1. The purpose of this study was to find factorsin the educational attitudes of primary school teachers. In this investigation W. Stephenson's Qtechnique was used.
2. A collection of nearly 450 statements was first made of opinions and attitudes that 130 primary school teachers had to four hypothetical educational situations. From the collection, 100 unstructured samples of statements were selected and Q-sorted by 25 primary school teachers.
3. Those 25 Q-arrays were correlated and factoranalyzed. Three type factors were extracted and each of them was twice orthogonally rotated. The rotated factors were interpreted by the method of computation of the factor scores of each statement and designated under the names of (a) compulsion-freedom,(b) generosity-severity,(c) harmonyestraingement.
4. With relation to the interpretation of factors, several problems about the methodology of Q-technique were considered.

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The Japanese edition of MMPI wasadministered twice to a group of 214 Japanese cadets. The first administration was under the usual instructional set. Two weeks later, the Ss were divided into three subgroups consisting of approximately an equal number of Ss which differed according totest-taking instructional set. Two experimental groups (favorable set group and unfavorable set group) and one control group (neutral set group) were utilized.
The introduction of favorable or unfavorable set produced significant changes in the MMPI scores of testees. The K correction has not been found sufficiently valuable to in dicate the faking bad profiles.
In order to test the efficiency of validity indicators, it has been planned to make a comparison of the validating scores obtained from the three different set groups. The results reported in the present study indicated that the three keys (L, F, K), considered singly, are able to identify faking sets to some extent and that Hs raw score, utilizedsingly, was more successful in discriminating the faking good from the normal scores, but theirmaximum efficacy is realized in combination.
The results of this study confirmed Gough'sresults that the F-K index has a superior value to detect a normal person who has tried to fake. In the present data, the F-K cutting score for the faking bad profiles was plus seven. This cutting score would correctly classify 97 per cent of the normal cases and 83 per cent of the faking bad cases.
A new index-L raw score plus K raw score minus Hs (Hypochondriasis scale) raw score- was presented to detect the faking good set. The highest phi coefficient was given by a cutting score of plus 21. This cutting score would correctly classify 97 per cent of the normal cases and 90 per cent of faking good cases.
The F-K index and the L+K-Hs index may be considered as efficient measures to detectmalingering and test dissimulation in the MMPI.

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What do we do in case of frustration which gives us on emotion like hostility or shame? Some of us may blame others and some may be embarrassed.The present study is concerned in a restricted way with the role of communication in reducing emotional tensions, and is related to the type of behavior toward frustration.
The major hypothesis to be tested was as follows: In a situation where emotional frustration and hostile attitude is instigated, opportunity for communication directed toward the instigator (when compared with the lack of this opportunity) will lead to relatively less residual hostility toward the instigator.
EXPERIMENT
Subjects: The subjects were 60 female students of the college, chosen as the high aggressive type of frustration and the less aggressive type, by rating of the Rosenzweig P-F Study and the questionaire made for this research. Procedure: The subjects who were scheduled to appear individually at theexperimental room were introduced to a participant of the experiment. The experimenter, in her preliminary instructions. said the purpose of this study was to discover how students could learn another´s personalities by direct communication. This served as the pretext for the experiment. Before proceeding with the main business of communication to one another, both thi subject and the participant were each instructed to write an initial a “personality sketch” consisting of her first impressions of the other. This muchaccomplished, subjects began the communication process, on which the restriction that the content of communication must refer to self was imposed. The participant intended to characterize her as arrogant and opinionated, instigating hostility in the subjects. Her role was standardized and well rehearsed inadvance. 30 of the subjects (No-Com group) were not permitted to communicate after the instigation. The remaining 30 subjects (Com group) were permitted additional communication after the instigation. At the conclusion of this period, each of them wrote a final personality sketch of her partner.
RESULTS
In treating the data, content analyses were done separately for their pre-experimental and the post-experimental“personality sketches” of theparticipant (instigator), and the additionalcommunication by thesubjects in Corn group.
1) The subjects who were permitted to communicate back to an instigator immediately afterinstigation to hostility showed more post-experimental friendliness toward the instigator. It gives qualified confirmation to the hypothesis.
2) The difference between two groups may be rather attributable to sudden removal of the communication channel forNo-Com group, than the positive function of the communication for Corn group.
3) Between the type of reaction to frustration and the residual hostility toward the instigator, no marked relation was noticed.
4) Aggressionis not the immediate psychologicalconse quence of frustration. The emotion aroused may be broad and diffuse, by the interaction of many factors such as the individual´s past experience and the present situation as perceived by the individual. We can not simply classify one´s type of reaction to frustration, nor define consumatory function of communication to act as aggressive behavior which implies frustration.

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The early instances of the speech of requests in the conventional (adult) words were studied on the basis of the longitudinal data (transcript from the utterances recorded bytape-recorder) of two one year-old Japanese children and thecross-sectional data (manual trascription) of 58 one-year-old Japanese children.
The main results are as follows:
(1) Words denoting requests were not yet differentiated from the interjectional words in the first half period of one-year-old. But in the second half period, conventional word denoting specific requests rapidly increased.
(2) Verb-forms denoting requests and the other verb forms, which have common root forms with them, appeared concurrently. This suggests that the child has acquired some concept of grammatical nature (inflection) in this period, though it is not decisive as a proof.
(3) Many of “errors” in the use of request words were inventive or creative, and in these examples of “errors” we find some suggestions for the developmental studies of thought processes.
(4) In the word-chain utterances in the early stage, we found rather meager syntactical integrations of words in an utterance. But toward the end of the period of investigation of theone-year-old, these syntactical integrations increased rapidly. Their typical formes were word-chain utterances of requests which were constituted of “Object+Verb” (Japanese word-order of sentences, which is one of the most striking differences from that of Europeans).
(5) Historical order and chronological period of the phenomena described above are rather similar between the longitudinal-and cross-sectional data, and these tendencies are also seen in the report of an American linguist Leopold who observed and analysed rather psychologically the speech of his one son.
(6) These results suggest to us that, although Japanese language and speech are very different from those of Europeans in their phonetic, vocabulary, and grammatical features, there are not marked difference between them in the early developmental trend of some syntactical and pragmatical (functional) aspects of the speech of requests of one-yearold children.

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This experiment was conducted with 112 young chilcren of four, five and six years of age.
The following eight areas, were involved: the counting of the numbers, the ascertaining of the numbers of real objects, the selection of the equal numbers with the presented objects, the comparison of the type ‘more’ or ‘less’, the selection of the requested numbers, the dividing of the numbers, the combination of the divided numbers, and the change of the orders of the numbers.
Experimental results indicate that the development of the conception of numbers is done through the dialectical reciprocal action of the two notions, that is, the notions of quality and order, and at the same time, the phase of the reciprocal action characterizes each developmental stage in the process of escaping from the perceptional impression of the objects.
The following six stages are discerne in the early months after entrance into the primary school.
1st stage the period when the two notions of both quality and order are very far separated from each other.
2nd stage the period when the notion of quality takes the governing role over the notion of order in the reciprocal action of the two notions.
3rd stage the period when the notion of order is strengthened while the notion of quality retreats backwards for a while.
4th stage the period when the notion of quality is strengthened in reverse, while the notion of order retreats backwards.
5th stage the period when the unity of the two notions of both quality and order becomes unstable.
6th stage the period when the unity of the two notions of both quality and order becomes stable.

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