To study the judgment process with category scales, we made a series of perceptual-judgment experiments and found several rules (Oda, 1975a 1975b, 1976a, 1977). The purpose of this study was to investigate the adaptability of the rules to the judgment process on questionnaires. To test the purpose of this study, seven working-hypotheses were built up and three experiments were made to test the working-hypotheses. Each questionnaire of the experiments was made of ten items which were chosen from the Educational Attitude Scale (Tsuzi, 1975) and the subjects were 1,024 students.
From our experiments, we get the following results:
(1) The judgment situation on the questionnaire is or is akin to the comparative-judgment situation rather than the absolute-judgment situation.
(2) There is a positive relation between the number (N) of the positive (or negative) categories of the category scale (see the following examples of the category scales) and the total frequencies which are judged with the positive (or negative) categories.
a. Example A of the category scale: _??_
b. Example B of the category scale: _??_ This result shows that the number (N) of the positive (or negative) categories does not only affect the accuracy of the judgment, but also the decision of the positive, neutral and negative ranges on the psychological continum of the judgment-dimension.
(3) We discover that the category-words which are different in their strengths of semantic-meaning have the following two functions (A and B): Function A works stronger than Function B on the perceptual-judgment experiments (Oda, 1976a).
a. Function A: the category-words fix the order of the categories of the category scale (ex. very long>long>neither long nor short>short>very short).
b. Function B: the category-word fixes the position (or range) of its category on the psychological continium by its strength of semantic-meaning. An example of the psychological continium with the category-words is as follows:
_??_
But from this experiment we come to the following conclusion.
a. Function A works stronger than Function B under the judgment situation where the stimuli are distributed on the narrow range of the psychological continium.
b. Function B works stronger than Function A under the judgment situation where stimuli are distri, buted widely on the psychological continium.
(4) We reaffirm the same results reported by Oda (1977):
a. The judgment process with a category scale not fulfilling the three conditions (expressivevalidity, validity of strength of semantic-meaning and validity of category-word order) is confused.
b. The expressive validity and the validity of strength of semantic-meaning are more important factors than the validity of the category-word order in order to construct a category scale.

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The purpose of the present study was 1) to investigate the effects of model on the acquisition of sex role behavior in children and 2) to examine the sex differences in the acquisition of sex role behavior. According to their age, 204 Kindergarten children were divided into older (55 boys; mean age: 6; 0, and 55 girls; mean age: 5; 11) and younger groups (57 boys; mean age: 5; 0, and 37 girls; mean age: 5; 0).
Experimental subjects were exposed to an adult model through VTR (Control subjects were not presented a model.). After the subjects observed the model playing with a neutral toy and/or giving sex-typed labels to the neutral toys aloud (i. e.,“This isa toy for boys.” or “This is a toy for girls.”), they were instructed to play with the toys (the same as those they watched through VTR) and their behaviors were observed by an experimenter for 5 minutes. Effects of the model on children's play behavior were analysed from two aspects: 1) effects of observing the modeled behavior (i. e., visual cue) and 2) effects of verbal cue uttered by a model (i. e., verbalization of sex-typed labels to the neutral toys).
The main results were as follows.
(1) Under the condition in which verbal cue was added to modeled behavior (visual cue), children could perform sex-appropriate behavior most efficiently.
(2) Older children were more influenced by observing a model than younger children.
(3) Older children were more sex-typed than younger children.
(4) As for sex differences, boys appeared to be more sex-typed than girls at the superficial level. On the contrary, girls seemed to be more stable than boys at the inner level of sex role.

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The purpose of the present study was to investigate the function of self-reinforcement (SR) in a situation where correct responses were objectively identified.
In Experiment I, reinforcing effect was examined in a recognition task situation which was able to determine correct responses beforehand. First, seventy- eight 6th graders were shown the following number of non-sense syllables in sequence, one by one, and only once: 5, 10 and 15. In turn, they were shown another set of syllable items and told to identify them with the former set of items. This recognition task was repeated six times.
The experimental conditions were as follows:
(a) SR₊ (positive self-reinforcement): In the process of identification, Ss marked a × on their answering sheet if they thought their identification was confidently correct.
(b) SR_- (negative self-reinforcement): In the process of identification, Ss marked a x on their answering sheet if they thought their identification was not correct.
(c) SR_+- (both positive and negative self-reinforcement): In the process of identification, Ss marked a circle or × on their answering sheet according to their confidence.
(d) N (non self-reinforcement): Ss identified each item only.
The main results were:
1) In SR₊ and SR_+- conditions, when a positive SR followed the first preceding response, the frequency of the same response to two consecutive presentations of the same items (SR₊ M₊ response) was significantly high. Thus, positive reinforcing effect was established (see FIG. 1).
2) In SR_- and SR_+- conditions, when a negative SR followed the first preceding response, the frequency of the different response to two consective presentations of the same items (SR_-M_- response) was significantly low. Thus, negative reinforcing effect was not established (see FIG. 1).
3) In N condition, the frequency of the same response to two consecutive presentations of the same items (M₊ response) was relatively high (see FIG. 1).
In Experiment II, the reinforcing effect of positive SR was examined more accurately. Ss were sixty 6- th graders. The task was the same as in the Experiment I except for the followings. There were 10 items to be identified with another set consisting of 10 items. And the identification was repeated ten times.
The experimental conditions were as follows:
(a) SR₊₊ (positive SR, high incentive level): In the process of identification, Ss pushed the button to turn a lamp on indicating correctness, if they thought their identification was confidently correct.
(b) SR₊ (positive SR, low incentive level): In the process of identification, Ss pushed the button to turn a lamp on indicating correctness, if they thought their identification was confidently correct.
(c) N (non SR): Ss only identified each item.
The major finding s were:
1) As Experiment I, SR₊₊ and SR₊ conditions demonstrated the positive reinforcing effect (see TABLE 3).
2) There was no difference between (a) and (b) conditions with respect to the reinforcing effect according to the incentive level (see TABLE 3 and 4).
3) In SR₊₊ and SR₊ conditions, the frequency of the same response (M₊ response) was relatively high (see TABLE 3) and the number of correct responses were relatively more stable (see FIG. 5 and TABLE 5) than in N condition.

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In the study of child's thinking in a “20 Questions” game, Mosher and Hornsby found out two typical strategies, constraint seeking (CS) and hypothetical scanning (HS). They attributed these strategic variations to representative ability differences, and assumed that CS required symbolic representation.
On the other hand, this CS type strategy was the process of sequential classification, so that it could be considered to correspond to Piaget's additive classificatory operation. On this framework the socalled concrete period children must have a repertory of such a strategy, but there had been no evidence of that correspondence in the studies on the “20 Questions”.
The present study was aimed at examining the problem of such correspondence by two cross-sectional studies.
In Experiment 1, the usual “20 Questions” task was used with modified stimulus and procedure. The results showed that most of the 2nd or 3rd-grade children could exhibit CS (2nd graders=80%, 3rd graders=90%) as well as some of the 1st-grade or pre-school children (1st graders=45%, pre-school= 30%).
This developmental tendency was similarly observed in Experiment 2 in which Ss were assigned “20 Questions” listening task.
These findings show that the so-called concrete period children could employ CS type problem solving and such CS type strategy corresponded more to classificatory operation than to representative ability. Further, the developmental process of classificatory operation was discussed at length.

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[in Japanese]

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