The purpose of the present study is to providedata on serial learning from the developmental point of view under the conditions of serial tasks which can be learned by different learning modes. For this purpose, several used serial tasks were varied as to the degrees of perceptual and spatial cues. Therefore, the tasks were different from each other as to the organizational possibilities.
The organizational possibilities of the serial tasks were controlld by two factors, presentational position and visibility. The former consisted of both C and D conditions. In Condition C, five colored circles were projected on the same position on a day-light screen, and in Condition D, the five circles were projected in five different positions on the screen. The latter consisted of three conditions; V-O, V-CA, and NV-CA conditions. In the V-0 Condition, the positions where the circles were projected were visible during the presentation and the recall period. In V-CA Condition, the positions were visible during the presentation, but the screen was covered with a curtain during the recall period. In NV-CA Condition, the positions were not visible during the presentation period, and the screen was covered with a curtain durins the recall period. So, Condition D has more perceptual and spatial cues than Condition C, and Condition V-O has more cues than Condition V-CA, and Condition V-CA has more cues than Condition NV-CA.
Three age groups of 36 children (mean age 5: 08, 7: 06, and 11: 07 years) each were asked to recall the order of five colored circles presented by their color names.
The followings were the main results.
1. The analysis of the number of trials and errors to criterion on presentational position showed that 5 year old children learned the tasks more easily under Condition D than under Condition C, and that 7 and 11 year old children learned the tasks under Condition D as easily as under Condition C.
2. From the data of the analysis of the number of trials and errors to criterion on visibility, no. statistically significant differences were found among visibility groups in each age group.
3. The data on the serial position effect revealed that 5 year, old children showed the salient reversed U-curve under Condition C. Seven and eleven year old children showed that the serial curves of Condition C and D were similiar and linear.
4. The data on ancillary behaviors showed that 5 year old children tended to name color-names aloud during the presentation while the 7 and 11 year old children tended to move their lips silently.
Therefore it may be stated that the 5 years old children learned the serial tasks more efficiently when perceptual and spatial cues were available for organizing the order of items than when their cues were not available. For the younger ones learned the tasks with the perceptual operation depending upon their cues, while the olders did efficiently whether their cues were or not because of the learning of the tasks with the verbal-conceptual operation which is free from their cues also they can organize the order by only temporal cues.

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The purpose of this Study was to investigate the acquisition process of observational learning from two aspects, i, e, the effects of the vicarious reinforcement effects and the cognitive discrepancy felt by the Observer towards the Model's behavior.
Sixty-nine preschool boys, with a mean age of five years and seven months served as Subjects.
The experiment groups were; Discrepancy High -Discrepancy Low divided into four group each: facilitative effects groups (vicarious rewarded as manipulation), nonfacilitative groups (vicarious punished as manipulation), no consequence groups and control groups.
Each group, except the control group, as shown a three-minute-colored film sequence in wich the players were a six-year-old boy and his mother. Three film sequences were followed; they were sitting in front of different toys (blocks, mini-car, book) and the mother read the book to the boy for thirty seconds. After leaving the mother the boy played with the mini-car for two minutes. In one the boy was “rewardcd” from his mother, in another he was “punished”, and in the third he was neither “rewarded” nor “punished”, i. e the mother did not come back to the room. Control group was shown only the film on toys. After looking at the film, the experimenter left the room for ten minutes and observed the subject's behavior. Then the experimenter came back to the room and told the subjects “Play by yourselvs”. And the experimenter left the room for another five minutes.
The manipulation of discrepancy was:the experimenter took the subjects into the play-room and pointing at the toys be asked “Which of the toys do you like best”
Subjects whose answer was “mini-car” were deemed as discrepancy-low, because the Model's behavior was to play “mini-car”.
Results
1) In Discrepancy-High groups there was not any significant level among the groups on observational learning.
2) In Discrepancy-Low there was significant level on response tendency and time spent occured between the rewarded group the no consequence group and the punished group till the touching-toy behavior (U=7. op<.05, U=10p<.05).(TABLE 1, 2)
3) The same tendencies occured in the five-minute free paly.(t=3.87p<.002, t=3.39p<.05).(Table4)
4) TABLE 3 shown the responses time to block dislayed by the discrepancy high group.
There was significant level between the rewarded group and the punished group. From this it may be generalization phenomenon on vicarious reinforcement in observational learning.

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Specially tailored SCT for the aged was administered to the sixty male and sixty seven female aged subjects. Each group consisted of the younger subgroup (age 65-74) and the older one. Most of them belonged to the socially middle class, all were healthy, both mentally and physically.
Responses were classified into six categories.
Findiegs 1. The younger male aged was characterized by a more positive attitude toward self and others than their female counterpart. In contrast, the female subjects of the same age range were characterized by their self-centered as well as narrow-ranged interest revealed in the images of their past and much younger days. 2. The later period of the female aged was characterized by a less positive image of their present self and a more neutral attitude toward others than the male subjects. 3. The change of self percepts by aging was found to be a more complicated process than the hitherto considered process.(1) The change by aging common to both sexes was found to be a disengagement tendency which was shown in the decline of positive responses as to their self images in regard with their child aging and future days.(2) Sexual difference of change by aging was as follows: Among the female subjects decrease of positive responses regarding family image, interpersonal relationship and the image of their present self were prominent whereas among the male subjects no such change were discovered.
Conclusion Marked sexual difference was found between male and female as well as psychological change by aging. Though female subjects tended to show “discontinuing and qualitative change” by aging, this change varied from a family-centered, family-dependent stage to self-centered, inner world oriented stage. The male aged showed, on one hand, change toward disengagement which is, to some degree, common to female subjects too, but, on the other hand, though parallel with this common decline, an engaging attitude continue to play a much more active role among them. In short, the male aged tended to follow a more continuous psychological process than their female counterpart.

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The purpose of the present study was to examine how the reading materials of the Japanese language and the delay time of delayed auditory feedback (DAF) influenced reading rate and disfluency.
Method
The experiments consisted of two parts: the first experiment using familiar sentences and nonsense syllables as reading materials was made under 6 delay conditions of.00,.11,.15,.20,.25. and.30 sec.: the second experiment using familiar sentences, nonsense syllables, and familiar words was done under 10 delay conditions of.00,.11,.15;.20,.25,.30,.35,.40,.45, and 50 sec..
Seven male undergraduate students (18-24 years in age) served as subjects of the first experiment, and fifteen male undergraduate students (19-23 years in age) did as those of the second. The reading materials were placed at eye level immediately before the subject's head. The subjects were instructed to read the material aloud at a usual reading and speaking rate. The apparatus producing DAF was a Sony taperecorder modified by the authors, and capable of producing a wide variety of speech delays. The apparatus returned DAF channel speech of the readers to their ears with various delay times. The recorded speech under a normal condition and DAF conditions was calculated, and analyzed by reading time and disfluency.
Results
(1) The greatest decrease of reading rate in the first experiment was found at the delay time of about. 20 sec. in familiar sentences and nonsense syllables.
(2) In the first experiment the reading rate of familiar sentences was remarkably faster than nonsense syllables, while the similarity of the pattern of reading rate over delay time was observed between sentences and nonseese syllables.
(3) Reading rate under DAF condition in the second experiment was closely related to reading materiale; sentences had much faster rate than familiar words or nonsense syllables. The effect of familiarity of reading materials on reading rate, however, could not be found.
(4) The pattern of reading rate changes over delay time in nonsense syllables was much the same as the sentences in the first experiment, and that of the familiar words in the second, dependent upon the size (numbers of letters) of nonsense syllables.
(5) The reading rate of sentences tended to be faster above delay time of. 30, sec., while words typically were slower.
(6) Disfluency of reading under DAF was most evident in nonsense syllables, somewhat more in familiar words.
(7) The most outstanding effect of DAF upon disfluency in sentences and familiar words was obtained at delay time of. 25sec..
(8) Above delay time of. 25 sec., sentence and familiar words produced an obvious decrease in disfluency, but nonsense syllables did not.

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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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[in Japanese]

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[in Japanese]

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