A. The Second Research. 1. I continued to research on the recording form more deeply by the presedure following; a) I selected the two examples actually described in both present and tentative recording form, among the answers in the first research. b) These two examples of both forms were delivered to the teachers of elementary schools at various communities.(318 teachers of 16 schools) c) The teachers were required by the multiple choice on the following items, comparing the present fotm with the tentative form by the given examples. 2. Result,(numbers and percentage choiced) (1) By which form is the pupil's personality exoressd better? (2) By whicn form is it more effective fox future pupil guidance? (3) At whioh form is the pupil appreciated more adequately? These results show that my tentative form is more effective for appreciation, guidance and understanding of child personality as a whole. B. The Third Research The aim of this researoh is to explore into and find out the essential structure of Personality Evaluation and its techniques. I delivered the questionairs to the educational psychologists, requirng their opinoions on the 8 questions, which I think to be essential on th3 problems of problems of Personality evaluation, especially in refe- rence to its recording forms. I received the answers from 24 of them. whith showed some excellent and deep ideas and sugges. tions on the problem. All they hoped that the present form should be revised and improved and the more effective form be planned. My tentative form is more effective, they thought, than the present form, but have some critical and problem points, which should be criticized, andlysed and determined more clearly. The Tentative Recording form. of Pupil's Person- ality Evaluation:
The present investigation was conducted to determine the effect of social situation upon the dehavior of children engaged in play activities. The apparatus consisted of a miniature electric car and a loopline. The whole route was devided into four sections, each of which went in an dependent circuit. In each circuit was placed a switch. When this switch was turned in one direction, the circuit was cut and the running car was stopped, and when turned in the opposite direction, the car would start runing again. One of the sections had also two other switches, one a master switch which had control of all the circuits and the other one was connected with a buzzer which, when in operation, signalized the starting of the car. All the switches were connected with. a recorder which recorded automatically all the operations of the subjects with these switches on a sliding paper. The experimenter noted every significant word uttered by the subjects during the play and wrote it down on this paper with a pencil (Fig. 1 and 2 2 in the text). 30 nine-year-old children including 20 boys and 10 girls participated in this experiment. Of these, 8 boys and 4 girls were trained in the play three times previous in the experiment, each session comprising 45 minutes. The children were devided into 3 groups of 10, each of which was furthur devided into 3 subgroups. Design of grouping follows: If you add these figures up, you will get 36. This is because, in each of the three groups, 2 of the 3 children who had previous experience participated twice as members of the two subgroups. 4 children in a subgroup played together as a unit. One of the experienced children occupied the section with three switches. The other three were distributed to the remaining three sections. Thus, each child had control of at least one switch. The play consisted in the subject's operating the switch, thereby stopping the car as it ran. into his section and starting it again if he (she) so desired. One session of the experiment took 45 minutes. Results are summarized as follows: 1) Smaller the number of the children with experience in a group, freer became the behavior of the children in it and vice versa. 2) Children with previous training were, as it were, the carrier of the tradition which they themselves had established. In whichever subgroupthey were in, they tried unconsciousy to carry on this tradition. And through this tradition they influenced the other members of group. 3) in cases where the numbers of the children with training and those without training were not equal, the former was more self-centered and not cooperative. It may be concluded generally that the child in a given soial situation will behave in accordance with the status assigned to him in that situation.
This paper is a report on the study of the relation between personality and individual differences in menstruation which are observed in the length and the oscillation of its duration and its periodic time, and the conditon of physical impediment of menstruation. The research and experiment were made at the period, from April, 1952 to October, 1952. The number of subjects are 665-lower secondary school girls, upper secondary school girls, undergraduate univ. girls, and factory girls. The research in menstruation was done through questionnaires for six months continuously and the research in personality was, done by using Uchida's Kraepelin numeral addition test and Okabe and Awaji's emotional stability test. Moreover the author observed the emotional tone of menstruation through questionnaires. Then he examined the relation between the traits based upon the results of these research and experiment. The abstract of the result is as follows. 1) The author found that there were fairly conspicuous individual differences in the traits of menstruation, especially in the degree of the oscillation of the duration and the periodic time. The subjects could be divided into three groups-high (long), middle, low (short)-on the statistical treatment of the traits of menstruation, or into two groups on the view of the existence of the cohditions of physical impediment. Then the author studied the character of the subjects in each group. 2) The ‘high’ group of the oscillation of the duration and the periodic time and the group accompanied with the physical impediment indicated higher index about the effect of recess by Uchida's Kraepelin numeral addition test than the other groups, but they showed the fairly more abnormality about. the working curve and the degree of the oscillation of numeral addition than other groups. 3) As the result of Okabe and Awaji's emotional stability test, the ‘long’ group of the duration of menstruation, the ‘high’ group of the oscillation in the duration and the periodic item, and the group accompanied with the physical impediment showed more emotional instability than the other groups. 4) According to the result of questionnaires about emotional tone of menstruation, many of the ‘short’ group of duration, of the ‘low’ group of oscillation, and of the group without the physical impediment replied that they were not nervous at menstruation. But many of the ‘long’ group of the duration, of the ‘high’ group of the oscillation, and of the group with the impediment showed fairly conspicuous negative emotions. In a few words, it may be said that the individual traits of menstruation has Its effect on personality.