The purpose of this study was to see whether or not the six factors of the Bernreuter Personality Inventory were applicable to Japanese juveniles, and to standardize the inventory with Japanese pupils.
In order to adapt the inventory to Japanese pupils, we have modified some of the items, and decreased the number to 92 items. We have administered the inventory to 220 junior high school pupils, and we have calculated the 4186 tetrachoric correlations between the responses to each of the 92 items. By factor-analyzing the matrix of the correlations by the centroid method, we have extracted seven factors. The axes of the factors were rotated, and each factor was interpreted. Though five of them concided with the original factors of the Bernreuter Personality Inventory, we could not find the factor corresponding to the F-2 Sociability. Instead, we have found two other factors, to which we have named the Emotionality, and the Egostrength factors.
The loadings of the factors to each item were weighted by using a five point scale, and given scores of 2, 1, 0, -1, and -2, according to the loadings.
The sample of standardization consisted of about one thousand pupils from fifth grade to tenth grade (including elementary schools, junior high schools and senior high schools) of the Kansai and the Chugoku districts. The means, the S. Ds., and the percentile scores of the seven traits were calculated.

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The purpose of this study is to verify the following hypotheses:
(1) Authoritarianism is significantly related to political attitudes.
(2) Authoritarianism is significantly related tooccupational attitudes.
A questionnaire composed of 1) an authoritarianism scale with the F-scale modified slightly, 2) the question concerning what political parties to support, and 3) the occupational prestige scale, was administered to all subjects, 207 male and 53 female freshmen at the Education Faculty and the Technical Faculty, Kumamoto University, toward the end of June, 1960. The results of this research have re vealed the following conclusions.
1. The first hypothesis was confirmed since, though it was extremely surprising that more than half of the subjects responded to the item no political parties to support, in the bottom group (L.G.) more supported the Socialists significantly than in the top group (H.G.). The L.G. was made up of about the bottom one quarter and the H.G. of the top one quarter of all subjects in the distribution on the authoritarianism scale. And in the H.G. significantly more supported the conservative parties than in the L.G. and in the latter significantly more supported the progressive ones than in the former.
2. Whereas the second hypothesis was only partially verified because it was found that, merely in male students, the H. G. scored significantly higher in the prestige evaluation for 16 professional and administrative occupations, e.g., businessman and lawyer, and lower for 15 semi- and unskilled occupation, e.g., farmer and laborer, than the L.G. But the results of female students were in exactly the opposite direction, that is, the L.G. scored significantly higher for the professional and administrative occupations and lower, though not fully significant in a statistical sense, for the semi- and unskilled ones than the H.G. This strange fact may be because the female subjects of this study were, in comparison with the male, more strongly inclined to have the xenophilic attitudes rather than to have the authoritarian attitudes. Such a prediction must, needless to say, be verified by a further experimental study.
The facts indicated above may anyhow lead us to the conclusion that the results of this experiment support a theory of the interrelations between personality structures and social attitudes.

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The purpose of the present study is to examine reliabilities of group G. S. R. measurements by polypsychograph when each subject is quietly looking at television.
The subjects consisted of four healthy high school boys who are from 16 to 20 years old.
The following three experiments were undertaken; Experiment 1: The subject who was looking at television was tested by a T.K.K. type polypsychograph. The waves recorded were observed and maximum amplitudes were measured by m.m. unit. From the above results, the scale in this experimental study was determined and it was described as R (Response value). R was used to present an index for the emotional factor in the following experiments. Experiment 2: The subject who was listening to the sounds of the buzzor through the single receiver, was tested separetely by the above mentioned method. Next, subjects were tested as a group in the same experimental conditions. The waves recorded in the group measurements were compared with the each individual record and the reliabilities of the group measurements were examined.
Ewperiment 3: Members of the subject group who were looking at television were tested by the same method. In order to see if the group G.S.R. corresponded to the emotional stimuli in the story process of T.V. drama or not, the record was observed and analyzed statistically.
Summary of results.
The findings are summarized as follows.
(1) We can use the individual G.S.R. as the scale of emotional expression when the subject is looking at television.
(2) In the group G.S.R. measurement, the waves recorded indicate the changing of emotional state in response to the simple sound. In this case, it is concluded that the G.S.R. waves were directly related to the stimuli. Of course each subject was connected in the parallel electric resistance of skin (ref. Fig. 2).
(3) If we record the group G.S.R. when the subject are looking at the television, it is possible to make clear the emotional factor. For the sake of studying the emotional conditions resulting from the television and the movie, it is a reliable method to record the group G.S.R.

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Some experimental studies on tactual-motor perception have been carried out in Japan, but they are studies performed from the physio-psychological viewpoint of perception and are too theoretical to be useful in blind education. That is why we take up this problem from the view of practical educational psychology, expecting to get an improved way of braille learning in blind persons, i.e., to find out what learning form will be most efficient and effective and thus to point out a more optimum learning method in the child and the adolescent. The results of our former research on the actual condition of blind education in Japan will also be considered.
The key experimental conditions are as follows:
1. Examining efficiency with the learning of ‘reading’ first and then shifting to the learning of ‘writing’.
2. Examining efficiency with the learning of ‘writing’ first and then shifing to the learning of ‘reading’.
3. Examining the efficiency of learning to ‘read’ and ‘write’ concurrently.
4. Examining the efficiency of the method by singnification, i.e. learning the individual letter by associating it with an object.
5. Examining the efficiency of the method by regularity*, i.e. remembering the letter by using the regularity of Japanese syllabary (Kana).
6. Examining the efficiency of the word method.
7. Examining the efficiency of the independent discrimination learning method one by one.
The results are as follows:
1. The optimum learning method varied greatly from individual to individual.
2. On the other hand, there is something in common among these learning forms.
3. There is a remarkable difference in the process of learning between the child groups and the adolescent groups, i.e. the independent discrimination method because of interest and motivation may be desirable in the child, while the method by regularity applying the principle of the braille structure may be more desirable in the adolescent.
4. But these tendencies were not always found in our experiments. The reason for these ambiguous results probably is due to the inadequate design of our experiments.
5. The efficiency of braille learning seems to be very high at the constant shift or concomitant process between ‘reading’ and ‘writing’.
6. This shift process is explained by the principle of structure analysis so that the braille learning should be examined from the view of analysis and integration of a. part structure on the whole.
At the same time it will contribute to the comparative study between visual and tactual-motor perception learning.

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