The present study was conducted to investigate the relative effects of three types of modeling conditions on inhibiting feminine responses in observers. Forty-four kindergarten boys, whose ages ranged from 5-2 to 6-2, were randomly assigned to one of four experimental conditions. Ss in the first model group (N group) were exposed to a male adult model who was playing with “neutral” toys for two minutes. The model twice approached the feminine toys. The only toys he touched, however, were neutral toys. No words were spoken by this model. Ss in the second group (V group) observed a male model who approached the feminine toys with inhibiting verbal statements (e. g.,“These are nice toys, but I' m not going to play with them. They are all for girls.”). This model did not play with the neutral toys. The model for the third group (NV group) displayed all the motor and verbal behaviors shown by the models in N and V conditions. Ss in the fourth group (Control) did not observe the model. Immediately following one of these treatments. each S was of ferred two groups of toys, feminine and neutral toys, and allowed to play with them for seven minutes in the absence of E. Ss were observed from behind a one-way mirror once every 10 seconds for a period of 7 minutes. Thus, each S was observed 42 times. Two types of scores were obtained from the observation. Latency scores consisted of the number of 10 second intervals elapsing before S was observed to look at, come close to, or touch a feminine toy. The number of observations in which S looked at, was close to, or touched a feminine toys was used as another measure, feminine response scores.
The major findings of the study were the following:
1) The latency data showed that those Ss who observed the model touched feminine toys with singificantly longer latencies than those Ss who did not observe the model. The latency data also indicated that the means of this measure of N and V groups did not dif fer significantly. Ss in NV group touched feminine toys with significantly longer latencies than Ss in N and V groups.
2) Ss in the three modeling conditions played with feminine toys significantly less frequently than Ss in the control condition. Although Ss in the NV condition showed less feminine responses than N and V conditions, the difference among the three modeling conditions was not statistically significant.
These obtained results were interpreted to suggest that control over the feminine responses in boys may be acquired through the observation of 1) the model inhibiting feminine responses with verbal statements and/or 2) the model's behavior which is incompatible with feminine responses.

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The present study was aimed at investigating dependent dehavior (d. p.) of college women. It was the first of series of reports on developmental changes in d. p., dealing with its final phase, i. e. so-called independence. Dependent behavior was to be described in terms of (a) modes of d. p. and their dominance,(b) differentiation and number of objects to whom d. p. was directed, and (c) strength of dependent need which might produce d. p. toward each object.“Dependent need” denoted need for psychological support, beyond instrumental usefulness.
Two kinds of questionnaires were constructed and administered to 168, college women. The first questionnaire asked each female adolescent how she depended on what object through what modes or ways of d. p. Mother, the most intimate friend of the same sex, the love object and five other persons were selected ona prioriground as objects for dependence. The second involved SCT type questions concerning the role or value of each object in her psychic life.
The following points were suggested:
1) A female adolescent reported a high degree of d. p. She generally had a number of objects for dependence. Each object had a different functional value for her.
2) She had a focus or foci of d. p., i. e., a person who supported her psychological existence and accepted strong need for dependence. Other objects' functions or positions in the dependency structure were determined to the nature of a focus.
3) When Ss were classified according to focus or foci, e. g., Mother-type, Lov'e-object-type, 2-focitype, those who had the same kind of focus showed similar behavior patterns to other objects.

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The experiments reported in this study were made to investigate the developmental trends of memory ability and to examine the effects of presentational conditions and instructions in serial memory tasks.
A number of series of digits and the nonsense words of two syllables (Umemoto, T., et all., Association value and meaningfulness of two syllable nonsense words,Jap. J. Psychol.,1955, vol.26, No.3, 148-155) were used to construct the experimental tasks.
The subjects were obtained from the third and the fifth graders in several elementary schools and the first and the third graders in a junior high school.
The main conclusions were as follows:
1) A certain procedure of data analysis produced the following result; the immediate memory apan had a relatively stable range, as suggested by Miller (Miller, G. A.,“The magical number seven, plus or minus two: Some limits on our capacity for processing information.”Psychol. Rev.,1956, 63, 81-79). However, the nature of the tasks and the degree of learning could affect the memory span. Consequently, it is likely to be of little importance to explore the limit in learning of such tasks. It is rather thought to be more important to pursue from a developmental point of view the learning process to reach a given level and the subsequent changes.
2) The present experiment demonstrated that improvement of performance could be found if the learning materials were presented in such a way as to facilitate the subjects' prediction. Therefore we can not regard our subjects as passive acceptors of stimuli, only with rote memory ability. It is rather reasonable for us to regard them as positive information processors responding with a given set.
3) Remembering and thinking in serial tasks could be made easier by strengthening the meaningfulness of learning materials and the interrelationships among dimensions of the materials. The instructions in order to suggest some solutions to the subjects were revealed to give some positive effects.

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In my previous report (Jap. J. of educ. Psychol., vol.13, No.4, 1965), the differences of group effect between cooperation and competition were clarified by using the three variables, that is, group productivity, group cohesiveness and group participation. But the examination on the interrelationship among these variables remained. The main purpose of the present report is to examine the relationships in the previous data. The multiple correlation coefficients on these three variables were examined to clarify the interrelations among these variables.
The multiple correlation coefficients were interpreted by the coefficient of multiple determination (R²) suggested by Guilford (1950).
As to the interrelationship among group productivity, group cohesiveness and group participation, the differences were examined between intelligently hierarchical group and equalitarian group, between task I (puzzle problem) and task II (discussion problem), and also between cooperation and competition.
The main findings are as follows:
1) Both group participation and group cohesiveness were significantly related to the group productivity, but when relative contribution of these variables was examined, it was T suggested that the former was more related to the group productivity than the latter.
2) In the equalitarian group the group participation seems to be related more closely to the group productivity than in the hierarchical group. The interaction among the group members in the equalitarian group may be more active and effective than in the hierarchical group.
3) The degrees of interdependence among three variables were greater in task I than in task II. The interaction among members in performing the task may be more intimate in task I.
4) The configuration of these three variables was almost the same between cooperation and competition.
The concept of the group participation, which may be considered as the key concept for the understanding of the interrelationship among three variables, was examined in the same way. And it was found that solidarity, power and affiliation, which are sub-variables of the group participation variable, were interrelated each other and that the concept of the group participation was construted as a interactional concept by these sub-variables.
The results of this study are suggestive for the understanding of the dynamic system of action in the group situation including cooperation and competition.

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The present paper is a report on my study of school children's ability of seriation of complicated arranging materials. The author attempted to clarify the developmental process of their conception of series on the “stage of concrete operations”, by analysis of errors made by the children in their answered papers. 241 school children from the 1st grade to the 6th grade were examined in the form of group test, class by class. Two types of task were given; numeral series and series of geometrical figures such as circles, triangles and squares. Each type of task demanded the subjects to complete the series in one-dimensional cyclic order.
1. In the case of the numeral series task, frequency of the errors is highest in 1st graders' a nswers, 2nd to 5th graders rank second, frequency of the errors is lowest in 6th graders' papers. The number of errors decrease in the order of→(1st graders)→(2nd, 3rd, 4th and 5th graders)→(6th graders). In the case of the geometrical figure series task, frequency of the errors is highest in the 1st grade Ss ; 2nd to 6th grade Ss rank second. The number of errors decrease in the order of: (1st graders)→(2nd, 3rd, 4th, 5th and 6th graders). From the proportion of the errors between the numeral series and the geometrical figure series; the 6th grade Ss show higher frequency of errors in the latter, but the Ss from the 1st to the 5th graders show no such remarkable difference.
Whereas from an investigation of the errortypes, the following points are revealed: Frequency of the errors of type A (unstable about phase operation) is higher in the numeral series papers of the 1st graders ; but on the contrary the subjects of 4th to 6th grade show higher frequency of errors in _geometrical figure series papers. And almost all the Ss's, errors of the type B and C (unstable about simple seriation) are more frequent in the numerals task.
This proves that the seriation of numerals are easier than that of geometrical. figures if school children, can undertake. phase operation, but that the relation is diametrically opposed so long as the series used appeal only to children's direct visual perception.
2. The total frequency distribution, as a whole, of each type of errors in each grade reveals that there are the first developmental crisis at the 2nd grade, and the second crisis at the 6th grade. This is shown as a diagram →(1st graders)→(2nd, 3rd, 4th and 5th graders)→(6th graders).
From the above findings, we may conclude (1) that almost all the children of the 1st grade still stay on the level of pre-operational seriation,(2) that almost all the children of the 6th grade are already on the level of formal reasoning, and (3) that almost all the children's operational structure from the 2nd to the 5th grade are yet unstable and unflexible. Therefore in the complicated situations, their seriation is likely to be suspended in spite of their capability of phase operation.
But we find that there are still two sub-stages with the developmental stage stated in (3); The first sub-stage covers the 2nd and 3rd grades, and the second covers the 4th and the 5th grades. And particularly the latter substage has the characteristics of a transitional state from the “stage of concrete operations” to the “stage of formal operations”.

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To throw light on the development of concepts of three dimensional direction, we studied how children (ages 3-11 years) conceive those words themselves (above-below, before-behind, right-left) in actual situation's and in dealing with objects. Findings are:
1) Orienting from “one's own body”, above-below was easiest for children to conceive, and was responded correctly at ages 3-4. Before-behind was conceived correctly at ages 5-6. While right-left, being most difficult, was achieved at ages 7-8. Thus we had distinct developmental difference as to the comprehensibility of these different directions.
2) When the subject's view-point was shifted to a person facing him, or when his posture was changed to the supine position, the task became rather difficult and caused many ego-centric errors, especially at ages up to 6-7 years.
3) Discrimination of right and left from one's own body and that from the view-point of another person facing one, made two distinct developmental stages, the latter being attained two years later than the former. The reversible right-left relation between oneself and other person facing, was comprehended at ages 8-9.
4) Judging right and left with respect to the positions of objects presented before the child, the task was far more difficult with 3 objects than with 2 objects. Up to ages' 7-8, the absolute judgement on the basis of one's own body was prevailing. Relative judgement with the shift of view-point was expected at ages 10-11.
5) Ability to make right-left judgement with respect to “one's own body”, to “another person facing one”, and to “positions of objects”, correlated positively with levels of intelligence. Regional dif ferences and disparities among schools were also observed as to this ability.

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The present study was so designed as to compare scores of the measures of the Uchida-Kraepelin Psychodiagnotic Test such as type of work curve, amount of performance before the resting (A) and after the resting (B), error rate (A & B), firsttension (A & B), last-tension (A & B), the largest difference of performance (A & B), fluctuation rate of performance (A & B), and rate of the resting effect, IQ, in high school students (H), and delinquent boys and girls (D), both aged about 16.
Then the structure of factors based on correlation coefficients of these scores in H was compared with that in D.
The results were as follows:
1) D was statistically inferior to H in mean scores of IQ, type of work curve, amount of performance (A & B), the largest difference of performance (A), fluctuation rate of performance (A & B), and it was surprising that error rate was smaller in D than in H.
2) Four factors were extracted and rotated in H and D respectively. In H they are tentatively named as Good-bad of performance, Process of performance Before-after the resting about process of performance, and unnamed factor, and in D as Good-bad of performance, Exessive carefulness, Process of performance, and unnamed factor, It seemed that the small error rate in D was attributed to Excessive carefulness factor which was very characteristic in D.
3) Good-bad of performance and process of performance factors were common to normal, schizophrenic and delinquent subjects, so these factors might be fundamental for the Uchida-Kraepelin Psychodiagnostic test, and the fluctuation of performance particularly differed in different subject groups in the meaning as measure.

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