The present study was designed to test Kagan's and Kohlberg's hypothesis adding the degree of cognitive discrepancy.
63 preschool boys (age 5) were assigned to four experimental and control groups. Four experimental groups were affiliative-high discrepancy (A-H), affiliative-low discrepancy (A-L), non affiliative-high discrepancy (N-H) and non affiliative-low discrepancy (N-L).
The model was a male who was a graduate student. The task was selection of two toys; blocks and clay, that were well known. First, subject observed model's playing with the toy for five minutes. Aftermodel left the room, subject was instructed to play with more likely toy. Subject's behaviors were observed and checked for ten minutes.
The results were as follows:
1. There was a significant difference level on the observational learnig between A-L, N-L and control group.
2. There was a significant difference level between A-H and N-H, control group (TABLE 2, FIG. 1).

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This study aimed to investigate the social affiliation motive from two aspects as follows; the affiliation tendency as a general personality level and the affiliation motive which is socially motivated, activated in interpersonal relations.
In the experiment the TAT method of Atkinson et al. was used to measure the affiliation motive. In the experiment the waiting method of Schachter (composed of an anxiety situation, a single-paired condition, communication, etc.) was used. The Ss in the 3rd grade of senior high school were divided into 5 groups, namely, Paired-Anxiety group (two Ss in a room together and the notice of electric shock), Single-Anxiety group (only one S), Paired-Neutral group, Single-Neutral group and Control group (in a group of 4-5 persons). The TAT creative stories of the Ss were analyzed in respect to establishment, maintenance, and recovery of friendly relationship and the need for affiliation. Scores of these traits were obtained. The relation between the anxiety tendency by MAS and the affiliation tendency motive were analyzed. In each S the perceived self, the ideal self, and the observed self were measured by the self rating questionnaire. The relationships among affiliation, self image, and anxiety also investivated.
The main results were as follows;
(1) Under an anxiety situation, the Ss of high anxiety tendency are apt to be motivated to affiliation.
(2) Under an anxiety situation, affiliation is aroused in a single condition and also when paired with opposite sex.
(3) Girls are liable to be more motivated to affiliation than boys are.
(4) Those Ss who don't have an accurate self image or who have a low self esteem are high in affiliation tendency.
(5) Uncertain self image show high affilation motive under the anxiety situation.

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[in Japanese]

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[in Japanese]

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The purpose of the present study was to investigate the effects of observational learning in shaping of lending-borrowing behavior accompanying with certain specific verbal expressions. The hypotheses tested are as follows.
I-a) The children who observed the new lending-borrowing behavior displayed by the models, will be likely to acquire it and perform it in a similar situation to the modeling one.
I-b) Lending-borrowing behavior of the models will serve as discriminative stimuli for the observers in facilitating the occurrence of previously learned responses.
2-a) Verbal suggestions by the experimenter will also serve as discriminative stimuli for the subjects in facilitating the occurrence of the previously learned responses which do not completely match for models' behavior.
2-b) The children exposed to the models will perform more lending-borrowing behavior than those given suggestions by the experimenter.
3) The children in the models rewarded condition will perform more lending-borrowing behavior than those in no consequences condition.
4) The acquired or facilitated lending-borrowing behavior during the period of the exposure to the models may be generalized to other situations which are not exactly same as modeling situation.
The subjects were 62 children in a kindergarden. They were composed of 31 pairs. A prelimi nary test conducted to kow the level of the subjects' lending-borrowing behavior, and to see if the models' responses were novel to the subjects. Each of a pair of the subjects was given a task putting in color to an outline picture of fruits and an example with six colors, then was instructed to color it in accordance with the example. Three of the six color crayons required to use were given to one of the pair and the remainder were given to the other. They had other three crayons not required to use. And 24 pairs of the subjects selected on the basis of the results of the preliminary test were divided into three experimental groups of six pairs each and a control group of six pairs. One of the groups were exposed to the rewarded models, and the other to non-rewarded models. Filmed models and lending-borrowing behavior in a situation to color the outline pictures of fruits. The third experimental group was given suggestions from a experimenter. After the observation of the mobels or the suggestions by the experimenter, each pair was required to complete the line drawing for coloring of morning grolies. Then situation was the same as one in the preliminary test. Then in order to examine the generalizability of the modeling effects, they were given another task to arrange a color board consisting of nine pieces of different colors. The behavior displayed by each subject was categorized in certain specific levels of lending-borrowing with reference to the models behavior.
The analysis of data;
1. Hypothesis 1-a and 1-b were substantiated by the date using U test. By observing filmed models, new responses were acquired and the occurrence of previously learned responses were facilitated.
2. Hypothesis 2-a was supported. But 2-b was not supported. Occurrence of lending-borrowing behavior may be facilitated by both observation of the models and the suggestions.
3. Hypothesis 3 was not supported by the date using U test. One interpretation is that reinforcement to the models did not have any effects for the observer to learn lending-borrowing behavior. Nevertheless, it would be dangerous to conclude it with reference to only a statistical result. It would be necessary to reexamine the method of the experiment for making clear the crucial point.
4. Hypothesis 4 was substantitated. It may suggest that the responses learned by observing the models have a tendency to be generalized in other situations.

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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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