The principal purpose of this paper was to test the adequacy of the informational function of verbal announcement “right” “wrong” and “nothing” in paired-associate learning. This informatioal function may consist of both the information value of “right” and “wrong” and the information concerning which item is to be learned and which one has been learned.
Exp. I was designed to test the Buchwalds theory which suggested that the effects of verbal announcement of “right” and “wrong” was fully explained only by the informnational function. He postulates that there are separate memory processes for responses and for outcomes. Further, the outcomes. are assumed to have no influences on the stimulus-response associate process. The procedure of our experiment involved immediate outcome or delayed outcome of “right” or “wrong” using the Thorndike's paired-associate task. The Ss were given two trials with response alternative of 4 or 6. On immediate outcome condition, E said “righ”,“wrong” or “nothing” immediately after S's response. But on delayed outcome condition, E informed S that his response had been “right”,“wrong” or “nothing” when the same item was presented on the second trial. The obtained results showed that delayed outcome of “wrong” led to significantly less response repetition than all other conditions. Differences among other conditions were generally not significant. These results may be interpreted as follows: If the outcome is given immediately after the response, it may be forgotten when the item is presented next time. If the outcome of a previously given response is not presented again, it will insure that the information will be available at the point at which it is needed.
Exp. II was designed to investigate the effects of the information concerning which item was to be learned using the study-test paired-associate task. The design of this experiment was a 2×2×2 factorial one, in which a between factor was a length of list (6-and 10-word lists) and two within factors were the announcement of “right” and “wrong” and the trials required to attain to the two criteria. 00≤p≤.50 and. 50<p≤1.00. Two different lists were presented to the same S under the two different conditions for the announcement of “right” and “wrong”. That is, S was informed that his response had been “right” or “wrong” when the item was presented on the next study trial. Although the information value- of “right” was made equal to that of wrong in this situation, the information, concerning which item was to be learned may have been different by the requirement of memory task. More specifically, the announcement of “right” may be important at the beginning of study trials, the announcement of “wrong” may, however, be important at the end of study trials. The obtained results revealed significant, second-order interaction. This interaction may be interpreted as follows: With regard to the 10-word list, the announcement of “right” had a tendency to be significantly superior to that of “wrong” through the trials. Regarding the 6-word list, the announcement of “right” was significantly superior to that of “wrong” at the beginning of trials, while it was significantly inferior to that of “wrong” at the end of trials. Therfore, the above fact and its interpretation do not support Mosberg's hypothesis which suggests that the relative importance of “right” and “wrong” may change at. 50 correct proportion. Finally, the relation between the informational function and rehearsal buffer model was discussed.

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The first purpose of this study is to show how well and consistently the individual profile of the YG Personality Inventory can be analysed and synthesized according to Thujioka's factor-analytic model defined in Formula No.9 and shown in TABLE 1 in terms of the individual's 3 social desirability. factors: Social Desirability Factor for Emotionality, Social Desirability Factor for Introversion-Extraversion and Personal Desirability Factor on Reflectiveness; and also of 7 temperamental factors: Emotional Instability, Dominance, Impulsiveness, Unreflectiveness, Frustrativeness, Aggressiveness and Fantasticalness.
According to this model every profile of 12 raw scores is analysed into three components: the faking component by social and personal desirability factors, the intrinsic temperamental component and also error or unique one which can not be explained by the model. The over-all size of the above each component along 12 scales is defined by Formula No.11, 13 and 16, and named Faking Score (FS), Model Score (MS) and Anti-Model Score (AMS) respectively.
The fitness to the model is also evaluated by the distributions of both AMS and unique factor scores (Uji) of this sample (N=300).
The second purpose of this study is to see the effectiveness and the usefulness of the computer diagnosis of the YG profiles by this factor-analytic model. In FIG. 1 or 2 we have two kinds of profiles in each: one is the profile (marked in *s) of the raw scores plotted along each standardized scale continuum of the YG Personality Inventory and the other profile (marked in Os) of the intrinsic temperamental scores excluding both the faking and error components.
The problem of the faking response set in personality questionnaires has long been vital to evaluate the true temperamental traits. The K-scale in the MMPI and Edwards Personal Preference Schedule were other kinds of the solutions to this problem. However these were not the direct solution to it. Authors factor score method is the only new approach which enables us to detect the faking set and also to evaluate the degree of faking. The details of this method for partialing out the social desirability factors were published in other papers (Tsujioka & Fujimura 1975a 1975b 1975c).
Finally, this study has subsidiarilly become the explicit answer to Tsuzukis critics to the YG Personality Inventory that this inventory contains only two or three temperamental factors, because the fitness of our 7 temperamental factor model to the observed raw score profiles was very excellent. If we had adopted only two or three factors in the model as Tsuzukis had claimed in order to reproduce the profiles with sudden irregularities which often found as shown in FIG. 2, the fitness would be much poorer as all the 7 temperamental factors used to markedly function in these profiles.

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The aim of the study is to investigate preschool children's conception of matter, or the naive realism that the mass existing in the outer world which they perceive is considered to be the real matter as it is. Such conception is not necessarily equal to another form of conception directing to the inner structure of the matter.
The present study was designed to verify two fundamental hypotheses proposed as follows;
1) While basing on only the apparent attribute of matter, the preschool children's judgement of weight will remain undifferentiated from that of volume.
2) Preschool children will judge the volume of matter by judgements on the matter's appeal to them. In other words, their judgement of volume will correspond with the degree of their liking for the matter.
The main results obtained from the study, all of which agreed with hypotheses, may be summarized as follows:
1. Ss (3-4 years old) were inclined to judge a bigger ball to be heavier. This might be called the anti-Charpentier's effect. It is satisfactory to assume that their judgement of weight which is based on the apparent weight of matter may cause the anti-Charpentier's effect.
2. Ss (4-5 years old) who said they were fond of cracker judged a cracker to be bigger than a counterfeit cracker made of clay, and overestimated the plane dimensions of the cracker.
97 preschool children (4-5 years old) were assigned to two groups. The first group who said they were fond of chocolate was instructed that a ball shown to them was a chocolate. The other group who said they disliked a bitter drug was instructed that the ball was a bitter pill. The former judged the ball to be bigger than the latter did. Furthermore, the first group overestimated the spherical dimentions of the ball, while the latter underestimated the actual size of the ball.
3. Both a bigger light ball and a smaller heavy one were shown to Ss (4 years old). On perceiving that a bigger one was lighter, the children were lead to the state that they could correctly discriminate between the heavier weight and the lighter weight of two balls irrespective of the apparent volume of each one. In addition to the facts mentioned above, it should be pointed out that their discrimination of weight at this time was influenced by Charpentier's effect.

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The purpose of the present study was to investigate the effects of category similarity and spatial contiguity between central and incidental stimuli on children's incidental learning from the viewpoint of reexamination of a selective attention hypothesis.
There were three variables in the present experiment category similarity (similar, nonsimilar), spatial contiguity (contiguous, spaced), and age levels (kindergarten, second grade, and fifth grade). Thirty two Ss in each grade were assigned to one of the four experimental conditions, contiguous-similar, contiguous-nonsimilar, spaced-similar, and spacednonsimilar.
The task consistod of a display of eight cards, consisting of two line drawings, central and incidental stimuli. The same two stimuli were always paired together. Following orienting instructions which forced the S to focus his attention on central stimulus in each card, the eight cards were arranged in a row and were presented simultaneously on a display panel. After the stimulus presentation, each S was required to recall as many central and incidental stimuli as he could. Then an incidental cued recall test was given.
The followings were the main results.
(a) The central learing scores for the fifth graders were significantly higher than those for the kindergarteners and for the second graders.
(b) The incidental learning scores for the fifth graders were significantly higher than those for the kindergarteners and for the second graders in the contiguous-similar condition, but not in the other conditions.
(c) For the category similarity, the incidental learning scores in the similar condition were significantly higher than those in the nonsimilar condition.
(d) For the spatial contiguity, the incidental learning scores in thecontiguous condition were significantly higher than those in the spaced condition.
(e) The amounts of incidental cued recall in the contiguous-similar condition were significantly higher than those in the other conditions.
The main findings that the scores of the incidental learning for the fifth graders were significantly higher than those for the kindergarteners and for the second graders in the contiguous-similar condition is a contrast to the previous studies showing a consistency among age levels.

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Based on Piaget's work on the moral judgment of the child and the works on attitude change, two hypotheses were set up. Hypothesis 1 was,“the change in moral judgment is more likely when one is made to express by role-playing a moral judgment contrary to his (her) own than when one hears such moral judgment expressed by others”, and hypothesis 2 was,“a change from subjective judgment (judgment in terms of intention) to objective judgment-(judgment in terms of consequence) is less likely to occur than a change toward the opposite direction and that even if it does occur, it would not last long.” Based on these hypotheses, the effects of role-playing and its hearing on changes in moral judgment were examined.
Subjects: 34 children in 2nd grade of an elementary school. First, a questionnaire on moral judgment cosisting of 6 items, that were formed by referring to Piaget's works, was carried out (pretest). Subjects expressing objective judgments in the pretest were grouped as C group, while those expressing subjective judgments were grouped as I group. Next, using 2 items given in the pretest, half the subjects of each group are made to express opinions based on judgment contrary to their own, and it is recorded on videotape (R group). The remaining halves of groups C and I are made to watch the videotapes in which others are expressing opinions based on judgment respectively to one's own (H group). Immediately after these manipulations and again after 5 weeks, questionnaires on moral judgment (however, new items were included) given.(post-test 1, 2). Changes found between pretests and post-tests 1 and 2 were analyzed according to conditions.
No significant difference was found between groups R and H concerning changes toward the intended direction, and thus hypothesis 1 was not supported. However, an interaction effect was seen between R-H and I-C. In group I, the R group showed greater changes than the H group as expected from the hypothesis; but in group C, the H group showed greater changes, contrary to the hypothesis. According to Piaget, subjects expressing objective judgment are regarded as those with inadequate decentration. Theiefore, it may be thought that such subjects found the task itself difficult, the task of taking another role.
Next, group I showed a change toward the intended direction significantly less than group C and thus supported the first half of hypothesis 2. As for the endurance of change, group I showed significantly less change in post-test 2 than in post-test 1 and thus supported the last half of hypothesis 2. Nevertheless, this tendency did not reach a significant level in the HI group, for the change itself found in post-test 1 was very small in comparison to other groups. It is considered that a change from subjective judgment to objective judgment is difficult to produce under the manipulation of hearing others opinions, in which the pressure toward attitude change is comparatively weak.
Lastly, in post-test 1, the change did not quite generalize among the items other than the ones used in exerimental manipulation. Consequently, the change brought about by the manipulation of this experiment is regarded as a change in moral judgment specific to respective situations and not as a general tendency in moral judgment as treated by Piaget. Yet, these two are not totally unrelated, for the very tendency of change in moral judgment is realized by the long-term accumulation of manipulations that change specific moral judgments. The experimental manipulations handled in this experiment may be classified as the condition, children's experiences in social relations, wich Piaget considered as one of the factors responsible for bringing about the developmental change of moral judgments.

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This study aimes to analyze the relationship of the maternal behaviour and attitude with the mother's teaching strategies of control and. feedback.
The maternal behaviour was observed during she taught a two dimensional block sorting task to the child. The control and feedback types were rated by a trained rater on four scales and they were classified into five control types and four feedback types. The five control types were defined as the indirect, indirect-direct, direct, medium, and weak. The four feedback types were defined as the positive, positivenegative, negative, and weak.
As the maternal attitudes, the 26 composites wereobtained from the interview with the mother, the questionnaire filled by her and other measures of attitude toward child-rearing. They were grouped into three groups. The first group included indices of the preparation of the verbal environment, the direct teaching, and the emphasis of the child's intrinsic motivation. It was hypothesized that this first group scores will be closely related to the control teaching types. The second group was that of the mother's participation in the child's development, the concern for the child, the evaluation of the parental and natural ability factors in the child's performance in the school, the prediction of the child's future life, and the expectations of the child's development. This group was assumed to constitute the background for the first group attitudes, and to be related indirectly to the control teaching types. The third was the pattern in which the mother evaluated various forms of positive and negative reinforcements. This was assumed to be closely related to the feedback teaching types.
The relationships of the distributions over these control and feedback types to composite scores of the maternal attitudes were examined.
The samples were 58 mothers whose children were four years old at the time of the experiment of the Block Sorting Task.
The main results were as follows:
1 The control teaching types were more closely related to the child-rearing attitudes than the feedback teaching types.
2 The following maternal attitude scores were found to be related to the control types; the preparation of the verbal environment, the direct teaching, the emphasis of the child's intrinsic motivation, the emphasis of the parental factor to the child's performance in the school, and the general level of the predictions and the expectations of the child. Thus,the first group variables were related to the control types more closely than others.
3 Among the third group variables, only the verbal reinforcements were significantly related to the feedback teaching types.
These results suggest the consistency of the maternal behaviour and attitude, and the effect of these maternal consistent behaviour and attitude on the child's performance.
This study was conducted as a part of a crosscultural project “The cross-cultural study of influences of the upbringing style on the development of intelligence and educability” headed in the U. S. by Dr. R. Hess, Stanford University, and in Japan by Dr. H. Azuma, the University of Tokyo. The Japanese data collection and analysis were supported by the fund from Japan Society for the Promotion of Science and Japanese Ministry of Education. While this report is concerned only with data collected in Japan, we owe the research methods and a part of methods of analysis to suggestions from Dr. Hess and f his staff members.

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[in Japanese]

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