The present study was designed to investigate the effects of the expository method and the discovery method in rule learning. In the expository method, Ss were given rules and examples before a learning test. In the discovery method, Ss were neither given rules nor examples before the learning test.
In the experiment I and II, college students were assigned to four experimental conditions for solving cryptograms in English words. The Ss in group I were given rules and examples to be learned (Rule-Example condition), the Ss in group II, were given Examples and Rules (Example-Rule condition), the Ss in group III were given (Example condition) and Ss in group IV were not any rules or examples (Control group). Rule-Example condition is the expository method, Example-Rule condition and Example condition are the guided discovery method, and the Control group has the pure discovery method.
The experimental hypotheses in the present study were following; (1) expository method is superior to other methods in retention score,(2) the guided discovery method and the discovery method are superior to another method in transfer score.
In the Exp. I, 48 college students were assigned to these four learning conditions, and also in Exp. II, 24 college students were assigned.
In Exp. I, these hypotheses could not be tested, but in Exp. II, while retention of the ruless acquired usually was greater for the Rule-Example condition, there were not significant differences between four conditions in transfer.
In experiment III, 150 children in fourth grade in primary school were given the balance-beam problem. They were assigned to five experimental conditions; Rule-Example, Rule, Example-Rule, Example and control.
The results were summarized as follows; Expository method (Rule-Example and Rule condition) was the highest one in all and Guided discovery method (Example-Rule and Example condition) was next and Discovery method (control group) was the lowest in learning test score and retention score. Furthermore, expository and guided discovery method were superior to discovery method in transfer score.
In these experiments, expository and guided discovery method had the greatest effects on retention of rules in rule learning.

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During recent years in the studies of aggression attention has been focused chiefly on modeling effects. This approach was first introduced by Bandura, A. and Huston, A. in 1961.
The writer regarded imitation as the cue of acquisition of aggressive behavior and attempted to replicate Bandura's experiment on the basis of his hypothesis that “subjects exposed to aggressive models would reproduce aggressive acts resembling those of their models”. Fifty children, 25 boys and 25 girls, whose ages ranged from 56 to 77 month, with a mean age of 70 mouths, participated as Ss.
The results indicated that the group of children who observed the aggressive models displayed a greater number of aggressive behavior in comparison to the nonaggressive model group or the control group. With regard to the influence of the sex difference of models on the imitation of aggression, it was assumed that both boys and girls would imitate the behavior of male models especially in respect of the imitation of physical aggression. However, we gained the results indicated that boys imitated the behavior of male models and girls imitated the behavior of male models and girls imitated that of female models. In short, children tended to imitate the same sex models regardless of the behavior of models. Moreover, physical aggression was much more expressed in boys than in girls whether it had been acquired through imitation or not. This shows that boys are more aggressive than girls. These findings give support to the results by Bandura, A., Ross, S. A. in 1961 except the point of sex differences of models which exert influence on aggressive behavior.
In addition, the writer studied relationships between parental attitude toward child-rearing assessed from questionnaires and aggressive acts in children. A significant correlation was obtained between them, i. e., the boys whose parents used “physically punitive methods of dicipline” showed strong aggressive behavior, and in the case of girls the aggressive behavior was more likely to occur when their parents did not compel them to behave with girlish manners.
The results stated above suggest that in an experimental setting the presence of aggressive models exerts influence on the subsequent behavior of subjects. It will also be one of the important influences on the subjects that the parents of the children who observed the models and displayed aggressive behavior themselves are providing models of aggression through daily child-rearing, or that they are per- missive for aggressive behavior of their children. The evidence that the aggressive behavior is readily acpuired through the observation of models has led the writer to conclude that it is necessary to investigate as to what point in the behavior of models the subjects are most interested and estimate their aggressive behavior.

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The ability of an individual to choose and maintain a uniform course of action independent of the intrusion of competing stimuli represents a crucial aspect of his personality.
The purpose of the present study was to demonstrate that the ability varies, within individuals and is related to their cognitive interference (CI) effects. The CI effects of Ss were inferred from their performance on the modified Stroop Color Word test (SCW). This test consists of eight cards. On the card A five color-names red, blue, green, yellow and black are printed in purple in Japanese. On the other hand card B had the same five colors. Three Low Interference (LI) cards had all th Color-names printed in the corresponding colors while three High Interference (HI) cards had no color-names printed in the corresponding color.
The Ss were 43 junior high school pupils for Experiment 1, 20 college students and 20 schizophrentic adult patients for Experiment 2. They were instructed to read aloud as rapidly as possible the color on each interference card irrespective of color-names.
The main results were as follows: (I) In Experiment I LI Ss of junior high school pupils, as compared with HI Ss had shown higher intelligence, superior scholarship and over academic-achievement. The CI effects also correlated with some personality-traits as measured by the Yatabe-Guilford Personality Inventory. The personality traits of LI Ss were more cooperativeness, interpersonal dominance and extraversion than HI Ss.(II) In Experiment 2 schizophrenic Ss showed higher CI effects than normal Ss. The CI effect in both groups increased in proportion to the degree of complexity of the interference cards and the difference of CI effects between schizophrenics and normals also grew according to the degree of complexity.
Lastly, the author discussed CI effects from the. view point of congnitive interference (conflict) theory.

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The ultimate purpose of this study is to investigate the mechanism of learning to read Japanese ideographs on the part of primary school children. In this paper is described the planning to construct learning materials and then the analysis of them.
1. The Ss chosen for testing meaningfulness and familiarity of two-syllable Japanese words are 150 children of the 5th grade in Ashikaga city, Tochigi Prefecture. For measuring meanigfulness, they are asked to write out the associated words when given a stimulus word of two syllables. For familiarity, they are asked to rate each of the 100 two-syllable words according to “Four-point rating scale”. Table 1 indicates production values (m) of meaningfulness. Table 2 indicates f-values, familiarity of the 100 words. The coefficient of the correlation between Tables 1 and 2 is 0.955, the regression line being Y'=1.23X+0.84.
2. The Ss chosen for testing meaningfulness and familiarity of figures are 171 children of the 5th grade in Ashikaga city. The procedure adopted is the same as above; Fig. 1 and Table 3 indicate production values (m) of figures. Fig. 2 and Table 4 indicate f-values. The coefficient of the correlation between Tables 3 and 4 is 0.880 and the regression line is Y'=1.20X+1.63, which is approximately the same as the regression line of the two-syllable words.
3. The experiment of paired-associate learning is planned to analyze the children's mechanism of learning to read Japanese ideographs. The Ss are 120 children of the 5th grade in Ashikaga city. Learning materials of paired-associates are figures (i. e. S's) and two-syllable words (i. e. R's). The results obtained are in this order: H (H=high familiarity)-H, L (L=Low familiarity)-H, H-L, and L-L. This indicates that high familiarity of two-syllable words is the most significant factor in effective learning. Similarly, high familiarity of figures plays an important role in effective learning.

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This study is on the developmental changes in meanings of the Japanese qualitative and quantitative words (most of them are adverbs) by means of the paired-comparison method. The qualitative and quantitative words are classified on the basis of the following four categories of meanings:
(1) 18 words which express degree of common things (TEST I) ; sugoku, hijoni, taihen, totemo, kanari, etc.
(2) 16 words which express degree of probability (TEST II); zettaini, kanarazu, kitto, tashikani, tabun, etc.
(3) 16 words which express degree of frequency (TEST III); itsumo, yoku, tabitabi, tokidoki, mareni, etc.
(4) 18 words which express degree of psychological time-distance (TEST IV);
a. 10 words which express the future; suguni, imani, mamonaku, yagate, etc.
b. 9 words which express the past: toni, senkoku, sakihodo, ima, etc.
The subjects are required to answer the following questions.
For instance;
TEST I
a. taihen okii
b. yaya okii
TEST II
a. tabun kimasu
b. tashikani kimasu
The subjects are required to answer which means larger size (TEST I) and which expresses more probable meaning (TEST II).
The sublects are 2,588 4th grade children (10 years old), 2,379 6th grade children (12 years old), 2,617 8th grade children (14 years old), and 2,084 students. The results show that even the subjects of the same age vary in their interpritation of the qualitative and quantitative words, and the older subjects can understand more sharply the difference of their meanings.

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The purpose of this experiment was to examine the effects of verbal reinforcement combinations and a motivational instruction toward reinforcement on verbal conditioning. Following predictions were tested; (a) “positive and negative” reinforcement would have greater effect upon verbal conditioning than “positive” reinforcement only,(b) a motivational instruction to receive reinforcement would facilitate verbal conditioning, and (c) if the two variables operate on verbal conditioning simultaneously, a group given “positive and negative” reinforcement with motivational instruction would show the greatest gain in performance among the groups.
Ninety elementary school boys and girls were randomly assigned to one of the 5 experimental conditions. These conditions were as follows: “Good” for correct response and “Bad” for incorrect response after a motivational instruction by saying “Try to let me say ‘Good’ as many as possible” (MRW),“Good” for correct response and nothing for incorrect response after motivational instruction (MR),“Good” for correct response and “Bad” for incorrect response without motivational instruction (RW),“Good” for correct response and nothing for incorrect response without motivational instruction (R), and no reinforcement for all responses (C). 80 Taffel-type cards were employed. each of which contained a three-syllable verb and four personal nouns: Taro, Hanako, Yoshiko, and Makoto. On the basis of the response frequency in 20 operant trials, the two medium-order nouns were chosen as the critical responses. Between the 20th and the 21st trials the motivational instruction was given to the Ss in MRW and MR groups. An awareness interview similar to that of Wong et al.(1966) was administered after the conditioning experiment.
The main results were that (a) the performance. difference between RW and C group was significant: in the predicted direction but that between R and C group was insignificant,(b) no difference in performance was found between the groups with motivational instruction (MRW and MR groups) and the groups without motivational instruction (RW and R groups),(c) the performance in MRW group did not differ significantly from any of other experimental groups, and (d) the performance of the aware Ss (N=18) was significantly better than the unaware Ss (N=55), and the latter group was similar to the control group in performance.
A discussion was made with reference to the fact that the motivational instruction did not influence successfully to the performance in MRW group, and to the relationship between awareness and verbal conditioning.

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[in Japanese]

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