Fifty-two high school students were exposed either to the crowded situation or to the emotion-provoking slides, or to both of them. Subjects who experienced both the crowded situa. tion and the slides were further divided into two experimental conditions: One half of these subjects were exposed to the crowded situation and the slides simultaneously, and the other half were led into the crowded situation after they had been shown the slides in an uncrowded situation. This manipulation was added to make a difference in the relative salience of the crowded situation and the slides as the plausible causes of induced arousal. From the principle of arousal additivity, the following hypothesis was derived: (I) Subjects who are exposed to both the crowded situation and the slides will feel more aroused as compared with those who are exposed only to either of them. From the two-factor theory of emotion, the following hypothesis was derived: (II-a) Subjects who are exposed to both the crowded situation and the slides in the situation where the crowded situation is the salient cause of the induced arousal will perceive the situation to be more crowded as compared with those who are exposed only to the crowded situation. They will also evaluate the slides as less emotion-provoking as compared with those who are exposed only to the slides. (II-b) Subjects who are exposed to both the crowded situation and the slides in the situation where the slides are the salient cause of induced arousal will perceive the situation to be less crowded as compared with those who are exposed only to the crowded situation They will also evaluate the slides as more emotion-provoking as compared with those who are exposed only to the slides. (I) As concerns hypothesis (I), there was no significant difference between any two conditions regarding the level of arousal induced during the experiment. (II) As concerns hypothesis (II-a) and hypothesis (II-b), subjects who were exposed to both the crowded situation and the slides perceived the situation to be less crowded as compared with those who were exposed only to the crowded situation. They also evaluated the slides as less emotion-provoking as compared with those who were exposed only to the slides. As concerns result (I), the sensitivity and the validity of the measure employed to assess the level of induced arousal was discussed. And as concerns result (II), though this result did not substantiate the hypotheses and seems to be incompatible with the two-factor theory of emotion, it can be interpreted within the framework of this theory when the role of the discounting principle is taken into consideration as an information-processing parameter which influences the causal search process.

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The present study investigated the effects of interpersonal attraction to a stranger formed on the basis of attitude similarity on causal attributions of his behavior. Each subject read either a large or small number of attitudes of a target person whose attitudes were either similar or dissimilar to the subject. In the control condition, subjects were found to rate similar targets more attractively than dissimilar ones irrespective of the number of attitudes. Subjects in the experimental (attribution) condition were found, as hypothsized, to attribute a negative behavior (traffic accident) of similar but dissimilar targets to external causes, only when a lasge number of attitudes had been read. The data indicated that high levels of attraction to similar targets were maintained against their negative behavior through making situational attributions of it. And it was suggested that on the basis of the small number of attitudes subjects might form attraction without confidence (or to low degree), so they would attribute the negative behavior to internal causes of the targets and then change levels of attraction negatively.

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Three experiments were carried out to test the discounting and augmentation principle in attributional inference of others' behavior.
In Experiment I, subjects were given information about external forces which were facilitative (F), or neutral (N), or inhibitory (I) for the behavior. Though direct information about the internal condition was minimal, subjects drew inferences about internal factors of the stimulus person as predicted by the discounting principle. But the evidence for the augmentation principle was rather weak.
Experiment II examined the effects of information of both internal and external factors in a 3×3 factorial design. Results indicated that subjects used both kinds of information, but internal information was more effective and inference about external forces was influenced by internal condition.
In Experiment III, the effects of internal information upon the judgment of external forces were examined. There were three kinds of internal condition: facilitative (f), neutral (n), and inhibitory (i). Ratings of external factors were highest when internal condition was inhibitory, and lowest when internal condition was facilitative. Thus subjects inferred external forces from internal condition.

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This study aims at examining the effects of self-esteem and Ss' own performances on attributions of others' success or failure. Ss were sixty female undergraduates, whose self-esteem scores were high (H-SEs) or low (L-SEs). Half of the Ss in each SE group were made to succeed in anagram tasks and the other Ss were made to fail. Ss attributed their own performances on five factors: ability, effort, task difficulty, luck, and physical and mental conditions. Then the Ss informed of performances of four stimulus persons (SPs) and asked to attribute them.
Major findings were as follows.
1. After Ss experienced failure, L-SEs attributed SPs' success more intensely to internal factors than H-SEs, while the inverse relation. ship was found as to attributions of SPs' failure. This finding suggested that H-SEs made selfserving attributions, while L-SEs degraded themselves after failure.
2. The interaction between self-esteem and SPs' performances was not significant when Ss succeeded.
3. Generally SPs' performaces were attrihuted more desirably than those of Ss.

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The present study investigated how experimentally manipulating Ss' needs for social approval (NAP) affected their presentation of causal attributions. NAP was manipulated in one of two dimensions, the intellectual dimension (intellectual condition) and the social dimension (social condition). Manipulation was accomplished by having a confederate (confederate A) berate the Ss after they had performed a mathematical task. A separate condition with no such manipulation was called the low condition. Forty-two female university students were divided into 3 groups and each group was assigned to one of these 3 conditions. Outcome (failure) was manipulated by false feedback from the experimenter after the Ss performed their tasks. In the intellectual condition and social condition, after receiving false feedback from the experimenter, the Ss were negatively evaluated by a confederate (confederate A) on the intellectual or social dimension, respectively. After filling out an attribution scale, the Ss showed their attributions to another confederate (confederate B) who evaluated the Ss. For the low condition after receiving false feedback, the Ss anonymously filled out the attribution scale. The main results were as follows. 1. Ability-attribution scores were higher in the social condition than in the intellectual condition. 2. In the social condition abilityattribution scores were higher and luck-attribution scores were lower than in the low condition.

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This research aimed to examine the influence of subordinate personality characteristics (emotional stability and social activity), job characteristics (variety, autonomy and cooperation requirement), and occupational level on the relationship between perceived leader behavior and subordinate morale.
The main results are as follows:
(1) The relationship between the leader's performance-oriented behavior (P behavior) and satisfaction was more positive for emotionally stable subordinates than for emotionally unstable subordinates.
(2) The relationship between P behavior and cohesiveness was more positive for socially active subordinates than for socially inactive subordinates.
(3) The relationship between P behavior and cohesiveness was more positive for a job high in variety and a job high in cooperation requirements than for a job low in variety and a job low in cooperation requirements.
(4) The relationship between P behavior and morale increased with occupational level in general.
(5) The relationship between the leader's group maintenance oriented-behavior (M behavior) and morale was found positive. This relationship was more positive for a job low in variety than for a job high in variety. Autonomy and cooperation requirements did not moderate the relationship beween M behavior and morale. In general the influence of moderators on the relationship between M behavior and morale was not so significant as the one between P behavior and morale.

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The present study was designed to make clear the relationship between communication discrepancy and opinion change. According to social judgment and cognitive dissonance theory, extreme discrepancy between S's attitude and the position advocated in communication produces a “boomerang effect. ”
But the results showed that, in any experimental conditions or in any way of analysis adopted in this study, the “boomerang effect” and little opinion change occurred at small discrepancy levels, while more opinion change occurred at large discrepancy levels. And contrary to the prediction of dissonance theory, Ss derogated the communicator at small discrepancy levels and raised the evaluation of the communicator at large discrepancy levels.
With reference to the suggestion of Haraoka (1970) to the boomerang effect, the following hypothesis was proposed in this paper: Sb will be motivated to reexamine the topic advocated in the persuasive communication from other viewpoints, if he is presented with the opinion of his own or the opinion almost the same to his own in the communication.

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The purpose of the present study was to mvestigate experimentally the effect of leadership behavior in a simulated panic situation on escape behavior. The percentage of successful escaping, the degree of jam, and the occurrence of the aggressive and concessive responses were examined. In this experiment, according to PM leadership theory, 4 conditions of 1eadership types, e. g., PM type, planning P type, pressure P type, and M type were set up. 372 university students was divded into groups of 6 members of the same sex. Among the above groups, 32 groups were assigned to experiment l and 30 groups were allocated to experiment 2.
In experiment 1, leadership conditions were introduced immediately after the beginning of the experiment. On the other hand, in experiment 2, the leader did not show any behavior for the first 30 seconds. An experimental group was composed of 6 subjects and l confederate. For the subjects, the leader was supposed to be elected by the lot drawing procedure. The leader's task was to givestatements and directions to the other 6 members. His leadership behavior was of the PM, planning P, pressure P, and M types which are described in the PM Ieadership theory. The PM behavior is a combined type of planning P and M. The leader's planning P behavior is to indicate definitely the refugees (IND), order them (ORD), supporting their escape (SUP). Concretely, the leader's planning P behavior was expressd in the statements such as “evacuate at first starting from the left or right wings!, ” “escape orderly one after another!, ” etc... On the other hand, pressure P behavior was expressed in the statements such as “hurry up!, ” “there is no time left!, ” etc... The statements expressed by the leader in the M condition were of the “take it easy!, ” “don't be nervous!, ” “there is long time left!, ” etc...
The results were as follows:
1. The ratio of successful escape was the highest in the PM condition, next to which comes the planning P condition the M condition, and last the pressure P condition. As for the degree of jam, the erder is lust the reverse. That is, the lowest degree was found in the PM condition, and the highest in the pressure P condition.
2. Frequency of aggressive or concessive behavior was the highest in the pressure P condition, next to which comes the M condition, the planning P condition, and last the PM condition.
3. The ratio of appropriateness of the leader's behavior as perceived by the subjects was the highest in the PM condition, next to which comes the planning P condition, and last the M condition. As for the degree of subjects' bother about the sequential click sound which showed elasping time, it was the highest in the M type condition, next to which comes the planning P type condition, and last the PM type condition.

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The main purpose of this study was to examine the relationships between loneliness and attitudes toward pets. The UCLA Loneliness Scale (Russell et al., 1980), the Pet Attitude Scale (Templer et al., 1981), and the College Life Questionnaire were administered to the undergraduate students (N=301) at two universities.
The following results were obtained:
1) Scores on the UCLA Loneliness Scale (α=. 897) showed significant correlations with various aspects of their college lives.
2) The Pet Attitude Scale had high internal consistency (α=. 919). Varimax rotation of the factor analysis (principal factor solution) produced three factors labeled “affection, ” “interaction, ” and “pet-in-the-home, ” respectively.
3) Loneliness scores were negatively correlated with “affection, ” and “pet-in-the-home” factor scores, while they were positively correlated with “interaction” factor scores.

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