The purpose of this study was to examine the so-called boomerang effect in a mutual influence setting. It was assumed that one who was committed to persuading his partner of worth of one's own position an attitudinal issue and who, contrary to his intention, found that his partner strengthened the counter position would become more extreme in his own initial position than prior to the persuasion attempt (the boomerang effect); the more extreme the negative feedback from the partner, the greater the boomerang effect.
Thirty-two male undergraduates served as Ss in this experiment and ran through it in a group of 4 or 6 persons. Discrepancies in the attitudinal positions on the topic (necessity of the participation in student-clubs) between Ss and their would-be partner were adjusted by manipulating the extent (large and small) of the partner's negative feed-back to communicator.
Before-after design was used to measure Ss' attitude changes. The data support the hypothesis. The implication of the results for the theory of cognitive dissonance was discussed.

View full abstract

The purpose of this paper is to test the hypothesis of Fiedler's Leadership Contingency Model in organizations. Used for this study were 4 organizations-hospital, chemical plant, automobile sales company, and bank, covering a total of 57 groups and including the first-level supervior to the second-level supervisor.
Tests were performed in 5 cells, which were Octants I, II, III, V, and VII.
The results proved that the hypothesis of the Contingency Model was supported and this model could be applied to the second-level of these organizations.

View full abstract

The purpose of this study is to examine the effects of leader's cognitive structure upon the appropriateness of his role-taking and upon the group-performance. In Experiment I and II two indices were presented: preferred coworkers (DP) and non-preferred coworkers (DN) scores, which represent the variability of leader's cognition, and classified our leaders into 8 types on the basis of the 3 indices; DP, DN, & ASo. Results revealed that high DP-high DN leaders were more effective than the leaders of any other types, and that the group conducted by the leader of the other six types did not differ from each other in their productions.

View full abstract

The theories of a coalition formation appeared to be divided into two-one is derived from the viewpoint of psychology, and the other from the game theory. In this thesis, all the members were permitted an unlimited bargaining behavior, and also permitted to have enough chance of the intervention by the third person in order to make up the situations which were allowed to predict from the game theory viewpoint.
Subjects were second-year junior high school students. Each group was composed of three persons, and there were a total of 15 groups. Types of triad used in this experiment were Type II (3-2-2), V (4-3-2), and VIII (4-2-2) proposed by Caplow, and each group, given a simple situation, played six games of each type, or 18 games in all. Every member was assigned random weight.
The main results of our experiments were as follows:
1. In Type II and V, there happened coalitions between two weaker members most frequently, thus confirming the Caplow's predictions. That is, players behaved basing on perception of initial strength. But in comparison with Vinacke & Arkoff's, the result of this study was closer to the chance distribution than theirs (Table 2).
2. In Type VIII, coalitions were formed among two weaker members most frequently (Table 2).
3. Each member made the same number of offers in Type II and V, while in Type VIII, weaker initiated offers significantly more often. And the number of offers to ally did not differ significantly between stronger and weaker in Type II and V, but differed significantly in Type VIII. And the number of receipts of alliance differed significantly between stronger and weaker in Type II and V, but did not differ in Type VIII (Table 4).
4. In respect to the reward division in the initial offers from stronger to weaker, and from weaker to stronger, no differences were found between stronger's and weaker's, but there were significant differences among the three Types' players significantly more often offered equal split in Type II, and parity split in Type VIII (Table 7, 8).
5. Concerning the kinds of reward division in the final coalition formation, parity split was found less than in the previous studies. And on weakers coalitions in Type II and VIII, there was considerable non-equal split in which the member of the coalition who contributed the most resources received the smaller share of the pay-off (Table 5).
6. Regarding the pairs which came to an concurrence in the initial offer, whether the concurrence was continued to the end or not was examined. In short, the more difference in resources the pair had, the less the concurrence was continued (Table 9).
7. The amount of paper communication on the bargaining was significantly less in Type VIII (Table 10, 11).

View full abstract

The purpose of this study was to determine the minimum number of differences of the received two-step choices which brings the specific behavioral effects. This was a sub-experiment in a work for formulating a two-step index in sociometry by comparing the effects of the two-step choice with the one-step choice.
The same method was used as the preceding studies by Kano. According to the data of sociometric test (choice criteria was “study” “play” and “consulting”) given to middle school students, many two person pairs who were different in two-step received choices but equal in one-step were compared by four teachers regarding five dimensions. Five dimensions were influence, socialibility, reliability, popularity, and scholastciability. Pairs were classified by the value of differences between the components.
The value of differences were 1, 2, 3, 4, 5, and more than 6. Results were as follows. As to the “study” criterion, a significant difference (5% level) was found regarding reliability and scholastic ability when the differences reach 5, as to the “play” criterion, regarding socialibility when the differences reach 5, and as to the “consulting” criterion regarding socialibility, scholastic ability when the differences reach 5, and regarding influence and reliability when 6.
From these facts it may be said that the results were different by the criteria of sociometric test, but significant relationships were found when the value of differences of two-step received choice reach more than 5.

View full abstract

The purpose of this study was to examine experimentally the validity of the model concernig leadership influence process advocated hypothetically by the author. The author investigated the effect of social evaluation given group members in terms of success or failure, upon group members' morale (task satisfaction, group esteem, and group cohesiveness) and perception of leadership (P and M function).
Ss were 120 junior high school boys, divided into experimental group composed of 4 or 5 members based on near-sociometry. This experiment consisted of three sessions. In each session, Ss were asked to make up a story concerning TAT after going through a 15-minute group discussion under P or M type leader assigned by the experimenter. In the 2 nd and the 3 rd session, these stories were evalauted as success or failure by evaluater who had been introduced with an air of authority to Ss (in fact, the evaluation given to each group had been arranged by experimenter beforehand). Then, at the end of each session, the scores of Ss' morale and perception of leadership function were measured by using questionnaire. These scores were compared according to experimental conditions by the analysis of variance based on Lindquist (1953) type III design (Leadership × Evaluation × Session). The analysis of variance revealed that:
1) Regardless of leadership type, the continuous feedback of success evaluation concernig the output of group activities increased Ss' morale scores significantly. Conversely, the feedback of failure evaluation decreased Ss' morale scores significantly.
2) With this change in the morale scores, the feedback of success evaluation changed Ss' perception of leadership function into PM type, and the feedback of failure evaluation into pm type.
These results were discussed from the viewpoint of the differences in members' affective state provoked by varying contents of evaluation. Further, the author referred to the possibility that this affective state would be one of the variables that influence the leader-follower relations.

View full abstract

This labolatory experiment was designed to examine the “complementary effects” of varying patterns of supervisory behavior at twostep organizational levels upon satisfactions, motivations and end results of group members. Three types of second-line supervisory behavior (P, M, PM types) and four types of first-line supervisory behavior (P, M, PM and pm types) were introduced. Under various combinations of these types of supervision at two step organizational levels, group members as subjects were engaged in the simple task of counting the number of holes in IBM punch cards, with three members working as a team.
Subjects were 63 males of average age 22. Subjects were randomly divided into ten experimental conditions. Two or three groups of 3 Ss in each experimental condition performed the task under the direction of a first-line supervisor and besides, groups including first-line supervisor were placed under the supervision of another secondline supervisor. Each second-line supervisor did not stay at the labolatory all the time but came around there occasionally to oversee the supervision of his first-line supervisor. Second-line supervisor did not directly supervise group members as Ss. In this sense, the influence of secondline supervisor was exercised upon group members indirectly through first-line supervisor. Converations between the supervisors were always held in the presence of the group members. First-line supervisors who participated in this experiment as stooges were ten graduate students majoring in social psychology. Three associate professors played the role of second-line supervisors. A total of 8 work sessions were conducted, 2 sessions a day, each session lasting 15 min, taking no rest between sessions.
The results of the experiment may be summarized as follows.
1. Those responses from the subjects that coincided with the conditions set by the experimenter were regarded as leadership conditions.
2. With respect to the productivity indices, supervisory types which included PM type at either first or second-line organizational level were significantly higher than the P-P and M-M types (referred to as overlapping supervisory patterns) as well as than P-pm type in the latter parts of the sessions, and P-M type, namely, P type of the second-line combined with M type of the first-line, were higher than the P-P, M-M and P-pm types throughout the entire sessions.
3. As for the satisfacticns of group members, no conspicuous results enough as productivity indices could be found. However, the overall result of satisfactions of the types of supervision including PM type at either first or second line organizational levels was significantly higher than that of the relatively low producing types, i, e, P-P type, M-M type and P-pm type. The complementary types of supervision consisting of single P and single M showed results standing somewhere in between, but not significantly on either side.

View full abstract

This study, with 350 sixth graders as subjects, attempted to investigate the influence of need for achievement, test anxiety and identification with teacher upon the pupil's perception of his teacher's leaderehip.
Teacher's leadership was measured on the basis of the PM leadership theory. A chi square test was used to analyze the data. Results of the study were sumemarized as follows: (a) those children who were high in n-Ach scores tended to perceive higher performance function and maintenance function of teacher's leadership: (b) conversely, those children who showed low n-Ach scores tended to perceive lower performance and maintenance function: (c) however, the above findings were not supported in cases where girls were to perceive male teachers: (d) there was no statistically significant relationship of test anxiety scores and identification with teacher to perception of teacher's leadership patterns.

View full abstract