's FIF ratings correlated with 3 indexes of adolescent boy's reported mental health ; neurotic tendency, anger, and uncooperativeness. In addition, both paternal and maternal FIF ratings correlated with reports of girl's neurotic tendency. Analysis of variance was also preformed on indexes of adolescent mental health. Adolescent neurotic tendency was low when both fathers and mothers rated paternal involvement as high. For adolescents who were rated high for neurotic tendency, mothers made low FIF ratings and fathers gave high FIF ratings. In this sense, incongruent mother and father FIF ratings were strongly associated with adolescent's neurotic tendency. Finally, when mothers reported that fathers were highly involved in the past but not involved in the present, their adolescents were highly neurotic.

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At the ages 2 or 3, children gain a new subjective perspective on self-engagement in interpersonal relationships, and increasingly appear to their caregivers as unique individuals. This article illustrated and analyzed 2- and 3-year olds' "being-with-others" based on longitudinal participant observation at a nursery school. Descriptions of several episodes revealed the following about both children's and caregivers' subjective experiences. (1) Children asserted themselves in relation to caregivers and other children, but they identified themselves as dependent upon their caregivers. (2)Care-givers tried to curb the excessive willfulness of children, but accepted their children emotionally. (3) Within such ambivalent children-caregivers relationships, children may experience "being-with-others", which would be grasped intersubjectively by caregivers. The findings were discussed in the theoretical terms of ambivalent dynamics of intersubjective relationships.

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This study of adolescent friendship investigated the features of adolescent (1) self-expression, (2) expectation of other's expression, and (3) the relationship between self-expression and expectation of other's expression. Junior and senior high school students (N=731) filled out a questionnaire about these aspects of their friendships. Factor analysis of the data revealed 4 factors for self-expression and expectation of friends' expression, respectively, and the following was found in relation to these factors. (1) Boys reported expression of "dissatisfaction and demand for friends' behavior" more frequently than girls, whereas girls reported expression of "personal limitation and pleasure" more frequently than boys. Senior high school students reported expression of "personal limitation and pleasure" and of "opinion", more often than junior high school students. (2) Girls expected others' expression more than boys , for all factors. (3) Expression of "personal limitation and pleasure" and "opinion" correlated modelately with all factors, for expectation of friends' expression, whereas expression of "dissatisfaction and demand for friends' behavior" and "rejection of friends' request" almost did not correlate significantly with expectation factors.

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This research concerned the psychological processes associated with adolescent problem behavior that occurred over time in a school context. It consisted of a series of interviews with an 18 year-old boy named 'F' and with 4 of his school-mates. F had dropped out of high school, where he had repeatedly evidenced problem behavior. An analysis of the interview protocols showed that F engaged in two different types of relationships. The first one was his relationship with delinquent boys, and the second was his relationship with other high school students. Problem behavior and the guidance of teachers differed for these two types of relationships. In the former relationships, problem behavior had a positive sense, whereas in the latter it had a negative sense. These results indicated a circular relation between F's problem behavior and teachers' guidance, by which the more F showed problem behavior and had been given guidance about the behavior from a teacher, the more new problem behaviors he evidenced.

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