The effects of task unpleasantness, justification, and its timing were investigated through two laboratory experiments.
In Experiment I, where the task was extremely unpleasant, Ss rated it more enjoyable under the condition of low justification, regardless of timing of justification.
In Experiment II, where the task was mildly unpleasant, the earlier study by Freedman (1963) was replicated: when justification was given before performing the task, the lower the justification, the greater the liking for the task; but when justification was given after completing the labor, the less the enjoyment of the task.

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The present study was an attempt to provide data as to relationship between the level of manifest anxiety of each subject and their verbal activity in a dyadic communication situation. The subjects communicated with each other by their verbal activities only.
Thirty six female students, tested by a modified form of Taylor's manifest anxiety scale (MAS) served as Ss. The Ss were divided into three groups; H (high anxious) -M (middle anxious), M-M and L (low anxious) -M. Each group included six dyads.
The conditions of acquaintance permitted face-to-face contact and no-acquaintances were introduced in the experiment.
The main results were as follows:
1. It was a general trend that verbal activity increased with the passage of time of dyadic communication in the H-M and L-M groups, while in the M-M group, the initial level of activity was maintained for all sessions.
The interrelations among the initial levels of verbal activity of the three groups were M-M>L-M>H-M. But, this changed to L-M>M-M>H-Mwith the passage of several sessions. In regard to the amount of verbal activity of each subject in H-M, L-M groups, the results were H>M, and L<M in each.
2. The acquaintance condition had the effect of decreasing the verbal activity differences between the two subjects in each dyad, while the tendency was not clear in the M-M groups.
It might be stated that the presence or absence of discrepancy in the levels of manifest anxity between the two subjects in each dyad caused either an “imbalance” or a “balance” state.
From this standpoint, the amounts of verbal activity indyadic communication were regarded as potencies for releasing tension between subjects.
Further, a positive correlation was shown between the levels of manifest anxiety and verbal activities. It was considered to be consistent with the hypothesis of manifest anxiety as drive, or the hypothesis of anxiety as arousal.

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The present study aimed to elucidate a preference of the social cues over the physical stimuli in an avoidance conditioning. Eleven male rats were conditioned to buzzer (Buzzer Group) to avoid the electric shock by perching within 5 sec. of stimulus onset. In the same way, the other eleven animals were conditioned not to buzzer but to social cues (Social Group) that were produced by administrating the shock for the partners who reared in the same cages.
The results obtained were as follows:
1) In acquisition of avoidance responses, the preference of the social cues not significant in accoords to the number of trials having reached the criterion (Fig. 1), but seemed to have the effects in log latencies of avoidance responses (Fig. 3and Table 1).
2) In extinction of avoidance responses, the social group rats presented greater prolongation of extinction than the buzzer ones both in the number of trials having reached the criterion (Fig. 2) and in log 1atencies (Fig. 3 and Table 1).
From these results, it could be concluded that the fear induced by intraspecific communication of affects showed more potent influence than that induced by physical aversive stmulus (ES) perse.

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The purpose of this research is to investigate the structure of interpersonal relations in the class room setting in terms of interpersonal attraction and perceived similarity of the amount of reources among members.
By extending Festinger's theory of social comparison processes and the conception of two dimensional leadership functions, it was hypothe-sized that interpersonal attraction resulted from a reciprocal positive estimation on task ability and also from an unreciprocal positive estimation on task ability under the condition of superior's consideration which was perceived by inferior.
The hypothesis was supported by measures of member reaction with group by using near sociometric and guess-who-test for three seventh grade school classes.
The consideration function as to social comparison processes and teacher's influence to the structure of interpersonal interaction in the class room are discussed.

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The aims of the present study were to elucidate the effects of competitive situatioin on heart rate and task performance in the mirror drawing test.
The subjects were forty junior college women. In accordance with the score of Taylor's MAS, two groups of the anxiety level; high anxiety group (N=20), moderate anxiety group (N=20) were set. They were tested on the mirror drawing test under the non-competitive and competitive conditions. After the test, Buss-Derkee's HGS and other questionnaire were carried out. The results indicated that:
1. Under the competitive condition, heart rate increased in both high and moderate anxiety groups, and there was no difference betweentwo grovps. The speed of the mirror drawing test increased under the competitive condition, but the accuracy was impaired. It was conspicuous in moderate anxiety group.
2. Under the competitive condition, there was difference between heart rate in high and low aggression groups (respectively, N=8) divided by HGS. Heart rate in low aggr ssion group increased greater than that in high aggression group.

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The purpose of this study is to analyze perceptions (emotional perceptions, cognitive identification with teacher and leadership perceptions) which have to do with modeling effects. When classmates and teachers in classes as continuously existing groups are presented as models, it is assumed that there will be different modeling effects, depending on how one perceives internal relations with them.
The experiment was made up of two parts. We gave a pre-experiment survey which included near sociometric test, teachers leadership perceptions, cognitive identification with teacher, innate aggressiveness scores and composition-writing based on TAT diagram (13). One and a half days later, an aggressiveness test was given by means of language instruction in a language laboratory. Subsequently, we measured aggressiveness scores and figured out the differences.
Used as subjects were 180 junior high school boy students, and the teachers were all male. The instructors were also male. As a result of the experiment, the following facts were found.
1. Positively-perceived classmates were found valid as models, but negatively or neutrallyperceived classmates and teachers in any emotionalperception groups were not found valid as models (Table 2, 3; Fig. 2).
2. Regarding both classmates and teachers, more significant modeling effects appeared in those models who were perceived to be significantly high cognitive identification with teacher than in those models who were not perceived that way. Incidentally, the correlation between cognitive identification with teacher than in those models who were not perceived that way. Incidentally, the correlation between cognitive identification with teacher and modeling effects was significant (Table 4).
3. No significant differences were found between teachers leadership perceptions and modeling effects (Table 5). However, significant differences in cognitive identification, leadership perceptions and modeling effects were found that PM, P and M types were superior than control group with significant of cognitive identification with teacher and pm type is superior than control group in those groups with no significant of cognitive identification with teacher.

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The purpose of this Study is to make clear the psychological characteristics of the individual (leader) 's measured by DP, DN, and ASo. DP (the breadth of rating Scores about some of his preferred coworkers) and DN (the breadth of rating scores about some of his non-preferred coworkers) scores, which represent the degree of discriminated cognition toward variety of person, were presented by Shima (1968).
Results are as follows: (1) Both DP and DN scores have significant positive relationship with the cognitive complexity. (2) We did not find any Statistically significant relationships between achievement motivation and each of three indices (DP, DN, and ASo). (3) Both DP and DN Scores have significant positive relationship with the independence of judgment, but ASo Score have not significant negative relationship with the independence of judgment.

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An experiment by means of matrix-game was carried out in an attempt to examine how cooperative or competitive orientations would be settled down among group members aiming together an assigned goal. For this purpose such a matrix was designed as that a pair of numbers, the one representing a personal score with a red figure and the other indicating a score to be contributed to the group with a black figure, were written in its each cell by letting a sum of both numbers be the same throughout. The subjects were 60 male undergraduates who were divided into 20 groups consisting respectively of 3 members. These groups were further divided into 5 classes, being equal in numbers, corresponded respectively to the 5 different experimerltal conditions. For every group, each member played simultaneously the matrix-game with the experimenter by being cut off communications among members, and the outputs of 3 members were controlled by the experimenter at all times so as to provide necessary informations.
The main findings from this experiment are as follows:
1). In order to be led the group-oriented behaviors it seems necessary that the group outputs are known to have been inferior to the group goal. Nevertheless, if the inferiority is remarkable the self-oriented behaviors will turn out prevailing.
2). While, in a case where the group outputs are found near the goal, both behaviors, groupand self-oriented, will appear almost equally. However, when the superiority of the group outputs is evident, the competitive behaviors follow.
3). After the group-members make up their minds to do something together, the plan will be justfied insistently by each of them even when it seems irrational to him.
4). The members dissatisfied with their outputs inferior to the group goal will scarecely leave from the group, so long as the responsibility for the unpleasant result lies themselves.

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Research in the relation between the viewers' attitudes to television programs and their opinions on crimes was carried out by means of questionnaires. The subjects were 744 junior and senior high school students from 12 to 18 years of age. The results were as follows:
(a) Those who like police-thriller programs find various causes in the occurrence of crimes, and devise various counterplans.
(b) Those who like police-thriller programs, historical dramas, and sports programs are inclined to find the causes of crimes in ‘the characters of criminal themselves’, but those who like culture programs, family dramas for young people, and popular song programs maintain that the causes of crimes are ‘environmental’ .
(c) Those who like historical dramas, comic plays, sports programs, and family dramas for young people are inclined to expect ‘measures by athird party’ as conterplans to crimes, but those who like culture programs count on ‘self-knowledge’ of those concerned.
(d) Through factor analysis, 11 actors, or special qualities, of images of criminals were found, and each of them was named as follows: wretched conditions of life, strange looks and dresses, lack of tenderness, weakness of will, simplicity, ostentatious behaviors, disappointment and deep grief, abnormal mind, restlessness, gloomy and reserved perverseness, and impudence. The more important among them are disappointment and deep grief, wretched conditions of life, strange looks and dresses, weakness of will, and gloomy and reserved perverseness.
(e) Those who like police-thriller programs have the most varied images of criminals, but those who like sports programs, culture programs, and comic plays have the poorest images of them.
(f) It can safely be said that police-thriller programs have various effects on viewers in forming the images of criminals and forming opinions on the causes of, and the counterplans to, crimes.

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