The child's personality develops in the dynamic relationship between parents and children. This study tried to measure the relationship of the child's personality and to the mother's attitudes by several means.
A Subjects: Subjects were seventy-one kindergarten children of four and five years of age and their mothers. The intelligence of the children and the socioeconomic status of their families were quite high.
B Methods: I. Each child's personality was measured by the following ways.(1) By observation of behavior in free situations using the time sampling method, twenty samples of three minutes observation and a total of sixty minutes for each child, were obtained. Categories of observation were: aggression, ascendency, non-cooperation, submission, dependency (to teacher and to child), affection, energy. Fairly high reliability of observations was shown by the agreement of two observers (420 minutes) and by the split-half method. The teacher's evaluation of a child's personality showed high agreement with the results of observation.(2) Through interviews with mothers, dependendy and conformity in the family were evaluated in the same way as the evaluation of the mother's attitude. II. The mother's attitude was measured by the following ways.(1) The mother's interview, utilizing illustrations of fifteen situations of mother-child contact, was conducted for all cases by one staff member and evaluated in terms of punitiveness and acceptance of dependency by two evaluators.(2) A questionaire was constructed to measure mother's attitudes (x-general social attitude, y1-opinion of child rearing, y2 - practice of child rearing, z-grandparent's attitude toward child rearing). Two axes, Positive-Negative and Active-Passive were taken. The result was analyzed by the Likert method. III. Doll play. Two sessions of twenty minutes non-directive doll play were conducted individually. Some of the sessions were conducted by a male experimenter and some by a female experimenter. Categories of observation were-aggression, negative feeling, observation, manipulation, dependency and affection.
C Result and Discussion: I. Development of aggression and mother's attitude.(1) The child's aggression tends to be greater when the mothers exhibit more frustration to children, being more punitive.(2) For boys, many whose mothers are not punitive are aggressive.(3) For girls, many whose mothers are punitive are less aggressive.(4) Those who are less aggressive in the hypothetical situations, mothers being punitive, tend to be more aggressive and active in doll play.(5) Those who are less aggres- sive in the family, mothers being punitive, are more aggressive in kindergarten and doll play.(6) Mothers of those who are more aggressive and also those who are greater in submission and affection are more punitive, acceptant and positive in attitude. Mothers of those who are more aggressive and less in submission and affection are more punitive, rejecti ve and less acceptant.(7) Mothers are more punitive for boys.(8) Boys are more aggressive than girls.(9) In doll play, male experimenters provoke more aggression in children and the amount of increase of aggression in the second session is greater in the cases of male experimenters.
The following factors of aggression were discussed: (1) Social admission-males are more active in role.(2, 7, 8, 9, in the above)(2) Frustration -aggression factor.(1, 6)(3) Identification- being identified with aggressor, children are more aggressive.(6, 8)(4) Aggression anxietyaggression is inhibited when aggression is followed by anxiety.(3, 4, 5, 9)(5) Fantasy expression- aggression inhibited in the real situation is expressed in fantasy.(4, 5)
II. Development of dependency and mother's attitude. The following results are pointed out in this study.

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The aim of the present study consists in analytical consideration of the learning mechanism of pupils, which is observed chiefly in the relation between the educational action (S) and educational effect (G), or, the mechanism which is represented by function (f) in
f (S) =G
In the present report, description will de made of the learning mechanism mainly in terms of the readiness.to learn.
In the present study, the learning mechanism, or function (f), was constituted with the model of the readiness to learn, and the various properties concerning the readiness to learn were analysed by means of the model (f). The process of analysis was as follows.
1. The point of the readiness to learn (Rα) was defined exactly at the point where the pupil was found ready to learn the subject matter (α). By analytical manipulation of this model, the point of the readiness to learn (Rα) was educed from the actual data.
2. On the assumption that erroneous answers indicate a systematical condition in the neighborhood of the point of the readiness to learn, analysis of the point of the readiness to learn was undertaken by dint of the erroneous answers in each stage of ability.
The results obtained in 1 and 2, were as shown in (8) and (13) formulas, respectively.
the (8) formula defines the point of the readiness to learn (Rβ) as follows: Max {P_β (G_j)-P_β (G_j-1) }
where G₁, G₂, ---, Gn, are the group to be defined on the continuum X_β.G₁ is the group of the lowest ability, in respect to ability β, and G_n, the group of the highest ability.P_β (G_j) is the percentage of the correct answer to the problem, in respect to ability β.
When j satiafied (8) formula:
R_βG_j or R_βG_j-1And,(13) formula is:
_??_
where Q_rj (G_i) is the ratio of erroneous answer to the problem, in respect to ability γ.
j =0 denotes absence of answer.
j´ =1, 2, ----m
When l, j´ satisfies (13) formula, and if k=1 (where, R_γG_κ), j´, the erroneous answer, is presumed to be due to inadequate preparation.
Because, however, this result was considered on unidimensional space, it was pregnant with the possibility of scalability. Accordingly, it was magnified multidimensionally. The results, thus obtained, are (18) and (22) formulas.(see p.147,148 in the text.)

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[in Japanese]

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[in Japanese]

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