The present study aimed at investigating development of friendship relations in adolescent twins. i) A questionnaire, constructed to examine the differences between friendship relations of twins and non-twins, was administered to 160 identical twin and 420 non-twin adolescents (7th to 12th graders). ii) 14 female twin and 8 non-twin subjects were required to rate personality characteristics of their best friends, the 2 nd best friends, ordinary friends, the other member of the twin pair and themselves, using SD adjectives. iii) 10 female twins and 5 non-twins were interviewed. They were encouraged to talk freely about their relations to friends and their feelings about them.
The results were as follows:
i) Friendship relations of adolescent twins were not so intimate or important as in non-twins. This tendency was clearer among females than males. Especially, in senior high school students, for whom intimate friendship plays an important role in their psychic life, there was marked retardation of development of twins' friendship,
ii) In twins, not only was development of friendship with the best friend retarded, but relations with the second best friend or to ordinary friends were more severely underdeveloped.
iii) There were found two different types among twins whose friendship was underdeveloped. In one of them the role of friend was not clear and not differentiated from that of sibling. In this type the partner (i, e, other twin) could be a friend as well as a sister. In the other type interpersonal relations in general were cool and superficial.

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The purposes of the present experiments were to examine (1) the degree, of imitation of socially acceptable behaviors of adult models (female students) in kindergarten children,(2) the effect of vicarious reinforcement on imitation,(3) the degree of maintenance of imitated behaviors (Exp. 1),(4) the degree of imitation of socially acceptable behaviors of peer models, and (5) the of effect of the suggestive question on imitation.
22 boys and 18 girls in the 4 years old class and 16 boys and 22 girls in the 5 years old class served as Ss in Exp. 1, and 14 boys and 8 girls in the 5 years old class in Exp. 2. Ss were paired with in the same sex and the same class for observing the way that they play with each other when only one toy, patrol car or sunder bird No.2 moved by remote control, was prepared for them. Ss' behaviors were observed before and after Ss observed models' behaviors on film. Experimental groups in Exp. 1 observed either only models' behaviors (no-reward group) or models' behaviors and reward to models (reward group) on film, while control group observed no models. Ss in Exp. 2 observed either adult models or peer models. Models, first, mutually conceded the first use of a toy (patrol car), did ‘jan-ken-pon’ for turn and used a to in turn. Only 5 years old children in Exp. 1 observed models' behaviors two times. Suggestive question “Do you play on good terms?” was asked Ss in Exp. 2 near the end of play. Ss' behaviors was observed from observing room. Observation was done about the transference of possession of a toy. The time when the toy transfer from one of Ss to another' the way of transference, the owner of the toy and Ss' conversation were recorded.
The results were as follows:
1. All subjects didn't mutually conceded and did ‘jan-ken-pon’ before observing models' behaviors. Subjects in control group also didn't mutually conceded and did ‘jan-ken-pon’ through examination. A few 5 years old children in no-reward group, reward group (Exp. 1) and female models group (Exp. 2) imitated models' mutual concessions and ‘jan-ken-pon’. Those facts show that 5 years old children imitated adult models' socially acceptable behaviors by observing models' behaviors only one or two times.
2. Reward to models dind't always facilitate Ss' imitation of models' behaviors.
3. Imitated behaviors tended to be maintained oven if the toy was changed.
4. From the fact that no children in peo- models group imitated models behaviors and children's spontaneous conversation, it was proved that children didn't always imitate models even though children became aware of similarity between models and themselves and difference between models' behaviors and their behaviors.
5. The suggestive question “Do you play on good terms?” did not adjtionally generate the imitation of models' behaviors.

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The present study was designed to throw light on the logical thinking of children. On it are analyzed logical operations into three aspects on the basis of the logical dispositions of the task: form, content, and complexity.
192 subjects from the 2nd grade in primary school to the 3rd grade in secondary school were tested in the first experiment. In the training experiment 120 of them were examined and formed into three groups on the basis of the result of the first experiment the first was the experietial group who were trained under an experiential program, the second was the symbolical group who were trained under an symbolical program, and the third was the control group.
The 36 calculi of propositions used as the task had three levels of difficulty at the three above mentioned aspects; on form: basic conditional, contrapositive or converse of contrapositive, on content; experiential, symbolical or hypothetical, on complexity; the number of propositions which forms one “Sentential Calculus” were 2, 3, 4 or 6.
Findings are:
1) Logical operations had clear developmental traits from the lowest grade to the highest grade. However, statistically significant stagnations were found at the 5th grade in primary school and the 2nd grade in secandary school.
2) The three tapes of the form had distinctly different developmental traits; basic conditional gave the most steep slope from the lowest grade to the highest grade, and contrapositive gave slightly lower but almost sams type slope. But the last one, converse of contrapositive, showed statistically significant increase from the 5th to the 6th grade, and thus before the 5th and after the 6th grade, no deelopmetal trait was found. Generally it was concluded that about the 5th grade was the period of the preparation for the progress from the lower stage to the higher in thinking.
3) On the content, the experiential tasks were most easy and the hypothetical was most difficult, thus there seemed to be a close relation between the verbal ability and the logical operations.
4) On the degree of the complexity, it was revealed that the task became more and more difficult from 2 to 6, and yet after the training there was no distinction in performance level by complexity, except for the certain gap between 4 and 6.
5) On the of effects of training, the experiential program was most of effective for the subjects in the “stage of preconcrete operations” (2nd-3rd grade), and the symbolically program was most of effective in the “stage of concrete operations” (4th-6th grade). In the “stage of formal operations”, both programs had almost equivalent of effect. From this, it was suggested that children in the given stage of logical operations would require training programs with the mode of operation which would be predominant in the next stage.
6) Analysis of errors found to be available in attempting to reveal the process of the development of logical thinking.

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[in Japanese]

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The purpose of this study is to investigate the process of political socialization in adolescence.
The subjects were 76 third graders of two junior high schools, 70 farm youth in two farm villages, Miyagi prefecture, and 149 second graders of a junior high school, 67 laborers, 63 college students in a, city, Osaka. Total sudjects were 425, aged from 14 to 19. Procedure I: The 425 subjects were given 10 political terms (P) and 10 neutral terms (N).(P): landlord, laborer, equality, election, abstention from voting, war, Right, conservative party, labor union, capitalism.(N): disadvantage, rich, privation, city, production, demand, cause, correct answer, affirmation, stability, The subjects were required to write theiy antonyms.
Procedure II: The subjects were given P, N and their antonyms. IO terms and their antonyms in P, N were chosen from the four cognitives levels of political attitude in social psychology.
They are included which are to be broken down as. follws;
(1) First level (rich-poor, stability-instability, pleasure- privation, profit-disadvantage)
(2) Second level (capitalist-laborer, managementlabor union, landlord-tenant)
(3) Third level (conservative party-progressive party,. Right-Left)
(4) Fourth level (capitalism-communism)
The subjects were required to divide them into two groups (one group closely connected with the wealthy, the other with the poor.)
The subjects were tested from January to October, 1968.
The main results were as follows
1.) The average of cognition on 20 antonyms showed higher in the city than in two farm-villages.
2) The relevant cognitions on the wealthy and the poor were as follows
i) The relevant cognition of five groups in 425 subjects showed the developmental process of hierarchical stracture on the political attitude.
ii) The relevant cognition in iunior high school was at a lower level than both laborers and college students in the city. The college students showed the highest level. But both groups of laborers and college students showed the low level on the fourth level (idiological level.).
iii) The level of junior high school pupils and farm youth in the farm-village is similar. Both groups reported that the cognition of the second level was lower than in the city. The cognition of the third, fourth level was lower, too. These results in the farm-village showed that farm youth were not more class-conscious than indivi duals in the city.
Threfore, the level of poiltical socialization was lower in the farm-village than in the city.

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[in Japanese]

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