I The present study aims at making clear how the leadership function of young children's groups develops, through co-operative situations created experimentally.
II Subjects and methods: Out of 10 kindergartens in Tokyo, 200 children (100 boys and 100 girls) were selected to organize 50 groups (25 of which were composed of members with I. Q. 100-110, while the rest were composed of ones with I. Q. 110-120).
Each group had 4 members-(2 boys and 2 girls), whose ages ranged 4.0-6.5 years. Five grades were set out by age, and each grade contained 10 groups.
Tasks were to crayon two kind of figures with contour only, each of them is drawn on a big whitepaper: the one is of a single object (Fig. S.), the other is of four same objects (Fig. F.).
III The results summarized:
1) The structure of “Fig. F.” inhibits the develop ment of the group, i. e. behaviors of L-type (leader-type) and F-type (follower-type) induced group stratification are few. There appeared many parallel working without leader, on the every stage of age.
2) The structure of “Fig. S.” stimulates the interactions between members and development of group functions. Behaviors of the L-F types increase with age and there were the appearance of leaders.
In “I. Q. 100-110 groups”, many L-F behaviors appear on the stage of 5. 0-5.5 years. And the leaders emerge later than on the stage of 5.5-6.0 years. On the other hand, in “I. Q. 110-120 groups”, both the emergences of L-F behaviors and leaders were six months earlier.

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The purpose of this study is primarily to observe the aggressive behaviors of children, secondly to analyse the various factors resulting it and to determine the relationship between these factors aad the behaviors, and thirdly to take clinical considerations into each case. The subjects were sixty two 60 Jap. J. of Educ. Psychol. vol.V, No.4 (1958) boys and girls in a kindergarten and twenty three infants in two day-nurseries.
Their aggressive behaviors were recorded one hour each day for six days by means of the checklist method. Then they were divided into two groups: the aggressive and the non-aggressive.
Most of the patterns expressed in their aggressive behaviors were direct and primitive, such as hitting, snatching away, abusing and so on.
With these two groups, the aggressive and the non-aggressive, the correlation with factors; physical, physiological, psychological and social, were statistically examined.
There were no significant relations between the physical factors, which were weather and temperature, and aggressiveness.
Of the physiological factor, the physical conditions of the subjects had no evident correlations with aggression, but the bodily strength had certain relationships, that is, while the stronger-bodied children were apt to respond with the aggressive behaviors, the weaker were all non-aggressive.
In respect of the psychological factors, the study was made from two angles, which were intelligence and personality. Intelligence proved to have no direct relation with aggressiveness. Personality of the subjects were examined according to the criteria for intro-and-extro-versive traits and emotional stability. In the aggressive group most of appeared as extroversive type and almost all non-aggressive children were judged to be either neutral or introversive. Furthermore, it was found that aggressive infants were not always emotionally instable.
As for the social factors, home environment of the children was investigated in terms of home discipline, family constitution, economical conditions, family occupation and house surroundings, and environment of the institutions were also evaluated in terms of nursing principles, educational attitudes, and situations in which the aggressive behaviors occurred. The home discipline was found giving the strongest direct influence on aggressive behaviors of the children.
In the kindergarten most of the homes belonged economically to the middle class with better environment, and educational levels of the parents were relatively high. The aggressive group consisted of those from over-indulgent or over-interfering types in home discipline, and the non-aggressive group came from homes with “let-alone” type, rational type and strict type of home discipline.
On the contrary, most children in the day nurseries came from economically poor homes in which parent's level of education was low and little time was spent to take care of their children. The aggressive group consisted dominantly of those from “letalone” type or strict type of homes, and the nonaggressive children were found among those from over-indulgent type or over-interfering type of homes.
These one may suggest through these inconsistent phenomena that home discipline should be selected to adapt to the social situation and according to children's personality, and that under a certain condition the educational principle not to suppres infants desire may cause them to develop poor frustration-tolerance.
Among the four factors described above, the most significant was social factor. It is consequently suggested that by controlling the factor the maladjusted behaviors of infants could be improved.

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Purpose: To study effects of the attitude of mothers in rearing the infants upon the mental development and to analyze factors connected with the maternal attitude.
Subject: Healthy infants born normal and with full-term and their mothers were selected at two out-patient clinics. The numbers of the subjects were a hundred and twenty mothers and their infants, about thirty at each age level of 2, 6, 9, and 12 months old.
Method: 1) To study the maternal attitudes, the mothers were interviewed to be asked in twelve infant-rearng situations such as feeding schedule, the practice of mothers when infants cried, finger-sucked, or made mess at dinner table etc. Behaviors of mothers and children during interview and test were recorded on a form prepared. Opinions on childrearing were asked on eight statements which concerned with permissiveness and indulgence. Materials concerning with mother's attitudes were summarized on a card for each person and were independently evaluated by two people according to seven factors which turned out to have constructed mother's attitudes on this age level. Those were emotional security, contact with infants, concern with rearing, permissiveness or regulations of children's activities, forms of mothers and infants, intellectuality, previous attitudes of the mothers.
2) To study the mental development of children, a questionnaire scale of infant development, constructed by the authors on the basis of following up study of three infants for a year, was used The scale is consisted of a hundred-and-ninety developmental items which can be observed easily in daily living situations by an ordinary mother. Developmental test standarlized by Ushijima in 1938 was used. at the same time.
Result: 1. Relationship between mother's attitudes and infant's development.
(1) Two months old; When mothers have more contacts with infants, motor and social development tended to be better than those with less contacts with. infants, but with no statistical significance.(2) Six months old; When mothers have more contacts with infants and are more permissive, social development and feeding behavior tended to be more superior than those with less contact and less permissiveness with statistical significance under 1% level.(X2 test)
(3) Nine months old; When mothers have more contacts with infants and are more permissive, social development, exploring behavior and activities of infants tended to be more suprior with statistical significance.(4) Twelve months old; When mothers have more contact and are more permissive, exploring behavior and activeness of infants tended to be more superior, but with no statistical significance.
2. Factors relating to the maternal attitudes.
(1) There was no apparent relationship between maternal attitudes and socio-economic status.(2) In an upper socio-economic status, the opinions on child rearing were less permissive and more indulgent (3) There was no apparent relationship between maternal attitudes and opinions.(4) For the first-born infants, maternal attitudes and opinions tended to be more permissive.(5) Maternal attitudes tend to get more permissive when the age progresses, during the first year.
Conclusion: We could conclude from the results described above that infants tend to develop better when mothers have more contacts with children and are more permissive, than when mothers have less contacts with children and are less permissive.

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This is the report of investigations on the characteristics of friend relationship among children with respect to different class organizations, and on the effect of class organization upon group learning. The subjects selected for these studies were two regular school classes and two small rural school classes. The structure of the class room groups was investigated through sociometric test given to the children of the 3rd to 6th grades of the classes. As to the influence of class organization upon the group learning, the productivity of learning was measured with two different class room groups: one is the group which consisted of five children chosen according to their sitting order and the another consisted of five children grouped according to their cohesiveness that the sociometric test had disclosed. The results revealed are as follows:
1) Positive choice was found adapted more positively by the children of the regular school classes, especially the classes which are of large-size than by those of small rural school classes. It was also revealed that attractions between the sexes had larger number of instances in large school classes. The children of small rural school classes with small number of children made more positive intersexual choice. Mutual positive choice between pairs was by far the most ordinary case in school classes, and, it was also found between the threes or fours as well as between pair in small rural school classes.
2) Negative choice was found adapted more positively by children in large-size classes. In general, the lower of grades, the more instances of negative choice among the children, but small rural school classes proved indifferent in this respect. The instances of intersexual negaive choice was found up to the 4th grade in school classes, and was also found through all the grades in small rural school classes. The children of school classes of large size made more mutual negative choice, while only few in the smallest rural school classes.
3) The instances of indifference were more numerous in regular school classes of large size, that is many children in the classes appeared not only indifferent to the opposite sex but so their own sex. In the smallest rural school class, there was no instance of indifference to the opposite sex among the children of the 4th and the higher grades. Mutual indifference was the case that was found more frequently in regular school classes.
4) Productivity of group learning was higher in regular school classes than in small rural school classes and it was the highest in the largest school class. The grouping according to cohesiveness made productivity of group learning higher in any of the classes investigated. Between the two kinds of group formation previously mentioned, the difference of degrees of productivity was more remarkable in regular school classes particularly those of large size than in small rural school classes.
The grouping according to cohesiveness will be more conducive, to cooperativeness of the members in school classes of large size, than in small rural school classes. In large school classes one will find this grouping more effective than in small school classes.

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The present study was primarily designed to investigate on “the standard score of sociality” devised as a sociometric index based upon the distribution of sociality. Secondly, to find out the relationships among the school records, intelligence and sociality indicated by this index.
1. The standard score of sociality (S. S. S.):
The scores of usual indices generally indicate only the relative heights of sociality. A index indicated by the standard score was devised, as it is convenient in practical use for the score of index to be ranked on the standardized scale.
An, individual sociality was defined as a social status determined by choice-rejection responses from members of class. Accordingly, subjects were instructed to check responses for all. members (n) one another on the 5-grades scale under a certain criterion. It was all but conformed to the usual indices.
It is assumed that the scores on a valuation scale, being the basis of personel feeling, is normally distributed: each grade (i), in case of arrangement, is represented by z score transformed from summations of checked frequency (f) at the grade. An individual score is generally indicated as follows:_??_Assuming the sociality is normally distributed, X is replaced with S. S. S. indicated by Z score, So,_??_
The normality was confirmed by x² test in 209 pupils of a secondary school. The reliability coefficient, by the re-test method, was 0.97 while it was 0.90 in case of the split half one.
2. The relations among school records, intelligence and sociality:
Subjects were the pupils described in 1. At first, the correlation and partial correlation coefficients among the school records (1), intelligence (2) and sociality (3), were calculated. Also each score of the former two elements was indicated by the standard score.
Results are shown as follows: Correlations: γ₁₂=0.62. γ₁₃=0.60, γ₃₃=0.41 partial correlations: γ_12.3=0.51, γ_13.2=0.48, γ_23.1=0.07 They are all significat at 1% level except γ23.1.
These results suggest that the correlation between the sociality and school records is relatively high and, moreover, that the former is naturally independent of the intelligence. In other words, the sociality relates to the factors of being the over- or underachiever. Over- and under-achievers were, therefore, selected out under a criterion. In regards to both groups, the mentioned deduction was confirmed at 1 % level of significance.
Secondly, to investigate the developmental transition, 4 groups, selected out of primary, secondary and high schools, were examined with the same procedure. The same tendency was found also in all groups but a group of high schools.

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1. Purpose:
The present study aims, from the standpoint of clinical psychology, that conditions and causes of specific under achievers in the higher class of elementary school are to be diagnosed and that the solution of the problem is to be solved.
2. Difinition of the under achievers and the subjects:
The under achievers studied are defined as those who have shown low school achievement although they seem to have latently capacity to be average or the above. In this study, achievement on so-called intellectual course of study, such as mathematics, social studies, language and science were selected to compare them with children's intelligence.
3. Methods and procedure:
The group intelligence tests and the achievement tests of four courses were given to all the children. The observations and evaluation of the children in their class room by their teachers were added to rate them. Four children who grades of the studies were of-1 or-2, although intelligence was rated within-1 or +1, were finally selected. They were then intelligence tests and the several kinds of assessment were done. Following psychological and medical diagnosis were made, treatment had practised.
4. Results:
The present reveals that the difference of grades between pre- and affer-treatment is about 1 point all courses exception of social studies, that is in 3 courses grades ascend from-1 to O. This suggests that there is considerable effect of the present treatment on school achievement as well as on the improvement of atttitude and mode of studies in the children. In addition, it is reported by their teacher and guardian they seem to become more positive and independent than before.

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