A total of 1316 subjects (658 males and 658 females), aged from 16 to 66, rated themselves against a set of 65 selected scales of a questionnaire constructed to measure physical, intellectual, emotional and social aspects of adult characteristics. By assigning phis one tof an -affirmative response by the subjects to each scale, minus one to a negative response, and zero to an undecisive response. Adult Scores (A. S.) for all age-groups were calculated, and inspection of these A. S. thus obtained indicated that, there were 28 effective items with males and 19 effective items with females. Although there were wide individual differences in each age group, adult characteristics were, in general, reached in the male groups between the ages of 25 and 29, and in the female groups, between 30 and 34. Greater individual difference in terms of S. D. was found in the male groups than in the corresponding female groups. From the shapes of the A. S. curves plotted across the age-groups, six types of -development- of adult characteristics were confirmed. Inter - scale relatedness as indicated by the percent agreement (70% or above) between each pair of the scales was more often found in the male groups than in the female groups.
Adult characteristics were further analyzed concerning the specific nature of each of the four aspects, as stated above of personality development, and the implications derived therefrom were discussed in details.

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In our study it was questioned to what extent a response to a certain personality questionnaire item would be stable in the measurement of personality.
We gave a test of 20 items selected from the standardized personality tests four times at three day intervals to the pufils in the first year class of Junior high school. About one of the students showed substantially the same responses in all of four tests. And 18 items from the same questionnaire were given twice to each of three different groups. One group had the retest after 20 minutes another after one seek and the third after five weeks, These groups were second year class pupils of junior high school. Sixty-85 percent of subjects responded to items in the same way in the first and second times when the tests were given at intervals of 20 minutes, 55-80 percent at intervals of a week, and 50-70 percent at intervals of five weeks, respectively.
From this result, we may conclude that the response to questionnaire items is not very stable but rather variable, even though the time intervals are so short that no change might occur on personality. Then we investigated from what factors these response variabilities resulted. Among the factors related, to the items' quality, we examined the responsesimilarity in such factors as distribution of responses, contents of items, varieties of meaning, and whether the item has a relevance to every day life. There were the items to which responses were assimilated_ in high ratio and some were not so high in response similarity in all of these factors. Some pupils responded variably to the same items and almost all ofthem were found inferior in scholarly attainments or personality characteristics according to their teachers' evaluation.
On these factors further research is needed.

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In the present experiment the problems, methods adopted, and so on are the same as in the previous experiment (III). Its aim is to clarify the degree of constancy of form-color responses of the same subjects that were examined with the same method in the previous experiment about one year ago.
The results are as follows:
1) The response-patterns obtained with controlled instruction as well as with experimental instruction in the experiment at an interval of about one year from the previous experiment have shown a tendency sufficiently convincing to sustain the results of the latter. In other words, with controlled instruction, in all ages older than 4, the form response is more dominant than the color response, and statistically there is a variation of the responses about the age of 7, thus supporting the tendency noted in the previous experiment. With the experimental instruction, on the other hand, it has been observed that there is a great variation in responses between the previous experiment and the present one.
2) As for the result obtained from the controlled instruction, the ratio of response constancy is 60% after the ages 6-7, and at the age of 11 it approaches 90%. The percentage of form response at age 12 in the previous experiment having been 100%, the ratio of constancy in this experiment has been 100% as expected. However, in the case of the experimental instruction, the constancy of response has proved low and varying.
3) It has been inferred that the response constancy as observed in “Lotto-Methode” depends not so much upon the conditions of response persistency in terms of an individual characterological “Eigentätigkeit” as upon those of constant responses to form-abstraction which accompanies the growth and development of the subjects.
4) It has been inferred that when we consider this “Form-Farbe” problem from the angle of the developmental tendency of abstraction ability, the traditional use of instruction according to the Lotto-Methode would methodologically be more valid and convincing.
5) Since in the experimental instruction method some factors are observed that have to do with the individual “Eigentätigkeit” presupposing some characterological conditions, the problem in the future would be to consider it from such an angle.

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This investigation was planned to analyze the following problems on the physical development in childhood.
(1) The first problem is about inquiry of the correlations of the measurement values between the earlier and the later age stages in the physical development in childhood.
(2) The second problem concerns the correlations of the development of eleven parts of body at each age (male and female separately) and about inquiry of the developmental changes in the correlations.
(3) In the third problem, the correlation matrices at each age are factorized separately, and we try inquiry of the factor structure on the physical development and its developmental changes.
(4) The fourth problem is about inquiry into the developmental change from dumpy to lanky body forms through the four indices: upper and lower limbs, stem, and over-all indices.
The measurements consist of the eleven items: stature, weight, chest girth, stem length, head girth, shoulder width, hip width, upper limb length, lower limb length, arm girth and leg girth. The data were collected from the same subjects through all the ages from 6 to 11. The number of subjects is 88 males and 66 females.
Results are as follows:
1) The physical developmental level at entrance into elementary school predicts considerably that of the later childhood. Especially about head girth, stature, weight, chest girth, stem length, and leg girth this tendency is notable.
2) The results of the correlations of parts of body with each other are as follows:
1. Somewhat stronger correlative tendency is found in case of girls than in that of boys, but any definite correlational developmental change with years is not found.
2. The correlations between each horizontal measurement and between each vertical measurement are both close.
3. The correlations between head girth and the other parts of body are not close, but stature, weight, shoulder breadth, chest girth, and stem length have closer correlations with the other parts of body, and especially about stature and weight this tendency is notable.
3) Results of the factor analysis at each age show that there is only a little difference both in age and sex groups as regards factor structure. I have found a general factor concerning size maturity and two group factors. One factor is horizontal measurement. The other factor is vertical measurement. The former is divided into breadth and thickness of bodies; the latter into-length of limbs and that of trunk. But in the physical devlopment of childhood the latter plays a more important part than the former.
4) The body form in childhood changes gradually from dumpy to lanky with years as the child grows older.

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The purpose of the present study is to analyse the factors determining regional difference in school achievement. We selected two junior high schools (A and B), which are located in different communities. These schools had the same average on intelligence, but a standardized achievement test showed that School B was superior to School A in literary subjects. Our socio-economic survey could not reveal any distinguishable difference between these communities. A questionnaire asking about the pupils' home life, the amount of home assignments, their spontaneity toward learning, their parents' concern about education for children, and their decision on the course of life after finishing junior high school (i. e. either going to senior high school or to work) was administered to the pupils and to their parents. On many items in the questionnaire, we could find a consistent superiority of School B over School A. We concluded that the regional dfference in school achievement is not determined directly by a few independent variables, but it is a compound product of many variables which interact with each other.

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We ivestigated relation between children's personality and their ordinal position.
Subjects were 145 mothers and their children who had one sibling. Children's age were from 9 to 14 years. Subjects were given about 50 items describing of personality traits. They had to decide for which sibling each description was more appropriate.
Main results were as follows:
1. There were some clear differences of personality traits between first-born children and second-born. For example, first-born on the average were more moderate, kind and self-controlled. Second-born on the average were wore cheerful, spoiled and dependent. Similarly there were some clear differences between boys and girls. It could be suggested that the children's ordinal position had a great influence on the role expectations which their parents had for them and the role perception which children had perceived themselves.
2. In the 2 to 4 years' age distance group, the personality differences between first-born and second-born were most cleary found.

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