The present study is a developmental one which was carried out to investigate the effect of both the meanings and the directions of the figures on the apparent movement, from the standpoint of the physiognomic perception.
Exp. 1. The purpose of the present experiment is to examine the apparent movement of the four kinds of figures;‘circle’,‘triangle’,‘standing horse’, and ‘running horse’. The circle and the triangle are both the gemetrical figures, while the standing horse and the running horse are considered meaningful figures. The standing horse can connote a static meaning, while the running horse can a dynamic meaning. The triangle was presented in the same direction as that of the apparent movement, and again in the direction opposite to it. Both the standing horse and the running horse were presented in the same direction, in the opposite direction, and in the upward direction. Therefore the number of the stimulus figures was nine.
The first stimulus and the second stimulus were presented simultaneously or successively at the spatial interval of 12 cm. for 200ms. The time interval between the first stimulus and the second stimulus was changed by the method of the minimum changes. The values of the measurement were three values of lower limit, upper limit, and range of the optimal movement phase. The subjects consists of two groups, the first grade children of primary school as a younger group and the university students as an older group.
Conspicuous differences could be found between groups and among figures in the upper limit value and in the range value, but not in the lower limit value. The major findings in the upper limit value and in the range value are as follows:
(1) The degree of the apparent movement with all of nine figures is greater in the younger group of subjects than in the older group.
(2) In each of the four kinds of figures, the apparent movement occurs more strongly in the figure of the same direction than in the figure of the opposite direction or of the upward direction.
(3) Among the figures of the same direction, the apparent movement occurs more strongly in the order of ‘running horse,’ ‘standing horse’, ‘triangle’, and ‘circle’.
(4) As to the figures of the opposite direction and of the upward direction, the apparent movement occurs more strongly in the same order as that among the figures of the same direction.
(5) It is only in the younger group that the trends stated above (2, 3, 4) could be found so strongly.
Exp. 2. The purpose of the present exper-iment is to reexamine the effect of the meanings and the directions of the figures on the apparent movement, independently of the design of the figure. The stimulus figures were the four figures of bird of the same direction', ‘bird of the opposit'e direction’, ‘bird of the upward direction’, and ‘flower’. Each of the figures has an equal area and the same outline, but their meanings and directions were made different, from each other by changing the complexity of designs within.
The major findings are as follows: In the case of the younger group, the apparent movement occurs more strongly in the order of ‘bird of the same direction’, ‘bird of the opposite direction’, ‘bird of the upwaid direction’, and ‘flower’, while, in the case of the older group, the apparent movement occurs more strongly in the order of ‘bird of the same direction’, ‘flower’, ‘bird of the opposite direction’, and ‘bird of the upward direction’, However, the differences of the apparent movement among the figures were conspicuous and significant in the younger group, but not in the older group.

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An experiment was carried out to examine i) the effectiveness of meaningful learning over rote learning, and i i) the interaction between meaningfulness of learning and the methods of presentation.
Three sets of 8 pairs of a simulus (S) and a response word (R) were learned. The pair in the lst set consisted of a word as S and a nonsense syllable (NS) as R. The pair in the the 2nd set had a word as S and two NSs, which had already been learned in the lst set, as R. What the word in the 2nd set represented was equivalent to the combined meaning of the words in the lst set, which had been associated to the NSs, elements of R. For example, a pair of (water-bottle...MUMA, NUYO) in the 2nd set implied the association (water-bottle... water, vessel), because Ss had learned in the 1st set that (water...MUMA) and (vessel...NUYO).
The pair in the 3rd set had a word as S and 3 NSs as R. Learning the lst and the 2nd set, Ss had established an experimental “cognitive structure” which were relevant to the learning of the 3rd set. Similarly to the 2nd set, a half of the pairs in the 3rd set coulct be learned meaningfully, i. e. subsumed into the “cognitive structure” in a non-arbitrary and non-verbatim fashion. Another half of the pairs, however, could only be learned by rote, because what S (a word) meant was different from the combination of the meanings of the 3 NSs which had been acquired at the previous stages of learning.
Two different but equivalent forms were prepared for the lst and 2nd 8 pairs, controlling the difficulties of individual pairs in the 3rd set.(NSs in the lst set were common to both forms.) Those who had learned the one form could learn a half of the pairs in the 3rd set meaningfully, while those who had learned another form could learn another half meaningfully.
Each pair was written on a drawing paper, S in the upper and R in the lower row. In the learning of the lst and 2nd sets,(10 and 3 trials respectively) only S was presented for 2 sec. at first then both S and R were presented for 8 sec. For the 3rd set (3 trials), S was presented for 10 sec., during which Ss were instructed to recall the paired R, then S and R for 5 sec.(S→SR presentation); S and R were presented simultaneously for 15 sec.(SR presentation).
Four classes of 7 grades served as Ss. The experiment was administered to one class at a time. Those who could recall R to S of the 8 pairs were selected and matched for their intelligence test results. Four homogeneous groups, each comprising 14 Ss, were produced.
The number of correct responces in the recall test, to the meaningfully-learned vs. rotely-learned pairs, was counted for the both methods of presentation.
The results were as follows: 1) The paird associate which was constructed to permit meaningful learning, was learned much more easily than that which had to be learned by rote.
2) The interaction between meaningfulness and the methods of presentation was not statistically significant. Moreover, contrary to our hypothesis that in meaningful learning, a recall of R to a presented S would facilitate S-R association, the difference between SR presentation and S-SR presentation was larger in meaningful learing.

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It is often observed that pupils who can solve one problem, cannot solve the other problems which have similar qualities. It is considered that
(1) The above phenomenon suggests that abilities of pupils to learn have multi-dimensional characteristics, and
(2) this multi-dimensional characteristics are provided the structure of abilities to learn.
This report aims to consider the method of analysis of structure of the ability to learn from the above points.
At first, we assume that one ability to learn (A) is constructed with sub-abilities (S₁, S₂,..., S_n), and each sub-ability S₁, S₂,...S_n is called the components of (A). Then, it was decided to abstract combination of components (Si) which construct the ability (A). If (Si)(i=1, 2,..., n) is components of abiliy (A), and if an achievement test which is constructed to measuure the ability (A) and sub-abilities (Si), is performed for pupils, combinations of minimum essential components for the ability (A) can be discovered by their response patterns of problems of the ability (A) and sub-abilities (Si). That is, if the response of the ability (A) changes from 1 to 0 when any one sub-ability (si) changes from 1 to 0, in one response pattern, then the combination of sub-abilities (si) is represented by (si) which is 1 in the response pattern, where 1 means a correct answer for an item, 0 means the wrong answer.
Secondary, I considered relations of the each sub ability si in the combination of (Si). If degree of cooperation between S₁ and S₂, S₂ and S₃ respectively is higher than degree of cooperation between S₁ and S₃, then this relation can be represenSted as follow,
S₁-S₂-S₃
and when correlation coefficient between S_i and S_j is. represented by R (S_i, S_j), above relations are approximately as follow,
R (S₁, S₃) <R (S₁, S₂) R (S₁, S₃) <R (S₂, S₃) That is, relations of each. 51 which are included in the combination of (S_i) are approximately represented by the generalization considered above.
Third, we can see various aspects (A₁, A₂,..., A_m) with regard to the ability (A). And we can consider prior- experience (that which was already satisfactory experience to construct the ability (A)) and sub-abilities forming (A₁, A₂,..., A_m) as the components (S_i, S₂,..., S_n) of (A). Then, the functional relation between aspect (A₁, A₂,..., A_m) of (A) and its component (S₁, S₂,..., Sn) is represented by F (S₁, S₂,..., S_n) = (A₁, A₂,..., A_m) Now let ψ (A₁, A₂,..., A_m) represent the ratio of pupils who have some aspects (A₁, A₂,..., A_m) of (A) to whole pupils, and let ψ (S₁, S₂,..., S_n) A₁, A₂,..., A_m represent the ratio of pupils who have component (S₁, S₂,..., S_n) forming some aspect (A₁, A₂, A_m) of (A) to pupils who have the aspec. t.(A₁, A₂,..., A_m) of (A). Then, for adequate value (C₁), it is considered that (A₁, A₂,..., A_m) which satisfy C₁ <ψ (Al, A₂,..., A_m) where approximate value of (C₁) is _??_for each aspect (Ai) measured by alternative response item,

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The purpose of the present study was to examine the applicabillity of the Edwards Personal Preference Schedule (EPPS) to Japanese subjects with special reference to its social desirability control. The following results were obtained: (1) When social desirability value was measured of 135 statements of the EPPS, a fairly high r of. 96 was found between the two sex groups, a slightly lower r of. 85 between normal males and delinquent males, and a considerably lower r of. 48 between Japanese and Americans.(2) Similar relationships were obtained with respect to percentage of endorsement of the statements in selfratings. No comparison was made between the two ethnic groups since the American data were not available.(3) Inter-statement r was not high in endorsement for most of the need categories.(4) Correlation between desirability and endorsement measured on independent groups was high (.81) both for males and females, and the values roughly corresponded with that obtained by Edwards.(5) When the statements were paired exactly as in the American EPPS, an intraclass r of. 20 was found between social desirability values of the paired statements, which was quite low in comparison with. 85 in American data. However, it increased up to about.7 in the Berrien revision in which statements were revised in order to equalize desirability values. Similar results were obtained by different analyses.(6) When the EPPS in the usual forced-choice form was adminstered under two different instructions (social desirability and self-ratings) on independent groups, subjects were found to respond differently under two types of instuctions. In addition, the social desirability conception of the EPPS statements based on the forced-choice form was substantially related to that based on the form of inventory.(7) So far, social desirability control of the EPPS was studied based on independent group data. This way of analysis is valid if the scale is applied only for group studies, such as cross-cultural investigations. However, in personality assessment, social desirability must be controlled using individual data, or at least the data based on the same groups. Although the correlation based on independent groups are not directly comparable with that based on the same group, the present study indicated that correlation between social desirability and endorsement of the EPPS statements was low in this form of the inventory and especially so in the forced-choice form when it was computed on the same subjects. The findings were discussed in relation to previous studies.

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An experimental education was carried out to examine the following hypotheses.
1) The acquisition of conservation of length, weight and liquid measure can be facilitated by an instructional procedure consisting of verbal explanation combined with manipulating concrete materials.
2) Ss, who acquire consevation of one of these physical attributes by training, have a tendency to generalize this principle to the two other attributes.
3) Ss who comprehend conservation of an attribute also grasp its transitivity simultaneously.
Ss were 40 4-to-6-year-old children, who at the pre-training test had shown neither the symptom of conservation nor that of transitivity as to any of these 3 attributes. They were divided into 4 homogeneous groups with a C. A., of 5: 5 as a mean. Three groups were served as an experimental Ss (Exp. Gr.) Gr. 1 was trained as to length, Gr. 2 weight, and Gr. 3 liquid measure, respectively. The remaining one was a control group (Con. Gr.).
Each child in each Exp, Gr. received two sessions of 10-15 min. individual tranining in two consecutive days. In these sessions the E. explained conservation based on various grounds, e. i., i) identity or the material without addition or subtraction, i i) empirical reversibility of any transformation, i i i) compensability of loss in one dimension by gain in another.
Post-training test was administered to these Ss 3 weeks later.
The results were as follows
1) Hypothesis 1 was veriffied. Ss who were diagnosed as conservers at the post-training test were 9 in Gr. 1, 9 in in Gr. 2, and 8 in Gr. 3 in number. On the contrary, none of the Con. Gr. Ss answered all of conservation items. of any one attribute correctly.
2) Hypothesis 2 was supported. Scores of Exp. Gr. Ss as to two attributes without training increased significantly, while those of Con. Gr. Ss showed no marked improvement.
3) Hypotheses 3 also seemed tenable, because in the Exp. Grs. the number of correct responses on transitivity tasks increased significantly.

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Ability of copying forms, including stereographic figures, was studied with 149 normal children (from Kindergarten to 2nd year grade of elementary school) and 64 mentally retarded children (7-16 years, from imbecile to borderline).
Ten forms were used: a, circle; b, square; c, circle divided by an S line; (these are named “simple forms”); d, two triangles making, a butterfly; e, diamond; f, two triangles intercrossing; g, two hexagons having a line in common; h, triangle with inscribed triangles; (“oblique-line forms”); i, cylinder; j, cube; (“stereographic figures”).
Copies were evaluated and scored by the following principles.
3 marks; motif of the model is correctly realized. 2 marks; a little deformed, but the dominant features of the model are represented permissibly.1 mark; important features of the model are missing. 0 mark; all traits of the model are missing.
Results
(1) Mean scores of each form for each group of Ss:
For Kindergarten children (mean MA, 6 yrs. 6 mths.); a, 3 b, 2.7 c, 2.1 d, 1.8 e, 1.9 f, 1.6 g, 1.6 h, 1.9 i, O.9 j, 0.8.
For 2nd year grade Ss.; a, 3 b, 3 c, 2.9 d (not obtained) e, 2.9 f, 2.7 g, 2.8 h, 2.6 i, 2.3 j, 1.5. For mentally retarded Ss. of elementary school (mean MA, 6 yrs. 2 mths.); a, 2.3 b, 2.2 c, 1.4 d (not obtained) e, 1.2 f, 1.0 g, 0.9 h, 1.3 i, 0.9 j, 0.5.
For mentally retarded group of lower secondary school (mean MA, 7 yrs. 7 mths.); a, 2.7 b, 2.6 c, 2.1 d, 2.6 e, 2.6 f, 2.6 g, 2.4 h, 2.6 i, 1.9 j, 1.4.
(2) Cube was copied by only some of those who are beyond 8 years of MA, and only 30% of the normal Ss. and several borderline children of more than 12 years of CA could accomplish it.
(3) It is an intellectual operation for a child to copy a cube, and it depends on MA level, not on manual dexterity. Many other sensori-motor skills have been acquired originally through more or less intellectual processes.
(4) Rough grades of copying ability (only simple forms; some of oblique form; mastering obl.; etc.) have correlation with intelligence even within the range of normal Ss.
(5) The ways of drawing a cube can be classified into several groups, which have some correlation with general ability.

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