The purpose of this study is to reveal the nature and the dimensionality of the social desirability factors active in the Y G Personaliity Inventory which is one of the most popular ones in Japan. Twelve scales of the inventory were administered to 200 male and 100 femal college students both in the ordinary and the valuation situations. A correlation matrix of 24 × 24 order was factor-analysed after iterative estimtaions of the communalities by the principal factor method. Ten factors were rotated by Varimax, Promax and then by Rotoplot method. Three of them were considered to be the SD factors which were called the Social Desirabitliy for Emotionality, the Social Desirability for Extraversion-In-troversion and that for Reflectiveness as shown in TABLE 1 and 2. After extracting these SD factors, 7 temperamental factors: Emtional Stability, Dominance, Impulsiveness, Reflectiveness, Fantasticalness, Frustrativeness and Aggressiveness, identified in several previous studies,were found. This fact reveals that in the domain of self diagnosis by personality inventory there is more than one SD factors and there still remains enough variances of the temperamental factors in spite of Edwards' finding that the SD factor was very highly correlated with the test scores for measuring the tempermental traits.
The second-order factor analysis was done upon the correlation matrix of 10 primary factors. Five second-order factors were extracted. One of which was the general factor of the second-order of the Social Desirability which heavily loaded on the three primary SD factors and also upon the primary Emotional Stability factor, and it did not correlate with the other temperamental second-order factors: Emotionlly Stable, Primary Function, Restraint and Manic-Depressive, the last of which was a new factor which divided the emotionality scales of the inventory into two groups of C,I,N and D,O, Co.
As the present analysis was an ordinary common factor analysis by oblique rotation, the factorial structure revealed could not be developed in terms of the structure of the temperamental factors plus the SD factors independent to the formers. The next step of our approach would be to construct the new scales independent to these SD factors by partialing the variances of the SD factors out of the natural responses by testees to the questionnaire items which are considered as a sum of three vectors of “Perception of Self”,“Personal” and “Social Frame for Desirability” as shown in Figure 3. This can be done statistically by the partial correlation method using a modified group principal factor method and also by applying the principle of factortrueness proposed by Cattell and Tsujioka.

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The purpose of this study is to re-test the “deprivation and satiation effects” of a social reinforcer and to emphasize the importance of the behavior under the satiation and deprivation treatment.
In experiment I, effects of satiation and recovery of a social reinforcer were tested. Subjects were from 5 years and 7 months to 6 years and 6 months boys. Experimental design was 3 (satition level) × 2 (recovery interval) and there were four subjectes for each group. Subjects were individually brought to a experimental room and asked to wait while see some nursery books. For 8 minutes, an experimenter presented approvals with the word “orikosan ne” 1, 4, or 16 times, and then there was a 1-or 8-minute recovery interval during which the stimulus was not dispenced This was followed further by a discrimination test under continuous reinforcement with “oriko-san ne”. Mean number of correct responces was inversely related to the preceeding satiation level only when the 8-minute deprivation interval was followed. This result was considered because of the subject's behavior under the satiation and recovery treatment.
In Experiment II, the effect of subject's behavior was tested by using the condition of 16-time stimulus presentation and 8-minute recovery interval, and there were two groups differing in behaviors under the two treatments. In one group subjects were demanded different behaviors under the two treatments (W-R group), and in the other, the subjects behaved the same under them (W-W group). It was expected that in W-R group, the social reinforcement efficacy would be high and in W-W group the efficacy would be low. Subjects were boys from 6 years to 6 years and 9 months. The number of subjects for each group was 10. The subject's behavior under the satiation treatment was card sorting, and the behavior under the recovery treatment was seeing nursery books. But in W-W group the subjects sorted cards again. The other procedures were the same as in Experiment I. The result was as expected. The mean number of correct responces of W-R group was significantly higher than that of W-W group, and it was confirmed that the satiation and deprivation effect of the social reinforcer is dependent on the recipiant's behavior.
These results were discussed from behavioral and cognitive standpoints and the necessity to point out the mediator between operation and performance and the importonce of poining out the relations to others (ie. operation and performance) was emphasized.

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The purpose of the present experiment is to examine the effects of external and internal verbalization on memory and comprehension of a story among pre-school children.
51 five-year-old children were divided into 3 homogeneous groups (17 Ss each) on the basis of the score of “sentences” in the WPPSI. A short story was presented to all Ss three times. The first and the last presentations were the same for all Ss. The second presentation was as follows. For the external speech condition, each sentence of the story was first presented singly, and the S had to repeat the sentence aloud. For the internal speech condition, each sentence was first presented singly, and S was instructed to repeat the sentence in his mind without speaking out. For the control condition, each sentence was merely presented with a pause of the same length as for the above two groups. Each S went through the whole process individually.
The following three hypotheses were tested: 1. External speech instruction facilitates the learning of the formal aspects of sentences. 2. Internal speech instruction facilitates the learning of the semantic aspects of sentences. 3. Verbalization, whether with external speech or with internal speech, enhances plot comprehension.
After the presentation, the S was given (1) a free recall test,(2) a short answer test, and (3) a prediction test (S had to surmise the development of the story).
The over-all results supported the above-men-tioned three hypotheses. 1. In the free recall test, the External Speech group recalled the formal aspects of the sentences significantly better than the other two groups, while the Internal Speech group recalled the semantic aspects significantly better than the other two groups. The protocols of the free recall test indicate that Ss of the Internal Speech group elaborated the meaning of the sentences, i e., they were more likely to co-ordinate the elements of information in the story by spontaneously supplementing some elements which were not included in the original version. 2. In the short answer test, both External Speech and Internal Speech groups scored significantly higher than the Control group, while there was on significant difference between the former two groups.
3. In the prediction test, a significantly greater number of Ss in both External Speech and Internal Speech groups correctly linked their conjecture to the plot of the story than in the Control group.

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The purpose of the present study was to assess 4- and 6-year olds' concept attainment on superordinate and subordinate concepts by the use of an abstraction and an identification tests.
Concepts of “animal” and “food” were employed as the superordinate concepts and those of “bird”,“insect”,“fruit”, and “vegetable” were employed as the subordinte concepts. The abstraction and the identification tests were constructed for both superordinate and and subordinate concepts. The abstraction test was designed to assess the S's ability to abstract a concept common to two instances. The S was given a set of one sample instance and three choice alternatives, and was required to select the one that shared the common concept with the sample instance, out of the three choice alternatives. Then the S was required to verbalize the conceptual term common to the two instances. The maximum score of this test was 32, 16 for choices and 16 for correct verbalizations. The identification test was designed to assess the S's ability to elicit instances from concepts. The S was given several instances one at a time, and was required to decide whether these instances belonged to a given concept or not. The maximum score of this test was also 32. The main results were as follows.
(a) The performance on the identification test was better than that on the abstraction test.
(b) No significant performance difference was found between superordinate and subordinate concepts.
(c) The age difference in the abstraction test was greater than that in the identification test.
(d) In the abstraction test subordinate concepts were attained better than superordinate concepts, and reverse was true for the identification test.
(e) 4-year-old cildren were almost unable to verbalize the conceptual terms.
(f) In the identification test 4-year-old children tended to overdiscriminate subordinate concepts and to overgeneralize superordinate concepts.

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Specially tailored SCT intending to elicit attitude toward one's own life, interpersonal attitude and value orientation of the aged were administered to two groups of subjects.
Group A were consisted of forty-six female subjects living with their families and group B of sixty-nine subjects living in an institution for the aged.
Each group was divided between a relatively younger sub-group (age: 60-74) and an older one (age: 75-).
Socio-educational background was controled to be almost the same between groups.
Findings 1. Those who live with their families (group A) showed much more positive feeling attached to their family image, to their attitude toward friend as well as to their own self image compared with group B responses. 2. In general self percepts of group A subjects were more clearly differentiated than ones of group B. 3. Their interest in future was more positive than B subjects. 4. Negative attitude toward life and accepting atitude toward death were characteristic of group B while group A were either ambivalent or positive toward life and objective toward death. 5. Group B tended to see little enjoyment in anything whereas group A tended to enjoy their interpersonal relationships. 6. The attitudinal change of B subjects by ageing was another kind of their salient features. In contrast to consistently positive image of family as well as one's own future of group A subjects through ageing, B subjects were characterized by attitudinal change through ageing. Younger institutionalized subjects tended to view their families either negative or neutral whereas older B subjects viewed it with positive but basically unconcerned attitude. It was noticeable that the younger B subjects tended to be concerned about their future health while the older ones were simply concerned about status quo as to their future.
Interpretation Different attitude toward self and others between two groups was interpreted as, at least partly owing to their difference in ego strength. Disengagement theory of attitudinal change in company of ageing was considered effective only to explain some features of the institutionalized subjects. In order to interpret our findings more satisfactorily, two additional psychological mechanisms, namely denial and reengagement, were tentatively postulated.

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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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