The present study was designed to investigate the developmental process of interpersonal distance and bodily orientation in relation to sex of the subjects and interpersonal feelings.
Ss were 120 male and 120 female students from 3rd, 5th, and 8th grades of elementary and junior high school within the same public school system and from the undergraduate students of a university. They served as subjects in same sex pair or opposite sex pair. Each pair of the subjects was photographed through one-way mirror every 20 seconds when they were playing the roles of liking pair and disliking pair. In each relationship, ten photographs were obtained. Interpersonal distances and bodily orientations were measured on the basis of analysis of the photographs.
The major findings are as follows:
(1) The interpersonal distances of the same sex pairs enlarged relatively linear, while those of the opposite sex pairs showed curvilinear pattern having the highest level at puberty.
(2) In all the grade levels, male-male dyads were inclined to maintain greater interpersonal distance than female-female dyads.
(3) In all the grade levels, disliking pairs maintained greater interpersonal distance than liking pairs.
(4) In all the grade levels, liking pairs interacted face-to-face more often than disliking pairs.
(5) In comparison with younger graders, adults (undergraduate students) interacted with less faced bodily orientation.
In summary, the childrens' spatial behavior in social interactions is similar to adults', and so the mode of spatial bebavior is considered to be learned earlier than the age of the subjects in the present study.

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The purpose of this paper is to investigate the generality of dimensions in personality perception. That is, we aim to analyze the dimensional stability through the various stimulus persons and the subjects' sex. Ss were 324 undergraduates: 212 males and 112 females. Eight stimulus persons were presented: father, mother, siblings, friend, teacher etc. 57 personality traits were selected from Aoki (1972). Transforming a similarity measure between any two traits into a distance measure, Carroll & Chang (1970) ′s INDSCAL was applied. Five dimensions were chosen as final solution.
The major results obtained were as follows:
(1) Among 5 dimensions, the dimension similar to “evaluation” and the one similar to “potency” were included, but no one similar to “activity”.
(2) Each dimension was substantially independent of each other.
(3) As to the relative importance among 5 dimensions, the one of “evaluation” was the highest, and the one of “potency” was the next.
(4) With all stimulus persons combined, there was found a sexual difference of the variance in the way of employing the 5 dimensions: the type of persenality perception in male Ss was more multi-dimensional than the one in female Ss.
(5) Of 5 dimensions, only 2 or 3 were relevant for each stimulus person: “evaluation” and “potency” were among those which were employed most commonly for all stimulus persons.
(6) Relevant dimensions for Ss were more heterogeneous for various stimulus persons among male than among female Ss.

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The aim of this study was to investigate the effects of the degree to which a group goal and the substeps toward achieving it were clear to group members upon group problem solving. Four conditions were compared: the group goal and the substeps were clear (GP), the group goal was clear, but the substeps were not clear (G), the substeps were clear, but the group goal was not clear (P), and both the group goal and the substeps were unclear (N). The tasks used here wereto combine separate pieces of a letter (Chinese character, subtasks) and to match the letters made in these subtasks into idioms (goal task).
Subjects were 13-14 year old children. Each group was composed of 3 subjects who were of the same sex and were heterogeneous in their intelligence. Each of the four conditions described above were assigned to four groups, with two male and two female groups used in each case. Four basic measures were used-the time taken to solve subtasks, performance in the goal task and retention test, and degrees of participation by group members.
Main results were as follows;
(1) Differences in solution time in the subtasks were not found to be caused by differences in the conditions. It was interpretated that this result was caused by the special character of the subtasks used in this experiment.
(2) It was found that the greater the clarity of the group goal and its substeps, the performance of both individuals and the group improved in the goal task.
(3) Similarly, it was found that the greater the clarity of the group goal and its substeps, the higher the performance in the retention test, though this was not statistically significant.
(4) Differences in the degrees of members' participation was not observed, because most members in each condition showed high degrees of participation in these experimental tasks.
In addition to this examination, some related problems which remain in this area were discussed.

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The purpose of this study is to examine the generality of the findings reported in Sugie (1976). The main concern in the former report was to study the conditions that evoke emulation and negative group effects even under the cooperative situation. It was considered that emulation was due to the rise of members' self-oriented needs. The group task in this experiment needs more time to perform than the former one, and a new condition of group composition is also added.
Subjects were 10-11 years old children. Members' ability was classified on the basis of the quantity level of information to solve the task (jigsaw puzzle) -very High (vH), High (H), and Low (L). Three kinds of dyad were composedvH-vH, H-H, and L-L. Two kinds of cooperative tasks (easy vs. difficult) differed in the requirement of the amount of members' interaction to perform it. After two training phases, main experiment was carried out. Emulation was examined by the contents of verbal interaction.
From the results of this study and Sugie (1976), the following points are considered.
(1) More emulation relatively occurs in the groups of only high ability members. But when the task requires more interaction, more emulation occurs in the groups of only very high ability members.
(2) On the productivity in the task area, the more members' interaction the task requires, the more superiority in the only high ability members group is shown. But on the other hand, in such a long task adopted here, it is interpreted that the results are induced by the inferiority of the other two conditions of group composition. One of the bases of this interpretation is that the failure of the role differenciation is found in such conditions.
(3) The tendency of negative effect of emulation is found in members' satisfaction.

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This study is aimed at examining effect of specifically set goals in two-person social interaction on cooperative responding in the PD game. Subjects were male introductory psychology students. Before the experiment, the following explanation was given to each subject: 1) 20 trials equals one round, 2) after each round, scores are reset to 0, 3) if both subjects make the cooperative choice on all 20 trials, each gets 60 points.
Two experiments with 3 sessions each were run. Each session consisted of 2 rounds. In Experiment I, Ss were either paired with another S or with a confederate, and were assigned to one of 3 conditions for the 2nd session only: a) required to obtain 50 points, b) required to obtain 50 points and penalized if they failed, c) control (obtain as many points as possible). In Sessions 1 and 3, all Ss were told to obtain as many points as possible. Confederates matched Ss responses 75% of each round. In Experiment II, 5 levels of goal score (30, 40, 50, 60 and 70) were used in Sessions 1 and 2, and the effects of goal level on cooperative responding were examined. All Ss were paired with another S, and assigned to either the penalty or no-penalty condition. In Session 3 all Ss were told to obtain as many points as possible.
Results: 1) No difference between confederate-S and S-S pairs. 2) Penalty conditions showed no significant effect. 3) Only the goal of 50 points had a significant effect on cooperative responding in both Sessions 2 and 3. The most interesting finding was that even though Ss could have obtained 60 points by 100% cooperation, setting the goal at 60 had far less effect on cooperative responding than might be intuitively expected, while maximum cooperation was actually seen when the set goal was at 50 points, just below this level.

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The present study examined the effects of competitive and noncompetitive instructions on heart rate and problem solving time in paired subjects.
Subjects were thirty junior college women. They were divided into three groups (respectively, N=10, 5pairs). The problem solving task was carried out under the competitive, noncompetitively relaxed or neutral instruction. Heart rate was continuously measured using cardiotachometers. Additionally, the psychological time was measured by estimation method, and state anxiety by Spielberger's STAI-I type.
The main results indicated;
1. Problem solving time differed among five tests. Especially, solving time in Test 2 and 3 was delayed. Noncompetitive instruction group was faster than competitive and neutral instruction groups.
2. Heart rate of competitive and neutral instruction groups was increased as compared with training period. In opposition, heart rate of noncompetitive instruction group was decreased.
From these results, it was suggested that noncompetitive and relaxed instruction had an optimal arousal level in paired situation.

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This study was designed to analyze the changing processes between decision-making and attitude structure, which Janis and Mann (1968) advocated from view of functional theory by Katz (1960).
The research consisted of two sides.
The first research was to draw the function and component with factor analysis. The second was an experimental research which was operated with three conditions, which were group decision, consideration and scientific information proposal.
The subjects of the first research number ed 137, smokers who were men and women college students, 20 cigarettes a day and for about three years on the average. The second subjects number ed 103, smokers who were men and women college students, 13 cigarettes a day and for about four years on the average.
The main results were as follows:
I. The factor of three attitude functions and six attitude components were drawn by analysis of smoking behavior.
2. Three functions were called by following name as: (I) function of tension relaxation in an interpersonal situation, (2) self-display function, (3) conformity function to social norm. The six components were called by following names: (I) behavior tendency, (2) sensible appraisal, (3) mood feelings, (4) sensible feelings, (5) appraisal of interpersonal relations (6) appraisal related to the health.
3. Partial correlation was confirmed between function and component.
4. Three operating conditions were considered to change three attitude functions. Group decision-making was effective the function of tension relaxation in an interpersonal situation. Scientific information proposal was effective to change self-display function and function of tension relaxation in the interpersonal situation.
In view of the result described above, consequent five stages to attitude change will be clarified with consequent proposal of the operational condition of other one.

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