A. THE FOURTH RESEARCH
1. The purpose of this study is to make the tentative recording form, which the author proposed in 1953, available for practical use in evaluation at schools. This study also aims to explore more fully the experiences of evaluation carried on the form.
a. At first, the author wrote “Manual of Direction” for evaluation. Attached to this manual are two “Term Tables” which might be helpful for teachers in recording pupils' personality traits.
b. The author then sent his tentative evluation forms and “Manual of Direction” to the teachers of elementary schools in various communities (90 teachers of 25 schools in Osaka, Hyogo, Miyagi Prefectures and Kyoto City), asking them to select two pupils at random from his class, and to evaluate them according to the direction given in the manual.
c. The author then asked several questions on the the experiences of evaluation.
2. The author received evaluation sheets on 180 pupils, filled out by the teachers. The questions asked of these teachers were as follows:
1) Which is easier to record evaluation, this form or any other form?
2) Is the “Term Table for Immediate Impression” useful in recording evaluation?
3) Is the “Term Table for Behavior Pattern” useful in recording evaluation?
4) Do you discriminate (distinguish) “Immediate Impression” with (from) “Behavior Pattern” in evaluation?
5) Can you rate “Behavior Pattern” at the fourth grade scale in accordance with the direction of the manual?
From the answers to the above questions, it was indicated that the tentative form was superior to other forms in that it was more convenient for recording and could give more valid figures of overall personality.
B. THE FIFTH RESEARCH
1. The author sent questionnairs on his basic ideas of personality evaluation to various educational psychologists in Japan, asking them to send him their opinions. He received answers from 26 psychologists, which proved valuable in the study. Following are the questions and the response:
2. a) Question # 1: The author categorized three personality evaluation items:
1) immediate impression
2) behavior pattern. immediately appreciated
3) behavior pattern on intensive observation He then asked whether these items may be clearly distinguished from each other in evaluation. Approximately half of the psychologists supported the author's point of view; Some were critical of it.
b) Question # 2: “Do you think the Term Tables are helpful in recording evaluation?” Almost all answered in the affirmative; some pointed out the need for better systematization.
c) Question # 3: The author selected seven personality trait items as being essential: raining, sociability, self-control, thinking, emotional stability and sincerity.“Do you think these seven items are essential to personality evaluation?”
Some answered in the affirmative; some others were critical and gave their own opinions.
As a result of the above study, the author now understands the extreme difficulty of the problem and that, fundamentally, it depends greatly on the obtject of education.

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The purpose of this study was to find out how the feebleminded, who have completed the ordinary primary school course, adjust themselves to their social environment. Nine hundred and three feebleminded were chosen as subjects out of 1, 409 pupils whose I. Q. were below 69 on the Sumita Intelligence Test. The Sumita Test had been administered in December, 1948, on almost all pupils in. Shiga Prefecture, ranging from the fourth grade of primary school to the third grade of middle school.
Interview method was used for this particular study during the period of February through July, 1955.
Results of the study were as follows:
1) Eight phenomenal adjustment types were noticeable based on the following criteria: Subjects' vocation;
411 are helping housekeeping (hereafter called Group I)
492 are employed by factories, firms, etc.(hereafter called Group II)
Degree of acceptance by people around:
Group I: 64 accepted (1)
315 less well accepted (2)
32 not accepted (3)
Group II: 38 accepted (4)
348 less well accepted (5)
87 not always accepted (6)
19 not accepted (7)
Degree of stability in the environment:
stable 304 (i)
less stable 354 (ii)
unstable 245 (iii)
Shown below are the eight types and the frequency:
Type 1 (I-1-i, ii) 37
Type 2 (I-2-i, ii) 213
Type 3 (I-1, 2-iii) 129
Type 4 (I-3-ii, iii) 32
Type 5 (II-4, 5-i, ii) 339
Type 6 (II-6, 7) 87
Type 7 (II-8) 19
Type 8 (II-4, 5-iii) 47
The relations between the eight types and the following conditions were not discerned:
Subject's chronological age.
I. Q.
Achievement at school.
Training method of school.
Nature of the vocation.
Amount of work.
Parents' vocation.
Living standard.
Members of family.
School education of parents.
2) These Types of phenomenal adjustment are not always consistent. In comparing their degree of social adjustment, we found that:
Better adjusted after school course: 279
Slightly adjusted after school course 317
Not changed in adjustment 211
worse adjustment after school course 41
Unknown 51
No significant relations were discerned between these five groups and the conditions mentioned in Paragraph 1).
The degree of social adjustment in Group I is greater than that of Group 11.
3) We consider that the cause for shifting from one type of social adjustment to another depends largely on following factors:
Degree of maturity of the subject
Change in the environment of the subject after school course
On this assumption, we performed case study. We then discovered that subject's willingness and understanding of his job and living are the dominant factors in this cause of shifting. Based on the degree of shifting, we classified the subjects into three categories:
Adjustment: 216
No adjustment: 538
Maladjustment 149
We tried to find relations between these three categories and the conditions set forth in Paragraph
1) but no significant relations were noticeable. However, the way they adjust themselves, the degree of stability, whether or not they are engaged in some occupation, the way they are understood by people around-these factors are correlative one another.
In addition to the above findings, we were also able to get some results which prove valuable in guidance, education and administration of the feebleminded.

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This is a report on the results of an experimental observation carried primarily on children of Grade I and II, prior to entering the “Gang Age ”stage of development. In school-rooms and other experimental situations, we observed several groups consisting of five or six children to study their social behavior in the process of painting.
Following relationships were discerned between the results of the observation and the types of their work.
1. The time of entering the stage of cooperativeness ranges from the end of Grade I to the beginning of the second half of Grade II (about October or November).
2. The stage of cooperativeness is completed during the second half of Grade II and is followed by the Grade Age.
3. The early stage of cooperativeness is unstable and considerably long in duration. In this stage there is a distinct correspondence between. the group atmo-sphere and the type or work and the works thansform with the change in the atmosphere, we can tentatively conclude.
4. However, the above-mentioned relations can hardly be observed after children enter the final stage of cooperativeness which is stable compared to its earlier stage.

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The purpose of this study was to investigate the relationship between goal setting behavior observed in level of aspiration situations and tendency to resume interrupted tasks. Subjects:
The subjects were 32 boys selected from a class of first year in a middle school. Procedure:
Subjects were observed in two different situations, A and B. In situation A, each subject was led into an experimental room and instructed to answer 20 questions of mathematics, and he was asked to estimate how fast he expect to finish his task. When he finished his task he was informed his time. And the next trial began. When 14 successive trials were given, the subject was asked to stop and to answer to a personality inventory. Then the experimenter went out of the room and observed through a one mirror.
In situation B procedures were the same except that the experimenter remained in the room throughout the whole experiment. Results:
According to Sears and Roder, 6 groups of typical behavioral pattern were distinguished in goal setting situations. Subjects who showed unstable or low positive or rigid pattern had no tendency to resume the incomplete tasks.
Those who raised their aspiration level stepwise resumed the interrupted tasks. This finding may be explained by our hypothesis those who have high motivation but are frustrated by their failure tend to set unrealistic goal and to resume their tasks, because the tension is not released.
In the present study relationships between the hight of goal-level setting and certain personality variables were analysed. Subjects were divided into 4 groups according to their G. D. score. Positive G. D. score groups were extravert and negative score groups were introvert.(p<05 by x²-test)
Mean intelligence score of +L group was the highest, and -L group was the second, and -H group was the third.(p<.05 by F test)
In neurotic tendency, there were significant differences among 4 groups.(p<.05 by F test)
The order of neurotic tendency among groups were the same as in intelligence score.

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1. Subject

Purpose of this study is to analyze teacher's attitude toward children on the following two points:
1- How accurate is a teacher in his observation of the social structure of the class in his charge?
2- On what kind of children can his observation be wrong?
2. Method and Time A primary school in Matsue City consisting of fifteen classes was chosen. The teachers were asked to cite those children whom they considered, based on their past observation, to be popular in class, boycotted by their classmates, or isolated. A sociometry was carried on the children at the same time. The study was made November, 1954.
3. Results and Interpretations
Following are the results obtained after comparing the sudy done on teachers and that on pupils:
1:- The teachers were fairly accurate in their observation of popular pupils. 65.5% There is little agreement on isolated pupils. 2.9% The boycotted ones come half-way between the two, 39.2% Through analysis of variance we could discern significant difference in the degree of agreement among the three groups.
This tendency is almost identical with the fact pointed out by Wickman-teachers are likely to make light of retiring attitude and regressive actions on the part of their pupils.
2:- It is remarkable that the above-mentioned relations can be discerned in every teacher, regardless of sex or length of the period in charge of the class.
3:- In analyzing the disagreement, in the case of boycotted children, we find that positive errors are greater than negative errors.
4:- Number of negative errors is greater in female teachers than male teachers. This is statistically significant in the case of isolated children.
5:- On the length of period in charge of class, we could hardly notice a significant difference between positive errors and negative errors.

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It is not long since clinical psychology became a popular subject of study in Japan. Therefore, studies on the method of diagnosing and treating the patients have not been sufficiently made. The writer of this article wants to comment on methodology of clinical psychology.
1. Needless to say, clinical psychology aims to treat and cure the patients. Its practice calls for specific techniques as well as careful examination of general (or theoretical) psychology.
2.“To diagnose” means to detect the cause of the illness for treatment. To give correct diagnosis, clinicians should be versed with Jaspers' theory of method. Jaspers contends that it is most important in psychopathological studies to apply understanding (verstehende) psychology and explaining (erklaerende) psychology independently.
3. There are three methods in psychotherapy: namely, directive, non-directive and psychoanalytic. Only in actual practice, should one decide which of the three methods is desirable.

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