The study of ethnic stereotypes is currently popular among the social psychologists. The present study has attempted to assess how Japanese students, in Osaka City verbalize images of themselves as a national group and images of eleven other foreign peoples who were expected to be valuable for a critical comparison. These eleven national and ethnic groups were American, British, Chinese, French, German, Indian, Italian, Jewish, Korean, Negro and Russian.
The entire procedure was modeled mainly after the procedure used by Katz and Braly. The first five traits selected out of 100 adjectives by the subjects consisting of three sampled groups (129 middle school students, 94 high school students and 70 college students) were given in order of percentageto indicate each stereotypy weight. Average index of stereotype consistency computed on each sample group was.24,.28 and.26 respectively.
The authors have considered about a relationship between stereotypes and prejudiced attitudes in terms of the ranking order assigned to these national and ethnic groups. The next two contrasting facts should be noted: A) Japanese students rank their own group at the top of preference ordering but reflect many unfavorable traits upon their self-attribution. B) Koreans are assigned to the bottom of preference ranking.
In summary,. the following two comments have been drawn from this study: i) The lower indices of stereotype consistency found in these data might be understood that they reveal either differentiated or indifferent ethnic attitude in Japanese students.ii) Some inferiority-complex characterizing the selfattribution of these Japanese students might be projected in their Korean stereotypes.

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This study aimed to compare the survey results on the interracial preferences of the university students who attended in 1954 with those in 1959, in order to explore the conformity of interracial pre-ferences to interracial evaluation of superiority or inferiority, and the relation between the interracial preferences and the personality determinants.
One hundred and six male and one hundred and twenty-six female students in the Faculty of Education of Kumamoto University were the respondents to the questionnaires made to indicate a degree of preference toward the twenty different races. To evaluate interracial preferences, subjects were asked to compare each race with the Japanese race on a 7 point scale. Then subjects were asked to rate their feelings of self-dislike on a 6 point scale and to select the most suitable opinion among five choices.
The results were as follows:
(1) There was a high correlation of 0. 874 between the interracial preferences conceived by the university students investigated in 1954 and those in 1959. But considerable changes in preferences were revealed in a negative direction toward the Chinese, the Indians, and Koreans, and in a positive direction toward the Australians, the Swiss, and the Americans.
(2) The correlation coefficient of the interracial preferences with the interracial evaluation of superiority was 0.760. The Russians, the Jews, the Chinese and the Americans, however, were rated remarkably higher in superiority evaluation than in preference however, the Japanase, the Indians, the Burmese, the Philippinoes and the Negroes showed higher preference than superiority evaluation. Thus, the interracial preferences and the interracial stereotypes have not always consistently appeared correlative.
(3) On the relation between the interracial preferences or the interracial evaluation of superiority and the personality determinants, the following tendencies have been found:
(a) Individuals who ranked Japanese at the 7th step in the scale or below in preferences have tended to score higher both on the racial evaluation scale and on the self-dislike scale, but lower on the racial prejudice scale, than those who did not.
This second tendency seems to be due to the results of the defensive processes by which they may escape from their guilty feelings regarding xenophilic attitudes as opposed to the domestic.
(b) Those who obtained higher scores on the prejudice scale were higher on the self-dislike scale and lower on the racial evaluation scale.
(c) Those who obtained higher scores on the selfdislike scale were higher both on the racial evaluation and on the prejudice scale. These results lead us to the -conclusion that there may be a certain similar underlying personality dynamics between the xenophilic and the prejudiced.

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The first aim of this investigation is to find out how the frustration of children changes annually in quality in the same child. The second aim is to find out the form of reaction or response and the direction of aggression by factor analysis. The Picture Frustration Study was administered to primary school children when they were in the 3rd, 4th, and 5th grades.
Following are the results obtained:
(1) The form and direction of frustration changes from Extrapunitiveness to Intrapunitiveness or Impunitiveness as the age increases.
(2) The factor analysis results indicate Extrapunitiveness responses disappear as age increases.Also, in the 9 year old and the 10 year old the Intrapunitiveness response takes a negative direction.

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In this study, an attempt was made to observe self-consciousness of students of junior and senior high schools in relation to the problems of selfacceptance.
1) In what manner are the youth self-conscious?
High school students wrote compositions under the subject “I”, and gave answers to the questionnaires made on the basis of two different categories-“agreeable self” and “disagreeable self”. The result shows that the adolescent self-consciousness has as substance much that relates to the feelings and the attitudes toward other people, and that the number of students describing their own defects and self dissatisfactions are much greater than those who write about their own good points and their selfsatisfactions.
2) How does their self-consciousness relate to the evaluations and the attitudes others have towards them?
In order to see how the criticism of other people influences the self-evaluation of the adolescent and how it is accepted, the writings of the young people on “Other people's criticism about me” were analyzed. It was revealed that those young people were two or three times more conscious of negative criticism than of positive criticism about them. It was also found that they accepted much more than half the criticisms of both kinds as holding true. The manner in which the criticism was accepted differed according to sex and school-grades and also according to the categories of people who criticized.
In order to see what relation there is between their consciousness of what other people think of them and their attitudes towards themselves, a study was made of how they interpret other people's anger towards them, then investigated the relation between their interpretation and their attitude towards their own good points and bad points. It was found that those who were positive in understanding others were inclined also to be positive towards themselves, and that those who were negative in their understanding of others tended to be negative towards themselves. From the point of view of age, it was observed that the younger the person the more inclined he was to inter pret other people's anger as hostile towards himself.
In the research made on how they consider thireown anger, differences were found according to their ages. There, again, the same relationship as before was seen that those who were lenient towards others were lenient also towards themselves.
3) With regard to the assistance to be given to young people in their problems of self-acceptance: It was clear from the answers to the questionnaires that the greatest joy and sorrow, suffering or anger were frequently caused by approval or disapproval of other people. From this fact, it can be said that other people's criticisms and attitudes play a big role in the formation of self-evaluation of the youth. As a consequence, it is the author's opinion that to make them hold sound judgements upon other people's criticisms by means of the technique of compairing their own way of judgements and that of other people, role-playing and discussions, or changing values in “possible-self”, can be considered as means of helping the youth acquire healthy self-acceptance.

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The following experiments were conducted to investigate how acquaintance with strangers is formed.
The Procedure and Method of Experiment I:
Five children in the 4th year of primary school who were strangers to each other were called into a room together and left by themselves for 10 minutes. The behaviors they showed toward each other were observed individually through a oneway mirror by 5 observers. Before they were called into the room each subject was instructed that he would be given various kinds of psychological tests and that he would be kept waiting a few minutes till the arrangements for testing were completed. After the 10 minutes of planned observation, a small test was actually given to the subjects in another room to make them believe that the instruction was observed. During the observation period, each observer recorded (1) the frequency with which one subject looked at each other subject,(2) talked to others,(3) parts of the room seen by him, and (4) parts of the room touched with his fingers. The conversation among the subjects was recorded by a tape-recorder through a microphone on the wall. Besides the 5 observers, the conductor of the experiment (CE), and the person reading seconds (W), all worked together. The W informed the CE and each observer the passing time every 10 seconds throughout the experiment. The announced seconds were also recorded by the taperecorder.
The CE gave needed instructions such as starting and stopping the observation. The experimental observations were carried out 3 times (once a day for 3 days) for each group of children. The results and discussion of Experiment I: (1) It was revealed that, at the beginning, the subjects glanced at each other and attempted to evade the glances of other subjects by looking at certain parts of the room.(2) As they recognized that each of them was sharing the coincidence of being a stranger to the anothers, the first step in familiarity began to come into existence and their exploratory behavior toward one another became frank and more active.(3) Subsequently, to each child other children became cognitively differentiated, each seen with different degrees of preference. This step run parallel with the 1st one.(4) When the familiarity was being formed, a leader was emerging at each step.(5) The leaders in those occasions were the children who positively proclaimed the cognition of any kind of coincidence prior to other children. And status of one member in the group seemed to be determined according to the numbers of the other members who accepted the content of his proclamation and to the extent of their resonance with it.(6) It is presumed that the more glances received from other children or the more talks directed toward him, the higher status a child was given, and that the child who obtained the highest status became a leader.
The Procedure and Method of Experiment II:
A new member is called into the group of 4 children who had already become acquainted with one another and all were observed,
The results and discussion of Experiment II: (1) A new comer was accepted and participated in the group only after the cognition of coincidence on the part of both sides, a new comer and the existing group was formed.(2) The exploratory behaviors shown by the new member toward the other group members were more active than those shown by the latter toward the former.(3) As the familiarity between both grew, the other members were structured into the new member's cognition.(4) Thus, the preceding formation of familiarity between the new member and certain individuals of the first group contribute to let the new member be accepted by the group.

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[in Japanese]

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[in Japanese]

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