The purpose of this article is to propose an analytical method for series of abilities which lead to the attainment of the same goal. This kind of analysis is very important for programming a course of study and for many other instructional purposes.
Such series may take on various structures. Figures in (1-1) and (1-2) are examples of the structure.
_??_ (1-1) _??_ (1-2)
where A ij is a step (a particular ability) in the series
G is the goal of the instruction
Apq is the ability higher than Ap+lr
A₁₁ directly leads to the attainment of G
Series (1-1) have a systematic structure, but series (1-2) have comparatively complex structure.
The series which have systematic structure like series (1-1) are called complete-multi-series, and the series which have complex structure like series (1-2) are called incomplete-multi-series.
The complete-multi-series (1-1) is analyzed as follows. Suppose that a ij* is an item of an achievement test which measures the ability Ai., in series (1-1). The response pattern of a pupil to a battery of items is represented as (a₁₁, a₂₃..., a_1f) where a=1 or 0
1 designates “pass” and 0 “fail” in item a.
If a pattern X is such that a i1=1 and a 12=0, Y is ai1=0 and ai2=1, and Z is ai1=1 and ai2=1, we call Z a duplicated pattern of X and Y.
We shall consider only those who passed a11, i. e., those who attained G. There will be difference in response even among them. A pupil may attain G while failing in some of the earlier steps, and another pupil may attain the same G while failing in different set of steps. These patterns will show alternative rotits for attaining G.
Response patterns which have led to (G) and yet have no duplicated structure between each other, are called Mutually Independent Serial Response Patterns.
Let R (aij, k) be the quantity of Mutually Independent Serial Response Pattern with a i j =1, then _??_ (2)
where k is the maximum value of (i) in series (1-1), and it is called the length of series (1-1). _??_Let S (a_ij, a_pq) be defined as follows S (a_ij, a_pq)=Σ aijapq where Σ is sum with resepct to Mutually Independent Serial Response Patterns.(i_??_p, j_??_q) then when (5)
Using (3)-(5),(5), a complete-multi-series (1-1) is abstracted from the Mutually Independent Serial Response Patterns.
Incomplete-multi-series (1-2) may also be abstracted analytically.
A tentative method is proposed for determining each term in these formulae empirically.

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The aims of this study are (1) to analyse the patterns of perception from the viewpoint of personality, which is general behavior modality in the interpersonal situation, and (2) to investigate the factor of empathy with the patterns of perception. A pre-experiment was conducted for the 260 second- year high school subjects. After investigation, the subjects of this experiment were selected by measures treated in part 1, Behavior Modality Test, Empathy Test and Sociometric Test. The experimental groups were composed of six modality type members with high-low-middle empathy. The control group members were only in netural modality type with middle empathy. Each group did two problems and a reactive test questionnaire. Based on the reaction and observation resulted from two meetings, the following patterns of perception were analysed: (1) the patterns of self-perception,(2) the patterns of group-perception,(3) the patterns of perception to other-group-members,(4) the patterns of sociometric percepiton and (5) the patterns of Guess-Who-Test perception.
As a result, the following points were made clear.(1) The self-perception is understandable from the viewpoint of modality.(2) The group-perception has concern with familiarity, for it corresponds with modality type of perceiver, considering each factor.(3) A positive, significant correlation is found between self-perception and group perception.(4) When the patterns of perception to other-members are analysed from the viewpoint of perceiver, there are significant differences among objects in each factor. Relative tendency proves to have the same pattern of perception, in spite of the different modality types of perceiver.(5) When other member's perception is considered from the viewpoint of the objects, significant differences are not found on the whole but valid effect is presumed. The patterns of perception in each factor which are given for objects cannot explain with relation of factor, separated from modality type of perceiver.(6) Between sociometric perception and the factor of friendliness- evaluation, between sociometric perception and the factor of participation-activity, balanced relations exist. Though modality types are different, the patterns of sociometric perception are the same.(7) Self-perception from the Guess Who Test is explainable by sense of belongingness and role consciousness. Perceptions from other members correspond with self-perception.(8) The ratio of action in the data of observation is related with average pattern of perception.(9) The patterns of perception in the control group make clear that much of problem-solvingb ehavior accelerates perceptive differentiation and patterns of perception dependent on the interpersonal situation.(10) It is suggested that the factor of empathy becomes effective after some experiences in group activity.(11) The patterns of perception seem to be interpretable with normative perception and self behavior-norm.

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Fourty-five psychologists were asked to sort 112 items describing various relationships between parents and children, following the method of equalappearing intervals (9-point-scale on ‘better-worse’ dimension). From these results 30 items were selected to form a stimulus scale. This scale was administered to urban high school pupils, their parents, and a few others. The Ss were instructed to express the degree of favorableness (i.e., their ideal evaluation) and of endorsement (i.e., their real evaluation) for each item in terms of a 9-pointscale.
1. Ideal evaluations (ISVs) did not differ with age and sex of the Ss irrespective of whether they were parents or children.
2. Real evaluations (RSVs) differed with age and sex of the Ss in certain cases of parent-child relationship: remarkable *differences were found with age, sex and parent-child relationship in a set of items representing ‘better’ parent-child relationship.
3. Relation between ISVs and RSVs varied with age, sex, and parent-child relationship: discrepancy between ISVs and RSVs was larger in younger and male groups than in older and female groups ; in the latter, ISVs and RSVs were almost consistent with each other.
4. When a child had a larger (or smaller) discrepancy between ISVs and RSVs, his parent also had a larger (or smaller) one.
5. Rank correlations between ISVs and RSVs were generally high in almost all groups.
To interpret the above results the concept of “social desirability” was applied for: older groups were much more influenced by social desirability than the younger. Thus the control of the social desirability variable was found to be necessary for establishing the methodology of studying parent-child relation- ship.

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The process of paired-associate learning contains aquisition stage and recall stage. The acquisition stage is a memorizing process. After the acquisition has been completed, the recall test is undertaken, thus it contains recall stage. In each stage, the condition of “pattern” was introduced into the experimental situation and the effect of meaningfulness of materials was investigated.
The concept of pattern is defined as the spatial and successive arrangement (configuration) of materials.
In acquisition stage a memory-drum was used, stimulus words (S) being exposed in left side for 2 sec. and then response words (R) in right side for 2 sec. Such a method of presentation, i.e., S-R, is designated as acquisition pattern.
In the recall test, some subjects were tested by the method of forward test (F test) and others backward test (B test).
In the method of F test, subjects were asked to recall R when they were presented S. In the B test, subjects were asked to recall S when they were presented R. Such methods of F test and B test are designated as recall pattern.
Materials were meaningful syllables (M), nonsense syllables (N), and also Japanese alphabet KANA (C). To investigate the function of meaningfulness of R, lists of C-N and C-M were prepared. And to investigate the function of meaningfulness of S, N-C and M-C were prepared. Each list had eight pairs.
These lists were learned under the condition of acquisition pattern.
In general, it is believed that intelligence is one of the factors which determined the learning. So subjects were balanced by the scores of intelligence scales; they were 80 students of junior high school age (20 subjects were assigned to each list). At the recall stage, each of these groups was divided into two sub-groups. Then, one was tested by the method of F test, and the other was tested by the method of B test.
Acquisition was easy when S or R was meaningful. So meaningfulness of S or R facilitates the acquisition. At the early stage of learning, acquisition seemed to relate to the easiness of formation of association.(The degree of easiness of formation of association was measured by the presenting number before formation of association between S and R.) The meaningfulness of R facilitated the acquisition through the learning period. And the meaningfulness of S facilitated acquisition at the later stage of learning.
Considering the recall pattern conditions, the situation of B test was more difficult than that of F test. But meaningful words also recalled well in B test situation.
The effect of meaningfulness was significant especially at the situation where the recall was difficult.

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The results indicated that entrance examination correlates highly (.80) with school success both for lower and higher year grades. However, correlations between intelligence and school success were relatively low (.54 to. 47), and the relationship tended to decrease for a higher grade. Correlations between entrance examination and intelligence were about. 50.
Partial correlations between intelligence and academic achievement were negligible, while those between entrance examination and achievement were high (.74 to.90).
It may be concluded that entrance examination can predict later school success fairly well but the intelligence tests which were used, were inefficient. Common elements between intelligence and school subjects seem to decrease with advancement in school grades.

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Some of the techniques of item response pattern analysis, profile pattern analysis, and configural scoring which are major. aspects of pattern analysis were described respectively and their characteristics were examined. Subsequently, the applications of those techniques to clinical psychology, personality measurement and other areas of psychology were reviewed. The effect of pattern analysis in diagnosis, classification and prediction was compared with that of the traditional additive technique and yet a definite result from the comparison has not been found so far. I think, however, that the effect of pattern analysis will increase by an adequate selection of subjects and techniques of analysis, a control of other factors that influence patterns, and a use of reliable and valid tests.

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[in Japanese]

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