The purpose of this study is to examine differences of readability between “Hiragana-bun” and “Kanji -majiri-bun”. The following three experiments were undertaken.
EXPERIMENT I.
Method: A sample of sentences was divided into two parts, both of which contained 500 syllables respectively. Two types of material were constructed. In the one type, the first half was of “Hiragana-bun” and the second half “Kanji-majiri-bun”, and in the other type, vice versa. Two groups of subjects (university students) were asked to read the each type of material for three trials.
Result: The part of “Kanji-majiri-bun” was read faster than that of “Hiragana-bun” in all three trials.
EXPERIMENT II.
Method: The same two types of material as used in the EXPERIMENT I, were projected on the screen and then the projector was switched off while subjects (university students) were still reading. Asked the subjects, the numbers of verbalized letters were measured.
Result: There was no difference of the mean number of verbalized letters (eye-voice span) between “Hiragana -bun” and “Kanji-majiri-bun”.
EXPERIMENT III.
Method: Out of the same material as in EXPERIMENTS I, and II certain words were deleted as Cloze unit, with 20% frequency. Those deleted words were anticipated by subjects (university students).
Result: The percentage of correctly anticipated words in the part of “Kanji-majiri-bun” was significantly higher than that of correctly anticipated words in the part of “Hiragana-bun”.

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The purpose of the present study is to determine the influence of the pares -child relationship on children's socialization. It seems to be generally recognized that children's behavior in real nursery school situation is influenced by such situational factors as relationships with other children and nurses, school setting, and by many other psychological and social factors. Though these factors are not completely independent from the parent-child relationship, it is necessary for the study of the iufluence of the parent-child relationship on children's behavior to examine the psychological and social conditions under which children behave.
The S's were 47 nursery school children (27 boys and 20 girls) in Kyoto. Their mean C. A. is 5. 97.
Parent-child relationship was rated by nurses using the rating scales prepared by the writer for the present study. Two main dimensions of the scales were parental affection or acceptance, and parental control or dominance. Socialization of childen was measured by two instruments, i. e.,(a) the hildren's behavior scale (15 items) prepared by the writer,(b) Rosenzweig's P-F test. Picture sociometric tests were administered to reveal the structure of the class. Stability of the sociometric status was fairly high (r 78 even when it was retested 20 weeks after the first test).
The parent-child relationship was analyzed in terms of children's behavior considering the sociometric status of the children. Relationship between the behavior scale and P-F, response was investigated. In addition to the quantitative investigation, the qualitative case study was done.
The main results of this study are sammarized as follows.
1. Significant relationship was revealed between parental control and children's socialization by means of the behavior scale. Children high (although not extremely high) in parental control (CH) obtained higher scores in 10 items of the behavior scale than children low parental control (CL). High behavior scale score is more desirable except that in the item of aggressive behavior.
2. Though there seemed to be the tendency that CH children obtained lower E% and higher I% and M% in P-F response than CL children, significant relationship was not found due to some exceptional scores which lowered the relationship.
3. CL children whose sociometric status was high, obtained in many items higher behavior scale scores than CH children whose sociometric status was medium or low. It can be said that it is not sufficient to compare the high and low control groups neglecting children's status in the class.
4. CH children obtained higher agressive behavior scores and lower E%, while CL children obtained lower agressive behavior scores and higher E%. This result can be explained as follows.
The CL children have less frustration tolerance and will show higher unsocialized E% in P-F response. But in real situation many of them feel group pressure and show less aggressive behavior, for they are not well socialized and have not adequately learned how to behave in real social situations. There are, however, exceptional cases: a number of CL children also show more unsocialized agressive behavior in real situations.

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This study consists of two parts.
Part I The purpose is to make clear the consistent tendencies of individual differences of dependency at early childhood and also to study relation-ships of dependency and independency.
Subjects: Thirty children from 15 months to 35 months old of highly educated parents.
Method: (1) Observation in an experimental situation where mother and child may play freely for thirty minutes. Two investigators describe their behavior as it appears, which are analyzed later.
(2) Questionaire on dependency, consisted of twelve items.(3) Time table of two successive days recorded and submitted by mother herself, based onbehaviors of both mother and child.
Result: 1) There are the individual differences of dependency on each measure as shown on Table 1. 1, 1. 2, and 1. 3. 2) Correlations between dependency scores or indepedency scores by different methods are not so high as shown on Table 2. 1 and 2.2 (r=01-. 44). It was suggested that interviewing could be the more adequate method to know the overall situation. 3) Correlations between dependency and independency are not so hig h,(-. 10, -. 24, -. 59) as shown in Table 3.
Part II The purpose is to study the relationshipof dependency, compliance and parent's attitude to child.
Hypotheses: 1) Dependency drive will be reinforced if child's dependent behavior may be accepted by parents. 2) Strength of dependency drive will be related to the amount of punishment given by parents once after dependency drive is acquired. Dependency drive will be strengthened if amount of punishment and frustration will be increased.
3) Acceptance of dependency will be related to childen's sensitivity to parent's inhibition. Compliance to parents will be great if parents accept dependency of child.
Subjects: Thirty-nine children from two years three months to three years eight months old. Nineteen children are the same subjects used in Part I a year ago. The other twenty children had beenonce interviewed for another study two years ago.
Method: Standard interviewing half structured was used. One investigator became the interviewer and another the recorder. Forty-nine items on punitiveness of parent, acceptance of dependency, dependency of children and compliance of children were evaluated on five point scale. Agreement of reevaluation was 64. 5% but was raised to 97. 3% when one point disagreement was allowed.
Result: 1) Correlation coefficients by Spearman among punitiveness, acceptance of dependency, dependency and compliance are shown in Table 4. 1. Main findings are as follows: (1) Punitiveness and acceptance of dependency are negatively related (r=-. 69) at 1 % level of significance.(2) Compliance is negatively related to punitiveness (r =-. 65) at 1 % level of significance, and positively related to acceptance of dendency.(r = -. 49) at 1 % level of significant.(3) Dependency seems to have no relationship to parental factors, neither punitiveness nor acceptance of dependency.(r =-. 03 or. 12) However, there are the apparent relationshii, between parental and child's variables, as its coin binations were examined, dividing subjects int (high and low groups for each variable. More than two thirds of the subjects belong to one of the following four groups as shown in Fig. 1.
Group I High punitiveness-Low acceptance-Low dependency-Low compliance (N=9)
Group II High punitiveness-Low acceptance-Higl dependency-Low compliance (N=5)
Group III Low punitiveness-High acceptance-High dependency-High compliance (N=8)
Group 17 Low punitiveness-High acceptance-Low dependency-High compliance (N=5)
Thus, hypothesis I is verified by Group hypothesis 2 by Group II, and hypothesis 3 by all groups respectively.
2) Relationship between mothering at infancy an, dependency was examined. The rzcent reports o twenty mothers made from their memory abou mothering given to their children,

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This study is 3rd report by the writer concerning the study on the pupil-teacher relationship. The relationship undergoes natural changes of development as the pupil progresses through the elementary and secondary grades.
The purpose of this study is to trace the deve-Aopment of pupils toward teacher and to draw profiles of its characteristics by arranging in sequence rthe stages of development in each school year.
To accomplish this purpose the teachers were requested to observe and to record the characterizational and ordinary attitude (desirable or otherwise) of pupil toward them in the class room and playground.The records of observation were tabulated into the table of 83 items. Then the table was given once more to the teachers, who were asked to check which item was most frequently distinguishable in each school year. The number of teachers who checked the table was 107 (male 47 female 60).
In the result the writer delineated the progressive stages in the growth of the pupil's attitude toward teacher by means of a series of cross-sectional characterizations. But the table of progressive stages is not be regarded as rigid norm. It is not offered as absolute norm but as approximate one of developmentalsequence and illustrates simply the kinds of behavior which tend to occur in each school year.

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These studies aim at explaining the aspects of affective and emotional development in the juvenile and youth periods. The degree and quality of comprehension of various kinds of feeling and emotion are measured by means of the Color Symbolism Test (C. S. T.) and the Word Association Test (W.A.).
Comprehension of the meaning of each word for feeling and emotion is the self-conscious recognition of the quality of each feeling or emotion expressed by the words.
Primary, junior and senior high school students are measured as to the degree of comprehension or various words for affection and emotion.
The results obtained by C. S. T. and W. A. T. show the high similarity, although the examinees of C. S. T. are different from those of W. A. T.(r=+. 845).
In Table 4 and 5, the aspects of affective and emotional development of both sexes- are shown.
The following, findings are derived from the Tables:
(1) Agreeable affection and emotion can be understood at an earlier age. In other words, disagreeable affection and emotion are more complicated and of higher quality, and are difficult for pupils to understand until they have much experience in their life.
(2) Girls can understand better various kinds of affection and emotion at an earlier age than boys.
As to the content of comprehension of each affection or emotion, subjects were compared in terms of age and sex by using both the difference in the appearance tendency of response colors to each emotion in C. S. T. and the difference in the appearance frequency of association words classified in to six categories in W. A. T.
The results are as follows:
(1) Various age group of girls appear snore varied than boys in the content of comprehension.
(2) Difference between two sexes in the contertt of comprehension increase to great extent among the senior higher school students.
(3) As Table 7 shows, the frequency of associated words belonged to the category of Context Response (the associated word ; such as “Success in the exam.”, or “Given presents” for the stimulus word,“Pleasure”) is higher in older students, especially so in senior high school girls. This indicates the high degree of objective recognition of affection and emotion

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The purpose of this paper is to make clear the causes of slowness in learning the gymnastic exercises. What makes children less progress to learn in physical exercises?
Procedure: Five children who are poor in the gymnastic course of study (rated as 1 or 2) are selected from each class and 5 children who are good in the same course (rated as 5) are also chosen from the same class. And then A-group composed of the poor are compared with B-group of the good one by one, from class to class, in regard to their constitution, mental ability, emotion and personality, and to the disadvantageous position caused by teacher's plan and technique of guidance, respectively.
Results: The findings are summarized as follows.
1. Those children who are below the average in their height and weight, have a weak constitution, and who have judged themselves such as “I am slow in action” or “I am slow to learn gymnastic exercises” are found more in A-group than in B-group.
2. Those children whose IQ are below the average, and whose marks of the other courses of study are as poor as that of the gymnastic course are found more in A-group than in B-group.
3. Those children who have judged themselves as “I am apt to be shyness” or “I have the blood rush to my head” are found more in A-group than in B-group.
4. Those children who have been suffered from the disadvantage caused by the teacher's plan and technique of guidance, for which they must have taken.certain physical lessons against their unwilingness and unskillfulness, are found more in A-group than in B-group.
It could be conclude from the results described above that the causes which make children less progress in learning physical exercises consist in their poor constitutions, their low IQ and ability to learn their timidity in emotion and personality, and the disadvantage caused by the teacher's plan and technique of guidance.

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[in Japanese]

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