The purpose of the present study was to investigate word association to words of multiple meaningswhich had rarely been used in the word association tests in Japan. The list consisted of 20 words with a single meaning and 80 words of multiple meanings which were connected either to sex, anxiety, aggression, death or family, and containing in addition neutral meaning in a word. Stimulus words, were Commen arranged at random, except for the first three words which were words of a single meaning. All the tests were administered visually and individually, and its administration followed the procedure of Jung. The subjects were 23 college students as controls, 24 and 20 patients, all carrying a diagnosis of neurotic and psychotic character.
The main results were as follows;
(1) The psychotics did significantly more poorly in the number of multiple meanings on word association test than did the controls and the neurotics. But there was no significant difference between the controls and the neurotics.
(2) On the multiple definition test, the psychotics and the neurotics produced significantly fewer different meanings per word, than did the controls. There was no significant difference between the neurotics and the psychotics.
(3) Generally the neurotics were more sensitive to multiple-meaning words containing emotional, anxious and impulsive meanings, to which the neurotics associated more easily than the psychotics. It was especially interesting to notice that the psychotics associated poorly to words with inner emotional meanings.
(4) In respect to sexual responses relatively there was no significant difference among the three groups. Controry to the psychotics the controls and the neurotics tried not to respond to sexual meanings. The tendency in the psychotics was interpreted as a weakness of the ego defense.

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Dimensional preference for either form or color has been studied for a long time. Recently, many theor ists have assumed that dimensional preference is an attentiona lParameter with which learing is intimatelyassociated.
The purporses of this study are as follows:
1. In experiment I, reliability of dimensional preference is measured through the “modified triads method” This method differs from the triads method (Brain and Goodenough, 1929) in the presentation of the stimulus.
2. In experiment II, psychological validity of estimation by optional shifts method is measured through the “modified optional shifts method”. This method differs from the optional shifts method (Smiley & Weir, 1966) in the trials by Which the subject's retention of discrimination learning is confirmed. That is, the, subject is given no reinforcement in the trials of the “modified optional shifts method ”
The Ss, common to both experiments, are 21 Kindergarten children, 14 second-grade children, 18 fourth-grade children, and 10 undergraduates of both sexes,(TABLE1)
Experiment I
Measurement by the modified triads method is repeated twice with a one day period between trials.
The results shown in TABLE2 indicates that (a) reliability is high in kindergarten children and undergraduates, and (b) most second-grade Ss match consistently, on form in a highly stable manner.
Experiment II
Validity of estimation in examined by the number of errors in the trials by. which Ss have been confirmed in keeping discrimination learning.
The results (without undergraduates) are shown in TABLE 3, 4, 5, and 6, indicate that the unmber of times Ss match on form or color is a function of the number of errors in confirmation trials. Consequently, it is concluded that the number of times Ss match on form or color is not considered to be an index of dimensional preference.
The results in undergraduates, compared with fourth-grade children, shown in TABLE 7, indicate that there is no differenece betwen undergraduates and fourth-grade children in the number of times Ss match on form or color. But further analysis of Ss, response patterns yields a developmental difference between these two grades.

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sample. In the first-order factor analyses, as shown in TABLE 2, 7, the primary factors obtained had very high coefficients of factor congruence between their corresponding factors. As shown in TABLE 1, these first 6 factors were interpreted as Emotional Support in Child, Emotional Support in Parents, Control in Child, Control in Parents, Autonomy in Child, Autonomy in Parents all having an identical name but being linearly independent between child and parents. The last factor showing Identification between child and parents was missed by other researchers: Schaefer, E. S., Renson, G. J., Levy, R. I., Cross, H. J., Burger, G. K., Armentrout, J. A., Kojima, H. etc. This factor of Identification represents the only common dimension where child and parents identify each other emotionally and biologically.
The second-order factor analyses were done upon the 4 correlation matrices of the 7 primary factors as shown in TABLE 4. Four second-order factors mere obtained: Emotional Support, Control, Autonomy, and Identification of the second order. The primary factors of Emotional Support in Child and Emotinal Support in Parents were correlated positively and integrated into the second-order factor of Emotional Support. Each first-order factor of Control or Autonomy in child and parents became the secondary factor of the same name in each. The second-order factor structures of the 7 primary factors upon the Identification of the second-order indicated the developmental stage of children's socialization in the child-parents relations.

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The purpose of the present study was to investigate two variables on the concept learning in kindergarten chidren. One was the verbalization variable (verbalization, nonverbalization), the other was the variable of the order of the presentation of positive and negative instances: i. e. a) only positive instances, b) first positive ones and second negative ones, and c) positive and negative instances mixed together.
In Exp. I, the Ss were 96 kindergarten children with a mean age of 5 years 10 months. They were assigned to one of six experimental conditions for the training: verbalization-positive instances (V-P), verbalization-positive plus negative (V-P+N), verbalization-positive and negative mixed (V-PNmixed), nonverbalization-positive instances (NV-P), nonverbalization-positive plus negative (NV-P+N), nonverbalization-positive and negative mixed (NV-PNmixed).
The Ss were trained to learn a concept (a correct value on the relevant dimension) from the stimuli consisting of three dimensions (shape, color and size) with two values. The stimuli were presented successively and the responses by the Ss were reinforced. The learning criterion was an errorless performance on 8 successive trials, with a maximum of 96 trials.
Only the Ss who reached the criterion in the training were given a test, consisting of new stimuli, in order to compare the effects of six conditions for the training.
The main results were (1) As for that training, NV-PNmixed was the most difficult to learn (2) About the Ss who reached the criterion in the training, as for V, P+N, PNmixed were easier to learn than P. On the other hand, as for NV, PNmixed was the most difficult. V conditions were easier to learn then NV's in P+N and PNmixed (3) As for the test, V-P+N seemed to be effective but this result might be due to the factor of the Ss in V- +N who could reach easily the criterion in Pthe training.
In Exp II, the Ss were 95 kindergarten children with a mean age of 5 years 11 months. Except for the criterion in the training (errorless performance of 4 successive trials, with a maximum of 48 trials) it was lower than in Eip. I, the method being the same as in Exp. I.
Comparisons of the results in Exp. I and Exp. II showed that (1) When the criterion was high, the verbalization and the positive and negative instances affected the performance in the training.(2) When the criterion was Iow, only the verbalization affected it.(3) As for the test, the experimental variable had effect on the performance, only on the low crite rion.
It was found that the verbalization variable was significant.
It was considered that such a result was due to the effect of generalization by verbalization.

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