Effects of the relationship (liking) of two persons, interpersonal distance, and intimacy of topics on nonverbal behaviors and self-disclosure in the dyadic interaction (interview situation) were examined by a multichannel approach, which took account of several behaviors simultaneously.
Sixty male undergraduates were interviewed by a male undergraduate.
Major findings obtained were as follows:
1. Effects of liking were found on the degree of self-disclosure as rated by five raters.
2. Effects of interpersonal distance were found on total time and mean time of body leanfoward.
3. Total time and frequency of eye contact and utterance time were greater in low intimate topics than in high intimate topics. Mean time of eye contact and total time, frequency, and mean time of smile, and latency were greater in high intimate topics than in low intimate topics.
4. The smaller the interpersonal distance (the greater the “immediacy” or involvement with the partner in terms of interpersonal distance), the greater the “immediacy” defined as a composite of other behaviors. Namely, the relationship between interpersonal distance and other behaviors was reciprocal.

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The purpose of this study was to examine the effect of the subject-receiver relationships on the description of other persons.
Subjects in “father” condition (n=30) were asked to choose 5 persons and introduce them to the subjects' “father” . Subjects in “best friend” condition (n=30) were asked to choose 5 persons and introduce them to the subjects' “best friend” . It was found that the nature of the presumed receivers (“father” or “best friend”) influenced the amount of information and the number of categories used in the description of the other persons. It was also found that subjects in “best friend” condition tended to choose more intimate others when describing the persons of opposite sex and less intimate others when describing the persons of same sex than subjects in “father” condition.
These results were discussed in terms of the function of “editing” in the interpersonal communication.

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The purpose of this study is to examine the hypothesis that as one of the factors to regulate the dimension of the communication, there exists opinion-similarity between students and school teachers who know each other well. The subjects were 327 junior high school students (male 171, female 156). To measure the dimension of the comunication of school teachers, we quoted the conception of self disclosure done by Kuze et al. (1972). On the other hand, measurement of opinion-similarity is based on the responses of the students to 48 questions concering the junior high school life. At the same time they were required to guess teachers' responses to the questions. As this study was to compare the subjects' responses with the teachers' data, questions on self -disclosure had to do with close friends and as for opinionsimilarity, they had to do with a student group.
Major findings from this analysis were as follows.
(1) The amount of self disclosure vis-avis close friends is larger than that vis-a-vis teachers irrespective of the grade and sex of the subjects.
(2) The amount of opinion-similarity is also larger among students than among teachers.
(3) The magnitude of coefficient of correlation (r) between self-disclosure and opinionsimilarity is not so large but we can find the positive significant correlation both in school teachers and students.
(4) In the group of high opinion-similarity students and the group of low opinion-similarity students, the figure of self-disclosure is similar in both groups.
(5) The tendency described in (3) and (4) are more obvious in the students than in school teachers.
As a result of this analysis, it can be said that one of the main factors to regulate the dimension of communication between students and teachers in junior high schools is the opinionsimilarity between students and teachers.

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The purposes of this article are to report the results of the experiment that examined dyadic conversational process and to discuss the suggestions of these results for the future studies on social interaction processes.
Twenty four undergraduates (half were males and half females) participated in dyadic conversation situation, and were proposed to talk about each of three themes; landscape of their campus (consumatory communication), where to go on a trip (information-exchange), crowding of the street around their university (problem-solving). Combination of sex (male-male, femalefemale, or male-female) and intimacy of two participants (high or low) were manipulated. Therefore, factorial design was 3×3×2.
Each protocol was categorized into one of eight categories; central or peripheral orientation, new or old information, rational or emotional opinion, positive or negative evaluation. The former four categories constitute a higher category which is called “protocols for sharing information (IS) ”, the latter four constitute another one called “protocols for processing informaton (IP) ” . The results indicate that (1) individuals use IP more frequently in conversations for problemsolving than for consumatory communication or information exchange, (2) they use IP less frequently in the male-female condition, especially when they are not very intimate, therefore, (3) protocol categories used in this study have very high validity. Furthermore, the occurence ratio of particular types of adjacency pairs was found to be influenced by the type of theme of conversation.
Several suggestions of these results are discussed for the future reserches on social interaction processes.

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Two studies were conducted to investigate the effects of situational factors on linguistic styles of requests. In Study 1 male undergraduates wrote expressions of requests which were considered as appropriate to familiar or unfamiliar male peers on a questionnaire. In four scenes out of six, they used ‘requesting’ (direct) styles more, and ‘intention-asking’ (indirect) styles less, to familiar peers than to unfamiliar ones. In Study 2 male undergraduates made requests orally to familiar male peers in fictious scenes classified into three groups (two ‘benefit-scene’ groups and one ‘restoration-scene’ group). The independent variable in each group was amount of addressee's cost to perform requested behavior. In all groups, ‘requesting’ styles decreased and ‘intention-asking’ styles increased as the cost increased. In addition to these results, the distributions of other styles among scenes, the frequency of idiomatic expressions, and the length of requests were analyzed and discussed.

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Howard's (1966) formal solution for the Prisoner's Dilemma is based upon a concept of “metagame” which allows several levels of conditional strategies. If player B reacts to player A's strategies, this forms BG metagame. In metagame BG, outcome (d, d/d) is the only equilibrium, where x/y=x if A chooses c, and x/y=y if A chooses d, and it yields (d, d) in the basic game G. If A reacts to B's reactions to A's strategy choices, this forms ABG metagame. In metagame ABG, both (c, c) and (d, d) are metaequilibria, and possible stable outcomes in G.
The purpose of this study is to examine the possible reactions of subject (player A) to hypothetical player B's possible strategy choices, and to evaluate the metagame theoretic assertions.
One hundred and fifty-nine subjects are randomly assigned to one of the five payoff matrices. In each payoff condition, subjects were told to react by choosing c or d to a basic game G situation, four metagame AG situations, and four expanded metagame ABG situations, which are represented in questionaires.
The main results can be summarized as follows:
(1) In a basic game G situation and all four metagame AG situations, nearly all subjects have no hesitation in choosing d regardless of payoff matrices.
(2) In expanded metagame ABG situations, if and only if hypothetical player B chooses c/d, many of the subjects choose c and more than half of them expect that outcome (c, c) is stable regardless of payoff matrices.
These results sugest that mutual expectations, defined as reciprocal expectations that go on to higher-order, are essential for agents to coordinate their actions.

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The purpose of this study was to investigate the effects of the listener's social reinforcement such as chiming in and nodding given to the speaker on interpersonal attraction in the dyadic conversation. Fourty undergraduates served as subjects who role played either speakers of their own stories or listeners to them. To contrast the differences of interpersonal perception, each subject role played either speaker or listener all the time. The speaker told the same story to the two listeners. One listener listened to the speaker with social approval such as verbal reinforcement and nonverbal reinforcement of nodding. The other listener listened to the speaker without social reinforcement. The same listener listened to one speaker with social reinfofcement and then listened to the other speaker without social reinforcement. The following four findings were revealed. (1) The speaker rated much more favorably the listener with social reinforcement than the listener without social reinforcement. (2) The listener rated more favorably the speaker whom one gave social reinforcement than the speaker whom one did not give social reinforcement. (3) The traits of interpersonal attraction that was influenced by the presence or absence of social reinforcement were found to be the traits of affective likeability and sociability and not the traits of intelligence and morality. (4) The speaker was found to be more sensitive than the listener in the conversational situation. Also, the use of Multidimensional unfolding was tested for the visual representation of multivariate dependent variables as a whole.

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The purpose of this experiment was to examine the possibility of the existence of two distinct and different M behaviors, that is, the Expectaive-supportive M and the Status quomaintenance M (the Situation conserving M).
In Exp, the number of subjects was seventy two. Depending on the high rank leader's content of utterance, three M behavior conditions (the Expectative-supportive M condition, the Status quo-maintenance M condition, the Non-M condition) were set up and each condition was then divided in two conditions according to the authorization frequency, that is, whether the high rank leader gave a subject more frequently right to direct the subordinates or less.
It was assumed that the Expectative-supportive M behavior would be further affected in the condition where the leader gave frequent authorizaton. Thus a 3 (M behavior conditions) X 2 (authorization conditions) design was used for 12 subjects in each condition.
In the Expectative-supportive M condition, the high rank leader showed expectancy and support toward the subjects. On the other hand, in the Status quo-maintenance M condition, the high rank leader allowed the subjects to conserve the present situation and maintain the status quo. As for the Non-M concition, the high rank leader displayed P utterance, but did not display M utterance toward subjects. These P utterances included in the Non-M condition were included inboth the Expectative-supportive M and the Status quo-maintenance M conditions.
The main results are as folllows,
1) In the Expectative-supportive M condition, the subject's cognition concerning high rank leader's pressure is stronger than that in the Status quo-maintenance M condition.
2) In the Expectative-supportive M condition, compared with the Status quo-maintentenance M condition, a high morale aroused among the subjects.
3) In the condition where authorization frequency is high, the subjects felt a greater aversion toward the leadership of the high rank leader than in the condition where it is low.
4) The assumption that the condition with high authorization frequency would further promote the effects of the Expectative-supportive M condition is not verified.
In additional Exp, the number of subjects was fifteen.
In order to further invetigate the Expectative-suppotive M behavior, an Expectative-supportive M condition without the high rank leader's P utterance was set up. Thus, the P behavior was eliminated to examine the Expectative-supprtive M behavior.
The main results are as follows,
1) In the Expectative-supportive M condition without P utterance, the subject does not feel a strong pressure from the high rank leader.
2) In the Expectative-supportive M condition without P utterance, a high morale aroused also among the subjects.
The above mentioned results are due to the fact that the Status quo-maintenance M behavior reduces the follower's positive tension and anxiety which accompany the goal achievement, while the Expectative-supportive M behavior induces the follower's positive tension and anxiety, in other word, the internal pressure which makes the followers feel that they should respond to their leader's. expectancy and support. Therefore, because of this internal pressure, the expectative-supPortive M behavior arouses a strong P cognition among the followers.

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In an experiment using 60 undergraduates as subjects, members of five-person groups decided whether they would contribute their resource money to the prvision of a public good. Expectation of other members' cooperativeness (or the likelihood that thay would contribute to the provision of a public good) was manipulated by letting subjects believe that other members' cost for cooperation (the amount of resource money they were required to contribute) was high (low expectation conditon) or low (high expectation condition). Two types of functions (conjunctive and disjunctive) were used to relate the number of contributors to the amount of public good provided. In the conjunctive condition, an additional contributor increased the amount of public good (bonus money given to all members) more as the number of contributors increased, and the additional increase in the bonus was less as the number of contributors increased in the disjunctive condition. Both trust in other members and the motivation of fre

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