Purpose: This study aims to clear up some relationships among motivational instructions under 3 situations (reassurance, failure, repeated failure), respiration and electrical skin conductance on memory of verbal materials.
Method: These memory materials are 14 syllables passages of 0 and 3 order of approximation to Japanese, and each 15 are arranged alternately. All Materials are presented 2 syllables per second by tape recorder and the recall is required after 30 seconds. The experiment has 3 sessions o f 10 passages and 3 minutes rest is inserted between them. In the 1 st session a standard instruction is given to all the groups, and in the 2nd session one group is given reassurance instruction and another 2 groups are given failure instruction. In the 3rd session one of the latter 2 groups, give n failure iestruction in the 2nd session, is agai n given failure instruction, and another 2 groups a re given neutral instruction. During the experiment respiration and electrical skin conductance of the Ss are measured.
Results: (1) In the 2nd session differences of recall scores among the 3 groups was not found, but in the 3rd session the repeated failure group is inferior to another,
(2) By the material of 0 order of approximation to Japanese the recall scores of the repeated failure group is inferior to another in the 3rd session, but by the 3rd order of approximation to Japanese there is no significant difference among the 3 groups.
(3) About percent changes of resistance (GSR) the reassurance group is Tower than the failure group in the 2nd session. In the 3rd session the group, given neutral instruction after failure instruction, is lower than another 2 groups.
(4) In the case of 0 order of approximation to Japanese percent changes of resistance (GSR) is restrained to go down in repeated failure group, but in the case of the 3rd order of approximation to Japanese there is no significant difference among the 3 groups.
(5) Absolute level of conductance goes higher in the 1st sossion than before experiment, but after the 1st session it goes neither higher nor lower.
(6) Respiration is increased in the experimental situation comparing with before experiment. But there is no significant difference among the various motivational instructions.

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The present study aimed at clarifying the effect of equivalence in verbatim memory. Experimental Ss (8th graders) learned past forms of composite English verbs after they had been given a general rule of change by tense of a composite verb, i. e., the past form of a composite verb can be constructed by transforming the basic verb into its past form without changing the prefix. They were expected to learn meaningfully, for they could establish equivalence by applying this rule to composite verbs, with the previously learned past form of basic verbs. Control Ss could not learn meaningfully unless they found the rule themselves.
Paired-associate learning, with present form as stimulus word and past form as response word, was attempted (See TABLE 1). First both groups learned the same list of 12 basic verbs and were tested for acquisition. Next, the rule for changing the tense of a composite verb was taught to experimental Ss only. Now both groups were given List 2, consisting entirely of 12 composite verbs, six of which corresponded to elements in List 1 (interchange?change, enclose?close, etc.), followed by an acquisition test. Next came List 3 with its 22 composite verbs. The six basic verbs of List 1 not represented in List 2 were each represented by two composite verbs (“appear” by “disappear” and “reappear”,“come” by “become” and “overcome”, etc.). Two more verbs from List 1 and 2 each had one “sister” verb on List 3 (“change”-“interchange”,“exchange” and “stand”-“understand”,“withstand”). The remaining eight verbs on List 3 were “new”.
Finally, a 42-word test was given consisting of Lists 2 and 3 along with eight previously untaught verbs (four basic, four composite) designated as List 4, all presented in random order. This gave us measures of retention for List 2 (See TABLE 3) and acquisition for List 3.
Experimental Ss showed significantly superior performance to control Ss on acquisition and retention tests of List 2 and acquisition test of List 3 (See TABLE 4-7). However, there was no marked difference regarding performance on guessing of past form of List 4 verbs (See TABLE 8). These findings imply that explicit presentation of the transformation rule facilitates establishment of equivalence.
When errors made by both groups are counted separately for “new” verbs, of which corresponding basic verbs didn't appear in List 1, and for “familiar” verbs having basic verbs presented in List 1, the former significantly outnumbers the latter. This suggests that Ss cannot learn new materials (paired associates of composite verbs) easily when direct standards (paired associates of basic verbs) with which equivalence is established are lacking,(See TABLE 4 & 7)

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Two experiments were conducted to examine the following three factors determining the effects of verbal labelling on the concept identification: Exp. I for the factor of familiarity to label, Exp. II for the factors of the variety of stimulus dimension to be labelled and the compatibility between sensory impressions of the label and stimulus features.
In Exp. I, 90 second-grade children were divided into three groups. The Ss in Group 1 learned to associate familiar words (e. g. IE, MICHI) with the corresponding stimulus figures. These were nonsense figures which did not contain any dimensional features. The Ss in Group 2 learned to associate unfamiliar words (e. g. KAOKU, GAIRO) with the same stimulus as used in Group 1. The Ss in Group 3 (control group) were required to count the number every time when the nonsense figures were presented. Immediately after the task mentioned above, all Ss were required to identify the nonsense figures on the basis of the verbal cues acquired in the labelling task, and then reported verbal introspectations.
In Exp. II, 80 third-grade children took part and each S was assigned to one of the eight conditions. The experimental method in Exp. II was the same as in Exp. I, except the stimulus materials. The stimulus materials consisted of non sense figures varied with two colors (red and blue) and with two forms (round and angular). The labelling words consisted of familiar common nouns which were classified in terms of sensory impressions, i. e,“post” for red,“sky” for blue,“egg” for round and “horn” for angular. The 2×2×2 factorial design was used: two tasks (color or form identification task), two kinds of the stimulus dimension to be labelled (relevant or irrelevant dimension of the identification task) and two compatibilities between the sensory impressions of the label and attributs of stimulus figure (compatible or unrelated).
The main results were as follows: (a) No significant differences in the identification performance were found between familiar label and unfamiliar label conditions (Exp. I), and between compatible label and unrelated label conditions (Exp. II).(b) It was shown, however, that the labelling procedures for the relevant dimension improved the identification performance more than for irrelevant dimension (Exp. II).(c) Further, the familiarity to labels increased the introspective reports of labels learned (Exp. I). The compatibility between labels and figures had effects on the speed of labelling learning (Exp. II).
These results were discussed with reference to the three stages of conceptual behavior.

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The present experiment was designed to assess relative effects of dimensional preference and verbalization upon discrimination learning in kindergarten children.
The Ss were 89 kindergartners with a mean age of 4 years and 7 months. They were given a cardsorting task with color and form dimensions in order to measure S's dimensional preference. When S responded to either form or color dimension 8 or more out of 12 trials, he was classified as formpreferred or color-preferred based on the dimension eliciting the responses. Subject responding 7 trials or less to either dimension was classified as inconsistent. 81 of the Ss were classified as formpreferred, 1 was as color-preferrd, and 7 were as inconsistent. As the number of color-preferred Ss was extremely smaller than that was expected, only the form-preferred Ss were trained on a discrimination task.
Immediately after completing the sorting task, 72 out of 81 form-preferred Ss were divided into 6 groups in TABLE 1, and then trained on the discrimination task to a criterion of 9 out of 10 correct responses or to 60 trials when S did not reach the criterion. The discrimination task consisted of form (circle and square) and color (red and yellow) dimensions as in the sorting task, but the stimulus values in the two tasks were different from each other. The Ss in the E groups were instructed to verbalize (e. g.,“Red”,“Circle”, et al.) one of the two figures and then to point at it. No instruction about verbalization was given for the Ss in the C groups. The correct responses were informed by saying “Hit”, and the incorrect responses by “Miss”. In the E-1 group the relevant dimension in discrimination task was identical with both the preferred and verbalized dimensions, but in the E-4 group the relevant dimension was not identical with both dimensions. In the E-2 and E-4 groups the relevant dimension was identical with either one of the preferred or verbalized dimension.
The results are shown in TABLE 2, indicating that (a) there was no additive effect of dimensional preference and verbalization,(b) dimensional preference had no effect on the performance in discrimination learning, and (c) discrimination learning was facilitated by verbalization to the relevant dimension but verbalization to the irrelevant dimension had no effect on discrimination learning.
Although the result that dimensional preference and no effect on discrimination learning is contrary to many previous studies, it may be explained in terms of S's differential sets to the card-sorting and the discrimination tasks. The facilitative effect of verbalization is in. line with the experiment by Milgram and Noce (1968) using somewhat different. procedure from the present one. It was suggested that instruction to verbalize the discriminanda increases the probability of attending or observing responses to the relevant dimension and that there: is the dissociation between verbal and motor responses in children of this age level.

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In research on teaching, the double blind method is impossible to use (1)(2)(8), but there are several methods to reduce bias. The conclusions from the experiments using those methods will be reliable, provided that there exist other independent data which are consistent with them.
There are three levels of experimental research of teaching; the research patterned after experimental psycology, the research of teaching under experimental control and the field research of teaching. A conclsion of an experiment in any branch may be regarded as an independent datum in other branches.
In the research of teaching under experimental control, the method which is usually satisfactory for reducing the bias may be the combination of “use of two teaching materials and two groups of subjects with different previous experience” and a “ating scale method with more than three independent observers rating the elements of teaching” being accompanied, if possible, by the “cross-core method in which teacher A who has been using method X and teacher B who as been using method Y are asked to use both method X and method Y”. In the field research of teaching, the methods of reducing bias are “comparison between the lessons given by the excellent teachers from each sect of teaching schools,” “comparison between the prominent lessons and avarage lessons in the same sect of teaching schools”, and other analogous method accompanied with “rating-scale method”
In the field research of teaching, all or part of the abilities measured in the evaluation should be as equivalent as possible to all the principal objects of the teaching methods which are the concerns of the study.
The methods in the studies other than the typical studies which belong to the branches concerns of three above mentioned and the two way of the treatment of the omission in the investigation are discussed.

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This paper is concerned with the investigation of the cognitive structure involving its developmental aspects of sex roles in adolescence mainly through factor analytic techniques.
We primarily applied factor analysis with rotation of factors to the experimental data which appeared in the author's previous work (1967) based on questionnaire approach. With the role of men, we obtained two salient factors which could be referred to as “intelligence” and “activeness”. And, with the one of women, we had only one factor which suggested “submissiveness with elegance”.
Secondly, the factor scores were obtained in each factor dimension and we compared them among the given samples. And, we found the largest difference in the factor of “activeness” and the the smallest was found in “submissiveness with elegance”.
Thirdly, we investigated the developmental changes of the cognitive structure through the analytic technique in terms of the weibull distribution (cf. Kashiwagi and Azuma: 1971). As a result, significant trend with the change of ages was found in the factor of “intelligence” (the most typical result was appeared in the boy's group).
The remaining results to be noticed were as fol lows.
Older boys made the clear discrimination between the expected male role and the female one, and they put stress on the importance of the factors “intelligence” and “activeness” in the male role and on the contrary they did stress the importance of the factor “submissiveness with elegance” in the female one. And, although girls also had a similar kind of cognitive structure, they did not always have the unambiguity in the last factor. The finding above seemed to suggest that some older girls would resist taking the conventional view relating to the factor of “submissiveness with elegance”, and they felt more or less frustrated to accept the view concerning the specific role of women by themselves.

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[in Japanese]

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[in Japanese]

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