The purpose of this paper is to study the development of the concept of sex role in female adolescence from the cognitive side, and, in particular, to clarify the relationship between an adolescent's sex role concept and social sex role norm.
Subject:
The middle school, high school and university female students 100 from each group and 80 male university students.
Methods:
A questionnaire consisted of 21 items each of which described a sex-typed behavior or characteristicsis was used. This questionnaire was developed in previous studies.
As for each item, subjects are required to rate its desirability for male and for female under the following two instructions:
1. Do you think how much desirable is the charactersistics of this sort for male (or female)?
2. Do you think how much is the characteristics of this sort expected for male (or female) in society?
Results:
1. Younger girls made distinct descriminations between the male role and the female role. As the age of the subjects increases the discrimination. between two sexes decreases greatly.
2. The female university students perceive that the male role and the female role are perceived accurately and contrastingly.
3. The largest discrepancies are found between adolescent's sex role concept and the social sex role norm in female university students.
Conclusion:
In general, older female adolescents are suggested to have some cognitive conflicts and difficulties in the formation of their sex role concept.

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The purpose of this study is to survey the factorial structure of preference to universities and colleges and its developmental change.
Students from the seventh grade to the eleventh grade were asked to rate in five-point rating scale how intensively they desired to enter each of the universities and colleges. The total number of students was 1694.
The correlation matrix of each grade was calculated separately.
For the eleventh grade, the residual correlation matrix was computed in order to partial out the effect of individual differences on rating tendencies. The residual correlation matrix was factor-analyzed by principal axis method and varimax rotation. In consequence, eight significant factors were obtained, each of which could be tentatively named ‘Teachers Colleges’,‘Old System Imperial Universities’,‘Technical Colleges’,‘Colleges of Foreign Languages’,‘Medical Colleges’,‘New System National Universities’,‘Private Universities A’ and ‘Private Universities B’, respectively.
Next, differences in factorial structures among the five grades were examined. For that purpose, after each original correlation matrix of each of the four grades other than the eleventh was factoranalyzed by principal axis method, each solution was rotated by procrustean transformation in terms of maximizing the similarity of rotated solution to ‘hypothetical matrix’ (8 factor-varimax solution of the eleventh grade). In this rotation, 10 factorprincipal factor solution, instead of 8 factors, was employed as initial matrix, and 10 factor-decoy matrix, instead of the hypothetical matrix, was employed as target matrix, in order to exclude, out of 8 factor-rotated solution, a factor which reflected the effect of rating tendencies and an unnecessary factor. This decoy matrix was composed of the hypothetical matrix and two column vectors whose elements were all unspecified as hypothetical factor loadings. The resulting factorial structures of each of the four grades were all surprisingly coincident with that of hypothetical matrix, each of which had the same factors with the ones of the eleventh grade. The measures of similarity (Harman, 1967) of the four grades were 0.127, 0.112, 0.107, 0.098 in order of grade. These values also demonstrate that the factorial structures of each of the four grades are all greatly similar to that of the eleventh grade, but, at the same time, that factorial structure of the upper grade is somewhat more similar to the hypothetical matrix, than the lower.
Furthermore, methodological investigation as to several procrustean transformations was carried out. First, the procrustean solution based on the residual correlation matrix and the one based on the original correlation matrix were compared with each other, and it turned out that there exist little difference between them so far as the decoy matrix was employed as target matrix.
Second, the complete procrustean solution, which employed the hypothetical matrix as target matrix, and the incomplete procrustean solution, which employed the decoy matrix as target matrix, were compared with each other, and the effectiveness of using decoy matrix was demonstrated. And then some theoretical problems such as reasons for that effectiveness were discussed.

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This study aimed at investigating the inner mechanism of young children's drawing activity. For this purpose, two kinds of drawing instruction were given to young children experimentally.
Drawing activity is built up in the process of both recognizing and expressing an object. Recognizing response and expressing response are related to each other. In order to examine this relationship, three supplemental experiments were designed, in advance of the drawing instruction.
In those experiments some features of young children's recognition and drawing were found:
(1) The previous experiences concerned with the object significantly influence the contents of recognition and drawing of the object.
(2) Usually young children don't pay attention to the “figure” attribute when they recognize an object. Consequently they feel difficulty in drawing an object, and the contents of their drawings are very poor.
(3) If young children are given some effective instructions of an object, they can recognize the object systematically, and they can improve themselves in drawing.
From these findings the following hypotheses were introduced. If young children are given some information of simple figures and they learn to see an object by imagining those simple figures, they will be able to recognize the object systematically and to draw an object similar to it.
These hypotheses were examined through two kinds of experimental instructions. One was the training of drawing some simplified pictures composed of a triangle, square, and circle, the other was the training of drawing some realistic pictures. The children for these instructions were 20 boys and girls of H. Nursery School, who were 4 or 5 years old. These instructions were kept on doing during 6 months in the daily classroom situation.
Instruction I:The children were trained to divide an objective picture composed of geometric figures into several parts first. For example, a picture of a horse is divided into face, neck, body, leg, etc. Then they were trained to draw every part from larger to smaller in turn, and finally to integrate the parts into the whole figure again. The objective pictures were set in front of each one of the children. During these training processes they were also asked to draw the objective pictures as similar to them as possible.
Instruction II:The children were trained to divide an objective picture (realistic picture) into several parts on the basis of the knowledge acquired in the previous Instruction, then draw the picture while imagining parts to some simple geometrical figures. They were also asked to draw an picture as similar to an objective picture as possible.
As the result of education, almost all the children who couldn't have drawn geometrical pictures and simple realistic pictures, could improve on their drawings and make their drawings quite similar to the objective pictures. Also they didn't find difficulty in drawing realistic pictures.
The results supported the hypotheses.
From the children's learning process of drawing objects, we might say that drawing activity is the process of coding and re-coding an object by simple geometrical figures as a primary unit.

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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