he purpose of this study was to investigate how sex-roles as traits were evaluated on the four dimensions of desirability personal desirability, social desirability, desirability for men, and desirability for women, and what factors were related to differences in the evaluation.
The subjects were about 800 married men and women in their 20's to 50's. A scale was devised for the evaluation of sex-roles consisting of three elements (Masculinity, Humanity, Femininity) abstracted by means of a factor analysis. Subjects wers requested to rate 30 items in the scale describing sex-roles as traits by a forced-choice method under four kinds of instructions corresponding to the four evaluative dimensions, and to respond to several items to be used in a discriminant analysis.
The results were as follows;
1. In both personal desirability and social desirability, Masculinity was evaluated much higher than Femininity, thus confirming “the superiority” of Masculinity. It was noted, however, that Humanity was evaluated highest of all.
2. Desirability for men was consistent with social desirability, while desirability for women was not, and was independent of it.
3. In desirability for men and for women, sexdetermined differentiation of role expectations was clearly present. In addition to the sex-determined roles, however, Humanity was highly expected for both men and women.
4. The inconsistency in women between personal desirability and desirability for women suggested that considerable role conflicts existed in them.
5. It was confirmed that the relationship among the Masculinity, Humanity, and Femininity elements in sex-roles (the triangle hypothesis) also held among individuals who had role concepts of the M-type, H-type, F-type.
6. As the characteristics of men and women having each role concept of three types, F-type were interpersonal-value-oriented, M-type were social- value-oriented, and H-type were self-oriented.
7. The group of factors prescribing role concepts held by men and women consisted of demographic factors such as educational background and occupation, factors concerning types of role taking, and those reflecting value concepts.

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Heuristic instruction is a style of educational technique to lead pupils to discover the basic contents of instruction by means of a process of hypothesis and verification.
The purposes of the proposed study were to ascertain whether or no this style could be applicable to mentally retarded pupils. As a contrasted style with the above technique, an explanative instruction was induced in which the basic contents were to be initiatively shown to the pupils by the instructor.
Twenty-seven pupils, who belonged to special classes for the mentally retarded, participated as subjects for this project and were divided into two groups of the heuristic and explanative instructions. Two male instructors (N, and M, we call them temporarily) took part in both styles of this project, that is, they guided half each group.
The subject of the instructions, treated in four sessions lasting almost four hours, was “The property of magnet” categorized in science. Four staffmembers were employed to ask the pupils learning and application questions before and after each instruction (Pre-instruction test, Post-instruction test, Follow-up test... month later), and to rate motivated activities and thinking style of inquiry which were thought to be in connection with the instructions.
The results were as follows.
1. There was a meaningful difference between the two instructors in connection with the contents of their speech (N-instructor:X²=33.06, df=7, p<.001, M-instructor:X²=75.50, df=7, p<.001).
2. The ratio of Post-instruction test to Pre-instruction test on the learning questions was not discriminated between the two types (t=1.95, df=25, p<.10), but in the ratio of Follow-up test to Postinstruction test, the two types were significantly different (t=2.06, df=25, p<.05), the heuristic style showing better figures.
3. Through all three sessions of the application questions, the discrepancy of the two types was not found. 4. As for the evaluation on the motivated activities and the thinking style of inquiry, there was little difference between the two types of instruction.

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This study aims at investigating the covert behavior of retarded children in a simple reaction time task. For this purpose, several recurring visual stimuli (cues), in varied periodicity, were introduced during a constant warning interval (WI). Under these conditions, it was necessary to clarify two pioblems, i, e., strategies of readiness for response by the cues in retardates, and optimum condition to minimize RT in retardates.
The Ss consisted of 12 retarded children (mean MA 9: 4, mean IQ 64) and 12 normal children, matched for CA (14 years).
In Exp. I, each S performed RT task with four experimental conditions (non cue, 1 cue, 3 cues, 7 cues) which differ in frequency of cues during the WI of 15 sec. The result indicated that normal children decreased the RT as the frequency decame higher, while such relationship could be shown in retardates at the last 2 trials only. Comparing this result with the RT in control conditions in which the last cue was presented, it was suggested that normal children may have used the strategy of decreasing RT in recognizing the last cue, but retardates may have been unable to use such strategy, the strategy used by retardates being a temporal regularity of the presentation of cues.
In Exp. II, the effect of temporal regularity of the presentation of cues was examined. In this experiment, RT was measured in cues+ verbal stimuli (1, 2, 3,...) conditions, which supported the Ss in recognizing the last cue, and it was compared with the RT in control conditions of Exp. I. Under these two conditions, retardates have shown more marked RT decrease in cues + verbal stimuli conditions, while normals have shown no RT difference between them.
In Exp. III, the effect of temporal regularity of the presentation of cues was further examined. In this experiment, RTs in regular and irregular conditions, differing in temporal order of cue presentation, were compared. As a result, retardates decreased their RT at the process of trials in the regular condition, but such decrease was not shown under irregular condition.
The analysis of these results were summarized as follows.
(1) Normals Used the strategy of decreasing RT in recognizing the last cue, while retardates were unable to do so.
(2) The effect of temporal regularity of the presentation of cues was shown in retardates, but not shown in normal children.
(3) The optimum condition, under which RT in retardates was minimized most, was the condition in which the cues were given in temporaly regular order with added verbal stimuli.

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The purpose of this study was to investigate the relationship between self-rating and rating-bypupils of teachers' leadership behavior in classroom.
The subjects were 2469 pupils (5th or 6th grade) in 67 classes of elementary school and 67 teachers in their classes.
The main results were as follows:
1) By factor analysis (the principal axis method and varimax rotation) of 46 teachers' leadership items, each five significant factors were extracted in both ratings. Three factors were found common: factor of “training and discipline in living and learning”,“training and discipline in sociality and morality”,“teachers' consideration for pupils”.(TABLE 3)
Depending upon Misumi's P-M leadership theory (1964), each five factors were integrated into two factors: P factor (Group Performance Factor), and M factor (Group Maintenace Factor). The results of the comparison between P factor's relative variance contribution and M factor's showed that the P factor was twice as high as the M factor in self-rating and a little lower than the M factor in rating-by-pupils.
2) As a result of the comparison between self-rating and rating-by-pupils of teachers' leadership scales consisting of each ten items for use in measuring P-behavior (group goal achievementoriented leadership behavior) and M-behavior (group maintenance-oriented leadership behavir) developed by Misumi et al.(1976, 1977), there was a cognitive discrepancy between them. In other words, selfrating in both P and M scores was significantly higher than rating-by-pupils.(TABLE 4)
3) The correlation between self-rating and rating-by-pupils was rather strong (r=.535) in P scores ane rather weak (r=.220) in M scores. Also, the correlation between P and M scores was rather strong (r=.649) in self-rating and rather weak (r=.16) in rating-by pupils.(TABLE 7)
4) As a result of the examination of the relationship between leadership types based on selfrating and leadership types based on rating-bypupils, the teachers who rated themselves PM type or P type were almost rated PM type or P type, but as to M dimension, self-rating and rating-bypupils were independent of each other.(TABLE 9.10.11)
From the above analysis, it was concluded that teachers' self-rating and rating-by-pupils constituted qualitatively the same leadership space in P dimension, but they were fairly different in M dimension.

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Visual and manipulative responses to the novel objects were studied in 40, 3-, 6-, 9-, 12-, and 18-month old infants. The stimuli were two novel objects (A, B), and were matched in terms of ease of holding, stimulus complexity, audio-visual feedback potentiality, and similarity to everyday tools. The Ss were assigned to either one of the two stimulus presentation orders: AAABBBAB and BBBAAABA. Termination of each trial was contingent on the S's response, and therefore not determined by a fixed time lapse.
With the exception of the 3-month old infants, initial decrement in visual responsiveness was followed by a significant recovery at the fourth trial when the other novel stimulus was introduced, but not at the seventh or eighth trial when the familiar stimulus was introduced again. The amount of decrement in the short-term familiarization process was not directly related to that of the response for the following novel stimulus. Especially in 9-month-old infants, the former was small and the latter was large.
In the infants aged 6 months and older, visual and manipulative responsiveness to novelty was concordant, not supporting Schaffer's findings. And there was the discrepancy in findings by the measures of manipulation: Total manipulation time and Latency to manipulation.
The 3-month old infants had longer visual regard per response, larger percentage of looking within one trial and smaller percentage of manual activity within one trial. The 6-month old infants had shorter visual regard, smaller percentage of looking and larger percentage of manipulation. Beginning at 9 months, infants had longer visual regard, larger percentage of looking and manipulation. These findings suggest the transition of relative dominance of vision and manipulation during infancy.

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[in Japanese]

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[in Japanese]

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