The purpose of the present study was to find out the features of interest development during adolescence. To attain this goal, the authors made 45 scales consisting of 156 interest items selected from the expressed interests of llth grade boys in courses such as general, commercial, technical and agricultural.
Every item of these scales was answered by each subject with one of three categories,“like”,“indifferent” and “dislike”, for which a score of 3, 2 and 1 was assigned respectively. 381 boys were tested three times successively; in 1963 when they were in 8 th grade of three different JHS in Okayama City, in 1965 when over 90% of them had reached 10 th grade in various courses of SHS and 7 % of them had jobs, and the last time in 1967 when most of them were in 12 th grade.
Each item of the 45 scales was scored according to the above-mentioned procedure and scores of 45 X 3 scales were factor analysed by varimax method.
The following seven common factors were extracted.
1. science and technology
2. language
3. outdoor activities
4. agriculture and forestry
5. non-professional vocation
6. rights and interests
7. general interests of 8 th grade boys
(1) Interests in science and technology, and interests in language differentiated gradually, and increased remarkably during the two years following the 8 th grade.
(2) Interests in outdoor activities and interests in agriculture and forestry developed little. The former may be assumed to have already crystallized around their 8 th grade period and the latter has developed little because the presnt sample of Ss lived in urban districts and might have little experience and information on agriculture and forestry after 8 th grade.
(3) Interests in non-professional vocation such as office-man, banker, or lower-grade technician tended to decrease and interests in rights and interests increased after 8 th grade.
(4) General interests of 8 th grade boys appeared to include three kinds of interests: literature, science and art in somewhat undifferentiated form, but each one of them tended to specialize after 8 th grade.

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In our research, we aimed at making the measurement scale of teacher's leadership behavior in the classroom and to examine its validity.
The measurement of teacher's leadership was conducted by distributing a questionnaire to pupils, asking them to rate their teachers.
The subjects were 3007 pupils (5th and 6th grade) in Fukuoka City and the teacher srated by their pupils numbered 83.
The school morale measurement scale was made in the same way as the leadership scale.
Teacher's leadership was divided into four types, depending on the P-M theory.
The main results were as follows:
(1) We conducted 46 questionnaire items normal varimax method and follow the five factors in teacher's leadership behavior.“Factor of teacher's consideration to their pupils,”“Factor of discipline in daily life and learning,”“Factor of teacher's accessibility to their pupils,”“Factor of tension reduction in learning,” and “Factor of discipline in sociability and morality.”
(2) We divided the above factors into two scales (Performance and Maintenance). Ten items as P scale and ten items as M scale were selected by the result of group principal method.
(3) Four factors of pupil's school morale were selected by the same procedure as the teacher's leadership scale ; they follow down here.“Factor of solidarity of the classroom,”“Factor of dissatisfaction with school”“Factor of motivation for learning,”and “Factor of observance of class rules.”
(4) Teacher's leadership was divided into four types, PM type, P type, M type and pm type, respectively, depending on the intensity of the two dimensions P and M.
(5) The relationship of four leadership types with pupil's school morale was examined. As the result, the PM type came first, followed by the M type, P type and pm type in that order, and the statistical significance was found between these four leadership types.

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Two experiments were carrid out in order to examine organization caused by presentation order. This organization is termed serial organization Subjects were required to recall learning lists presented in 1+1 procedure used by Mandler & Dean in 1969, it presented only one new item on each trial, and required subjects to make a free recall of all items so far presented. As a measure of organization the ITR (2) was used.
In experiment I, presence or absence of delay after presentation combined with two kinds of learning materials i. e. words and nonsense syllables, composed four independent conditions. The intervals of delay were unfilled and lasted 10 sec.. Learning items numbered 16, each of them was presented with the help of a slide projector for 1 sec.. After each projected item subjects were given 90 sec. for recall, except subjects in delay conditions who were given 80 sec.. Subjects were 40 undergraduate and graduate students at Tokyo University of Education.
The main results were a) both serial organization and subjective organization existed in the immediate-recall-of-words condition, b) only serial organization existed in the immediate-recall-of-nonsense-syllables, c) serial organization expanded but subjective organization reduced in the unfilled-delayrecall-of-words condition, d) only serial organization expanded in the unfilled-delay-recall-of-nonsense-syllables condition.
The most interesting result was that rehearsal might expand serial organization but reduced subjective organization even when words were used as learning materials. So experiment II was designed to examine this point.
In experiment II, the words used in experiment I were learned under two different conditions, the 10-sec-filled-delay-condition and the 20-sec-unfilled-delay condition (delay interval was twice as long as the one in experiment I). The other basic procedures were the same as experiment I. Subjects were 20 undergraduate and graduate students at Tokyo University of Education.
The main results were a) serial organization expanded but subjective organization reduced in the 20-sec-unfilled-delay condition. b) subjective organization reduced but serial organization stayed constant in the 10-sec-filled-delay condition.
From the above results, it was concluded that serial organization is one of the basic organizations, and considered that serial organization as well as clustering is included in objective organization.

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The purpose of the present experiments was to examine the effects of motivation and cue's distinctiveness upon observational learning.
Experiment 1 analysed the effect of motivation. The “P” group was motivated by an instruction emphasizing the problem solution. The “O” group was motivated by an instruction emphasizing observation. The “N” group was not motivated at all. The “C” group (the control group) made no observation. Subjects were 87 male and female 6th graders at primary school. Experimenters (models) were female undergraduates. The task was discrimination learning of “the front and back” of a doll as a cue stimulus. Subjects made 8 observation and 12 test trials. The criterion for being a success of observational learning was to answer all the test trials correctly. The results were as follows.
1) The percentage of successes in all groups were compared (see FIG. 1 and 2). The effect of observation was seen in all experimental groups. The statistical difference was not significant between the “O” and “N” groups but was significant between the “P” and “N” groups. This demonstrates that only the motivation for problem solution was effective. However, no significant difference was found between the “P” and “0” groups.
2) As to awareness concerning correct responses, the “O” group showed the best result (see FIG. 3).
3) Subjects who tried to imitate model responses in the test trials were greatest in number in the “P” group (see FIG. 4). This demonstrates that the motivation in the “P” group was effective not only for observation but also for test trials.
4) In the “N” group, the achievement motivation of observational learning successes was higher than that of failures (see TABLE 2).
Experiment 2 analysed the effect of the cue's distinctiveness. As to the design of the experiment (see TABLE 1), subjects were 118 male and female 5th and 6th graders at primary school. Experimenters (models) were female undergraduates. The task without the cue's distinctiveness meant discrimination learning of “the right and left sides” using a symmetrical doll as a cue. And the task with the cue's distinctiveness meant observational learning of “the front and back” using the same doll. Subjects made 8 or 16 observation. Those who made correct responses in all 12 test trials were considered to be learning successes. The results were as follows.
1) The percentage of successes is shown in FIG. 5. The effect of observation was seen in the task with the cue's distinctiveness, but this not the case in the task without the cue's distinctiveness.
2) When subjects made 8 observation, the result of observational learning in the task with the cue's distinctiveness was better than that of no cue's distinctiveness. These two groups showed significant difference neither in the intelligence level (see TA BLE 4) nor in understanding of “the front and back” and “the right and left sides.” Therefore, it was considered the above difference was due to the cue's distinctiveness.

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The purpose of the present study was to investigate the psychological similarity of Japanese phonemes transcribed in Japanese phonemic letters (hiragana). This study consisted of two major parts: measurement of the similarity by a modified semantic differential method, and experiments on the effect of the similarity on paired-associate learning.
MEASUREMENT: Ten pairs of Japanese adjectives were selected from previous studies as SD scales. Their English translations are as follows; new-old, warm-cold, feminine-masculine, light-heavy, dry-wet, short-long, sharp-dull, simple-complex, beautiful-ugly, soft-hard. 370 female undergraduate students (18-20 years in age) served as subjects. Each of the 73 phonemes written in 73 Japanese phonemic letters was printed with a pair of adjectives on 20 cards (5×9 cm in size). Ss were instructed to rate the phonemes on a series of SD scales in random order. Altogether 14,600 ratings (10 scales×73 phonemes×20 cards) were obtained and the similarity of the phonemes was calculated. The results after factor analysis with varimax rotation are shown in FIG. 1.
EXPERIMENTS: Three experiments were carried out with 131 undergraduate students (18-20 years in age) in total who served as Ss in pairedassociate learning. Ss were instructed to associate eight pairs of one letter and a two-digit-number each. The effects of three major variables of the stimulus terms were examined intra-list similarity, meaningfulness, and seion or dakuon (phonemes transcribed without or with a diacritical mark for voiced sound, respectively). The results showed that 1) the lists with greater intra-list similarity were significantly more difficult to learn, 2) the lists with higher meaningful values and with lower meaningful values were learned equally, and 3) the lists of dakuon phonemes were slightly more difficult to learn.(See TABLEs 5, 7, 9 and 10.)
CONCLUSIONS: 1) 73 phonemes clustered into two groups in the connotative meaning space: seion group and dakuon group. 2) Phonemes of the former group were associated more strongly with complexity, wetness, heaviness, etc., on the one hand, and with masculinity, hardness, ugliness, etc., on the other. 3) The similarity measured here differed from the phonetic similarity or the formal similarity. 4) The similarities among the dakuon phonemes were greater than those among the seion phonemes. 5) The similarity meaured here interfered with the paired-associate learning just as other well-known similarities, and 6) The effect of this interference occurred independently of the meaning and the seion or dakuon.

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[in Japanese]

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[in Japanese]

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