This study is a part of the series of study on semantic relation.
Problem. In this first report, an attempt is made to analyse objectively the difference of synonym and antonym by the association method and the Semantic Differential method proposed by Osgood and Suci.
Method. 10 words, in which some synonyms and antonyms were involved, were selected from “Kashu- and Kubo's list of association -value of threesyllable verbs”. We adopted the Semantic Differential method to analyse these words, but Osgood and Suci's method is somewhat modified by us. The subjects were 20 students.
Results. Besides association-value, difference scores and factor loadings (measured by the Semantic Differential) were used as the measures of semantic relation.
The results are as follows:
(1) In synonym, association-value was high, difference scores were low, and common factor was extracted.
(2) In antonym, though association-value was high as well as in the case of synonym, difference scores were high, and the results of factor analysis showed the opposite orientation.
Discussion and Conclusion. From the above findings, it is concluded that antonym was obviously distincted from synonym, and that Semantic Differential was especially useful to analyse the opposition quantitatively as Osgood referred to. Further, the possibilities of the application of the Semantic Differential to the study of the various types of the opposition were recognized.

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Problem
The purpose of this experiment was to throw light upon the type-factor of. the social attitudes, using the inverted technique of the factor-analysis. In this experiment, we put emphasis on the following points. The first point was to find out the attitude-type toward the “Monarchism” and “Parents” in the adolescent student group. The second point was to find out the factorial constellation of the family members toward “U. S. A.” and “Red China”. Procedure and Result
A group of thirty members was made to Q-sort the statement of the attitude. scales toward “Monarchism” and “Parents”. The subjects were college students, 16 males and 14 females. We intercorrelated the rating of the Q-sort and factor-analysed those intercorrelation tables by the centroid method. As a result, on the “Monarchism”, we extracted two factors and called the first factor “the veneration factor”, and the second “anti-Monarchism”. On the “Parent”, we called the first factor “pure respect factor”, the second “critical affection factor”. It has been found that some who have the first factor on the “Monarchism” have the second factor on the “Parents”. We interpreted those phenomena to show that both the attitudes have failed to develop a harmonious system within one individual. Among the female, there were those with whom we could not interprete in terms of both the first and second factors. On the second point, the analysis proceeded as follows: We selected two urban families as the subjects. The members of each family are five, respectively. A group of five members was made to Q-sort the statement of the attitude scale toward “U. S. A.” and “Red China”. The individual's rankings were intercorrelated. Then, those intercorrelation tables were factor-analysed, using the Q-technique. In these experiment, we interpreted the factor before the rotation, for such the procedure has been taken in other reports in this field.
We plotted the factor matrix on the orthogonal axes. The findings were as follows: In the attitude toward “U. S. A.”, both families have “critical respect factor” in the first factor. We called the second factor “complete blame factor”. In the attitude toward “Red China”, the factorial constellation of both families were clustered in the same direction. It suggests that those attitude types do not indicate the opposite orientation. We can presume from this the attitude of mass communications toward “Red China”.

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This study was intended to find out some personality types of institutional children, by using the Rorschach technique. We took up the modes of control as criteria to classify the personality patterns. The modes of control, which B. Klopfer divided into three, namely “Outer”,“Inner”, and “Constrictive control”, are considered to be important criteria of the effectiveness of general adjustment. But we divided “Outer control” into two, as our former study had demonstrated the large number of Shading and Achromatic responses to be a marked characteristic of institutional children. Thus “Socialized control” and “Control through Withdrawal” were established as criteria. Each mode of control was thought to be represented by the proportions below.
(a) Socialized control FC>CF+C, Sum C>1
(b) Inner control M≥FM+m, M≥2
(c) Control through Withdrawal Fc+cF+C'≥FC+CF+C
(d) Constrictive control A%≥65, F%≥65
One hundred and twelve children in an institution were divided into four groups, according to which mode of control was dominant in them.
I SI-type (N=21) maintains both Socialized and Inner control.
II O-type (N=40) maintains neither mode of control.
III W-type (N=26) maintains the control through Withdrawal. IV C-type (N=25) maintains the Constrictive control.
1) The validity of the group-division was tested by matching the groups with the nurses' rating as “superior”,“ordinary”, and “problem child” in regards to the children's general adjustment in the institution. The over-all chi-square test was significant at one per cent level. Regarding the SI-type, 8 members out of 21 were rated as “superior children”, and only 2 as “problem children”. On the contrary, none of the C-type were rated as “superior”, and 7 out of 25 as “problem children”. 0-and W-type had about same number of “superior” and “problem” children respectively.(Table 5)
2) These types were analysed with regard to age levels. As children grow older, O-type decreases and other types increase in number. The 2×3 chisquare test was significant at one per cent level.
(Table 6)
3) The relations between these types and other aspects of the Rorschach data were analysed. The + entry in Table 7 shows that sixty per cent or more children in the type exceeded the median of total group on that Rorschach symbol. Similarly, theentry shows that less than forty per cent of the type exceeded the median on that symbol. The type which has more + or - entries will be thought to be more coherent in members' personalities, at the same time various aspects of each type will be observed in the qualities of signed entries involved in the type.
4) The characteristics of each type will be assumed as below.
I SI-type Maintains social norms, well adjusted in the interpersonal relationship; wideinner life and high intellectual capacities. But a large number of indefinite Shading responses suggests the existence of vague anxiety caused from frustrating affectional needs.
II O-type Considered as significant from the point of development, but not significant on other aspects. Large number of indefinite form responses suggest the superficial and immediate expression of emotion. Generally lacks control.
III W-type Shows rather depressive tendencies; tries to control himself by social isolation; has developed stereotyped manner of action to prevent himself from emotional explosion.
IV C-type Lacks productivity; narrow range of inner life; can not contact emotionally with others; lacks spontaneity.

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Part I
This experiment has been done to compare the respective rigidity of personality of deaf and normal groups, each containing 13 children, average 11 years old. To measure rigidity, the degree of co-satiation was calculated. Subjects were told to draw a simple figure as cat (tortoise, rabbit) repeatedly till they became surfeited and gave up drawing it. Then they were told to draw the next figure till they become surfeited with it. This procedure was repeated. Each drawing time was measured. The degree of cosatiation of each subject was calculated on the next fomula:_??_ T_{1 (2, 3)} =time of drawing the first (second, third) figure. If T₂ is equal to T₁, the value becomes 0, showing that the satiation of the first activity has not influenced the second activity at all, and that the boundary between two psychical regions corresponding to two activities is very rigid. If T₂ (T₃) is 0, the value becomes 100, showing that co-satiation was 100%, and that the boundary between two regions is very weak. The result showed that the degree of co-satiation was 9.56 in deaf group and 34.69 in normal group, the difference being significant at 0.5 level. These figures show clearly that the deaf are more rigid in personality than the normal. Part II
It is said that the deaf see more keenly than the normal because they cannot hear. This experiment has been done to compare the respective degree of Muller-Lyer's illusion between deaf and normal groups. Fourty deaf children and 49 normal children were used. The result showed no significant difference between them. But the time required was very much shorter, and variability of the degree of illusion in each test was very much larger, in deaf group than in normal group. This fact seems to indicate that the behavior of the deaf is more crude than that of the normal children.

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1) Characteristics of Child Mentality and Religion: From the view-point of the contemporary developmental psychology, it is reasonable to regard the religious mentality in children as a product of their development. One of the best achievements which show the reltionship between religion and the characteristic of child mentality was made by J. Piaget. He thought that the characteristics of child mentality could be explained by the word “Egocentricism,” and that the world conception of children could be said “Animism,” “Realism” and “Artificialism.” This idea of his gives an influential suggestion on the origin of religion. In the child mentality, there exist religious elements as such.
2) Magic and Divination in the World of Children: Children live in the world of fairy tales, in which there are many magical elements. Children enjoy these since they do not possess the causality as grown-up people.
They accept the magics divinations which are fitted to their community, while they create their own magics and divinations.
3) Religious Sentiments:
What makes a behaviour religious is “la notion de sacre” as E. Durkheim said, or “Das Heilige” using the words of R. Otto. This is almost equal to the meaning of English “awe,” which, however, means strictly the complex of various emotions: that is Wonder, Selfsubjection and Fear, according to W. McDougall's papers. Therefore, until such emotions appear in child mentality, the true religious feeling does not come out.
4) Child Mental Attitude to the Established Religions
Though many studies were done on this subject, here is a graduation thesis “The Development of Religious Consciousness in School Children” by M. Horie of Kobe University, who questioned about such established religious conceptions as God, Spirit, Haven and Hell and so on. And the children between young childhood and school-childhood have general tendency of accepting easily what they are told because they are too ready to imitate and believe.
5) The Process of Acquiring Religious Ideas in Children:
As to the subject, J. B. Pratt thinks that (1) the indirect influence of the actions of older persons.(2) direct teaching on religious subjects.(3) the natural development of the child's mind are the working factors. Children acquire the religious ideas as they are taught, due to their imitative and repetitions qualities and suggestibility. But from about the end of school-childhood to the puberty their interests in the external side of religion become less. But in the latter period of adolescence when they contemplate the problems of life, they begin to turn their thoughts to religion, and “Conversion” often comes about at this step of life.

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I
1. Problem
In regards to two groups, one which made grades higher than the intelligence score, and another which achieved lower than the intelligence score, home environments of the two groups will be examined as a responsible factor.
2. Method
The subjects; 51 pupils of higher-than-90-percentile rank in the achievement quotient as an overachiever group, and 50 pupils of lower-than-10-percentile rank as an under achiever group; both groups were selected out of 513 pupils of the second and the third year of a secondary school.
The Home Environment Diagnosis Test published by Tanaka Research Institute of Education was administered to both groups to be compared.
3. Results
1) The home environment score of the overachiever and the under-achiever was. 01 level of significance: the former was higher than the latter. Particulary, the differences in respect to “facilities for children,” “cultural situations,” and “educational interests of parents,” were remarkable, and “general atmosphere of home” was significant.
2) It is marked in farm villages that pupils having more “frequency of residential move” were more often discovered in over-achievers.
3) It seems that the lower the achievement quotient of pupils are, the more important their home environment becomes.
II
1. Problem
It is aimed to examine the relations between effort quotient and home environment throughout all subjects.
2. Method
As effort quotient, standard score of language, mathematics, social studies, and of science were examined, and as for intelligence score the Tanaka- B-Intelligence Test was used to figure out FQ. To analyse the home environment, 20 items which had significant difference in over-achievers and underachievers were selected out of the home environment diagnosis test, as used above. Weight was placed on these items in accordance with the degree of significant difference based upon X2 test.
Of 100 subjects selected by random sampling from 295 pupils of the first and second year of a secondary school, Kanzaki-gun, Saga Prefecture, 88 pupils were actually surveyed.
3. Results
1) The environment score and the effort quotient had positive correlation. The higher the effort quotient, the higher the environment scores are, but its average rate of change decreases in accordance with higher effort quotient.
2) The greater part of the effort quotient was. occupied by academic records, environment score, interaction between academic score and intelligence, score. Any variance according to the intelligence scorewas scarcely observed.

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Dissatisfied with the basic concepts in the definition of vocational guidance, which NVGA approved and adopted in 1937, Donald E. Super studied that problem for more than fifteen years. We find the results of his research in his books and papers, in which the development of his concepts in vocational guidance can be followed.
Inquiring into the problem “What is vocational guidance?”, Super thought of several new concepts, such as vocational adjustment, self-concept, personal counseling, career pattern, vocational development, and vocational maturity. Among them, his main concepts are vocational adjustment and vocational development which seem to make two important supports in his whole idea. Of the two, the concept of adjustment was studied first, whereas that of development was put on later.
My comments on Super's concepts in vocational guidance and their development are as follows:
(1) We should appreciate Super's laborious inquiry into the preceding concepts in vocational guidance and his great effort in the amendment and the development of them.
(2) But I have two questions at present. First, Super redefined vocational guidance as the process of helping a person form, and develop his self-concept. But is it not difficult for vocational guidance in anysituation to actually render such assistance for development? For example, while it is possible in school, is it not very difficult in the employment office? Second, though the career patter n study is to be followed continually for a long time after graduation, how much does it contribute to those who are still in school? Is it not more important to catch the transition of the dimensions while' they are attendng school and to observe the patterns of such transition?
(3) There has been no remarkable response on the side of the scholars in the United States of America to Super's theories, which, on the contrary, have called forth some noticeable echoes among Japanese scholars. Super's redefinition has often been quoted by the researchers and a new definition is proposed after Super's main concepts.
(4) We have much interest in Super's emphasis in the necessity to promote the study of the developmental psychology. After the discussion in the section of vocational guidance at the convention of the Japan Psychological Association held last July, it was resolved that we should carry on the study in vocational development of the adolesent in cooperation with each other.

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