The aim of this study is to analyse the patterns of interpersonal perception from the viewpoint of personality. A pattern of interpersonal perception is regarded as a subordinate socio-psychological concept like attitude, opinion and belief. Personality is here deemed as the general behavior-modality which appears in the interpersonal situation and it is reflected on the patterns of perception.
The writer also tried to use empathy, a fundamental concept in the previous studies, as an independent variable of the perception-patterns. In the present report, Part I, the composition of the scale and the methods of measuring behavior modality and empathy are to be described.
1. Composition of Semantic Differential Test:
It is a fundamental problem in the analysis of perception pattern how to describe and classify the relation between oneself and others in the interpersonal situation. In the present study, a new Semantic Differential Test for the group activities and membership was composed, the technique by Osgood et al. being referred to. By means of ten concepts regarding a group, samples of adjectives were collected and scales were arranged on the basis of 25 pairs of opposite adjectives. A group of 54 subjects, second-year high school students, was required to rate eight concepts regarding the group in terms of the above scales. On the basis of these data correlations were obtained between the scales, and in terms of thefactor-analysis three factors, Friendliness-Evaluation,Dominance-Potency,Participation-Activity, were sampled out. The Semantic Differential Test, consisting of a couple scales for each factors was thus composed.
2. Measurement on the Behavior Modality:
The general behavior modality indicated in the interpersonal situation was measured by the mutual ratings among the classmates. Eight types of the hypothetical modality were set up by the combinations of three Semantic Differential factors which formed the patterns of the perception of oneself and others. On this basis the data of the mutual ratings were classified and the modality types were thus judged.
Exp. 1) In order to examine these hypothetical types of modality, a modality-measurement was conducted for the subjects, a total of 180 second-year high school. The results indicated that these actually existed only six among the eight types of the hypothetical modality.
Exp. 2) In order to clarify the psychological significance of the hypothetical modality, afact-or-analysis was attempted between the actual modality types, 54 third-year high school students serving as subjects. It was evident from the result that three statistically independent were not independent of each other in psychological meaning, and it was consequently verified that there did not exist eight types of the hypothetical modality in practice.
3. Measurement of Empathy:
There are two standpoints employed in the method of empathy measurement, that is, phenomenological and depth-psychological. The potential, depthpsychological empathy was here measured, according to the latter standpoint. It was required to rate in terms of the Semantic Differential Scale these sentences which described an outlook of a human being independent of the actual interpersonal relations. The degree of empathy was measured by the deviation of each datum from the averaged norm of all members.
Exp. 1) In order to investigate whether the appropriate sensibility would be measured for the cue, we examine the relation of the empathy to the patterns of perception, a total 180 second-year high school students serving as subjects. The result indicated that what was measured was not the appropriate sensibility but only the sensitivity for the cue.
Exp. 2) In the above investigation, we tried to measure the empathy from the deviation of perception the concept and sentence-rating, 260 subjects of second-year high school students.

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In order to investigate a process of cognizing reality in infancy, childhood and preadolescence, we have tried to analyze the areas of children's whys and thereby clarify how their whys tend to develop in connection with their age and distinction of sex and the influences of the times in which they live. For this purpose we gave examinations to 1028 children in Aichi prefecture. At an individual interview with the nursery-school children, we asked ea ch of them to tell about his or her whys by the method of free answers. On the other hand, the method of free description under the title of “My Whys” was applied to elementary-school children (in 2nd, 4th and 6th grade) and junior high school students (in 7th and 9th grade). All of their whys obtained by these two methods were classified into four areas, which were further divided into nine kinds, and we have investigated these areas and kinds from several points of view, such as their school year and distinction of sex.
The main points of our conclusion are as follows:
(1) The number of childrn's whys reaches the peak in the sixth grade of elementary school, and then it is on the decrease. This result supports the fact that with advancing grades in junior high school, pupils' whys become substantial with the concentration of their interest upon a differentiated specific subject.
(2) By analyzing all the whys obtained, we have noticed the developmental tendencies of their whys. For small children, the whys concerning “things” show the highest percentage, but with the advaning of the school years, this percentage is on the decrease, while that of the whys concerning “human life” is conversely on the increase. The rate of the whys regarding “animals and plants” tends to decrease gradually as a grade advances, while that of the whys regarding “naturalphenomena” reaches the highest level in the middle grade of elementary school, and thenit shows a slight decrease.
(3) When we compare these developmental tendencies of clildren's whys with theresults of similar investigations of prewar days, we find a resemblance in general types of development between the former and the latter. But in prewar days, the percentage of the whys concerning “natural phenomena” exceeded that of other whys above the middle grade of elementary school, while, in our investigation, the percentage of the whys regarding “human life” overwhelmingly surpasses that of any other whys.
(4) After due consideration of the areas of whys and the differentiation processes of their kinds, we have divided the developmental level of whys into three, e. g.(a) the level of materially cognizing reality, corresponding to the late infancy and the early childhood; (b) the transitional level corresponding to the middle and the late childhood; (c) the level of socially cognizing reality, corresponding to preadolescence.
(5) In several areas of whys we see some differences between the two sexes. Boys exceed girls in the percentage of thewhysconcerning “heavenly bodies” and “instruments” while girls on the other hand surpass boys in the percentage of whys regarding “animals and plants.”.

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This report aims to analyze the series of abilities to learn, which arrive at (G), from the point of view of the formative-process of the ability (G).
At first, the following models of the series were set,
(1) Uni-serial model_??_(1) where A_i is ability in uni-series and it is called equal weight element. G is the goal of the series. A_i is higher than A_i+1 (2) Substitutive-serial model_??_(2) where A_l(l=1,2,...,k-1,k+1,...,m) is equal weight element.A_ki,(i=1, 2) is called substitutive element. A₁is equivalent to G.(3) Multi-serial model_??_(3)
Secondly, the substitutive series (2) is analyzed as follows. Suppose that a_i* is the item of achievement test measuring the ability A_i in series (2), then the response patterns of pupils to the achivement test are represented with (a₁,a₂, a_m) where a_i=1 or 0 1 is correct answer for item a_i* 0 is wrong answer for item a_i* Let number of response patterns in (a₁,a₂,...a_m), which had a_i=1, represent with R(a_i), then according to scalability of series (2),_??_(4) Let f(a₁,a₂,...a_m) be degree of achievment, obtained by the pupils who had response pattern (a₁,a₂,...a_m), on the goal (G) and let Q (a₂) define as follows,(5) where Σ is sum of all combination, on the conditioning series (2), in (a₁, a₂,at_i-1,a_i+1,...a_m), a_i=1 or 0,(l=1, 2,...,i-1,i+1,...m) R(a_i) is number of response patterns in (a₁,a₂,...a_m) which had a₂=0. Then (6)
Actually, substitutive elements have character like equal weight element from (a₁=1,a₂=1,...a_m=1) to (a₁=0,a₂=0,...a_k-3=0,a_k-2=1,a_k-1=1...,a_m=1) in scalogram, and additional elements (A_i1,A_i2,...A_ip), which do not belong in the series (2), are mixed in the actual data. From the above point of view, formulas (4); (6) are refined as follows.(8)
Thus, applicating formulas (7); (8) substitutive series of abilities can be approximately abstracted from actual data.

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The purpose of this research is, first, to classify problem solving rigidity into several valid forms, and second, to investigate the nature of problem solving rigidity using factor analysis and testing the relations between extracted rigidity factors and personality traits.
Eight rigidity tests, an intelligence test and several personality tests were administered to 152 boys and girls, in the first year of junior high school and to 100 female college students. Eight rigidity tests were selected from the literature or constructed which, on the basis of theoretical considerations, were thought to involve rigidity. A battery of 20 tests was constructed and factorially analyzed using Thurstone's centroid method and radial method of oblique rotation.
Four factors were extracted. Two of them could be identified as rigidity factors that is,“rigidity being caused by experimentally induced behavior patterns “and”rigidity arising by habitual behavior patterns.” Two others were named “intelligence factor” and “mental speed factor.”
Factor analysis of only eight rigidity tests also resulted in four factors. They represented “the ability to change the old response to a new, simpler, and more economical one or to reconstruct a problem or a situation on one's own initiative” (this was named adaptive rigidity),“the ability to smoothly adjust to a new situation which resembles the old one” (this was named spontaneous rigidity),“spatial factor”,and “numerical factor.”
The relations between rigidity scores and several personality traits were tested using Pearson's product-moment coefficient of correlation, chi-sqare test and t test. For both junior high school and college students, adaptive rigidity was related to emotional stability, ego defensiveness, feeling of inferiority, aggressiveness, objectivity and excitability with highly significant correlations. In addition, rigidity was higly related to intelligence. Students with good scores in the intelligence test had much higher correlation between rigidity and emotional unstability than those who had low scores. No significant corre ation was found between spontaneous rigidity and personality traits. Concerning this, the testing and scoring method of spontaneous rigidity should be given further consideration.
In conclusion, it was observed that the existence of problem solving rigidity was recognized; however, it was not a generalized and unitary personality trait, but a multiform factor, that is, experimentally induced rigidity and habit interference factor, or adaptive rigidity and spontaneous rigidity.
In addition, rigidity correlated highly with intelligence, emotional stability and ego defensiveness.

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This report is based on the writer's Diploma Thesis presented in April, 1961, at the Manchester University Department of Educational Psychology. It was concluded from the research that within the testing materials devised for the 100 junior-3 English children, aged 9 to 10, there were at least 5 main sources determining the difficulty in arithmetic items. These were, in the order of their magnitude, kind of arithmetical rules (O), number of terms (N), mechanical vs. problem arithmetic (M), introduction of unit of measure (U), and size of numbers (S). Other results obtained from the study are discussed in detail.

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