An experiment based on teacher-student paradigm was conducted to examine effects of mitigating information on arousal and retaliatory aggression. The timing of presentation of mitigating information (post -vs. pre -attack) and the degree of mitigating information (medium, vs. high) ware manipulated as independent variables, and the group which didn't have mitigating information was also tested as a control group. The sbjects were 44 university students. They were strongly attacked before they retaliated.
The main findings were as follows;
1. Mitigating information given before an attack of another person (who was a colleague of the experimenter) suppressed the physiological arousal elicited by the attack, but if it was given after the attack, it could not suppress the arousal.
2. Two types of retaliatory aggression (indirect aggression, direct aggression) were found.
3. In indirect aggression, mitigating information suppressed retaliatory aggression only when it was given before attack regardless of the degree of the information. It was suggested that indirect aggression was influenced mainly by physiological variables.
4. In direct aggression, retaliatory aggression was influenced by both the timing of presentation and degree of mitigating information. It was suggested that direct aggression was influenced by both physiological and cognitive variables.

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The purpose of the present study was to explore the applicability of Weiner's attributional model of motivation to the study on helping behavior. It was predicted that willingness to help the person in need would be influenced by the attributed causes of the need and that the relationship between the attribution and helping behavior would be mediated by affective reactions to the request and expectancy of future need.
Two hundreds and four subjects were asked to rate the likelihood that they would lend class notes to an acquaintance or to an intimate friend in each of eight conditions under which causality varied along three dimensions: stability, locus, and controllability. They also rated their emo-tional reactions on 8 scales and estimated the likelihood that the person would require aid again in the future.
Analysis of variance revealed that both the willingness to help and affects were influenced by all three causal dimensions and the intimacy of relationship. Consistent with the mediation hypothesis, a path analysis revealed that controllability and stability of cause had great influences on negative affect, and the intention of help were influenced by affective reactions to the request. Contrary to expectation, the predicted mediational effect of expectancy of future need was not observed.

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Decision making is a basic cognitive function which is found across cultures. In the present preliminary study, the decision making behavior and personality characteristics of a sample of 156 undergraduate students from a Japanese national university were examined by using measures based on the conflict theory of decision making proposed by Janis and Mann (1977). Results supported prediction based on the conflict theory that high selfesteem as a decision maker is positively correlated with a vigilances style of decision making, and negatively correlated with the maladaptive style of‘complacency’, ‘defensive avoidance’and‘hypervigilance’. Comparisons made with a similar sample of Australian students revealed differences in decision making behavior. These results are discussed in term of their consequences for the crosscultural application of the conflict theory of decision making.

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The present experiment was conducted to separate the effects of prosocial label and positive feeling on helping behavior by manipulating these two factors independently. Subjects (76 female undergraduate students) were assigned randomly to 4 conditions: labeling condition (L); positive feeling condition (P); labeling and positive feeling condition (LP); control condition (C). In L condition, subjects were induced to select a prosocial label for their personality trait. In P condition, subjects completed a bogus task and were given positive feedback. In LP condition, subjects received both treatment in L and treatment P. In C condition, subjects did not select any label and were not given any feedback. The dependent variable was measured according to the occrrence of helping behavior when the ex perimenter was in trouble and the data of ques tionnaire. The percentage of the helpers in each condition was L (73.7), P (68.4), LP (84.2), C (26.3). The result indicated that labeling was effective in facilitating helping behavior without positive feeling.

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This study was designed to test the applicability of equity theory to interpersonal relations. Questionnaires were administered to male and female undergraduates and female technical college students (N=222). They were asked to assess equity/inequity and emotional qualities of the relationships with their most intimate friends of same sex. Subjects were divided into casual and intimate relationship groups according to their current state (length of relationship and intimacy image).
The main results were as follows:
1) Varimax rotation of the factor analysis (principal factor solution) on the rated moods produced three factors. They were labeled as“contentment”, “anger”, and“guilt”, respectively. These factors were the same as those posited by Homans (1974).
2) Female undergraduates who perceived themselves as equitably treated felt more content than those who perceived inequitably treated, only in casual relationships.
3) For male undergraduates and female technical college students, the trends as predicted by equity theory were found in intimate relationships.

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The purposes of this study were to examine the effects of group member's fear of insecurity gainst group membership and of group leader's behavior on information-processing in group problem-solving.
In the first experiment, 16 five-person groups, consisted of three subjects and two confederates respectively, solved a problem in which a correct answer should be found out from a set of four alternatives by combining different information owned by each subject. The confederates attempted to induce a group to adopt a wrong answer that could be rejected if proper information were insisted on by subjects. Half of the sixteen groups were assigned to‘insecurity’condition, under which each subject was threatened by a possible electric shock which would be given if a negative impression was reported on his/her behavior during the discussion, while the other half were assigned to“control group”, under which each subject did not feel any insecurity. The results showed insecurity groups were less likely to reach a correct answer due to insufficient information-processing.
In the second experiment, 15 five-person groups, consisted of three subjects feeling insecure and two confederates respectively, solved the same problem as in the first experiment under the direction of a leader. Based on Misumi's Performance-Maintenance (P-M) theory of leadership, 15 groups were assigned to one of the three leadership conditions (five groups each), namely, a combined P and M, P only, and M only, while‘insecurity’groups in the first experiment were regarded as no-leadership condition. Operationally, P leadership consisted of emphasizing that as many aspects as possible should be taken into consideration as well as pressing the members to reach a correct solution, while M leadership consisted of establishing a free and participative atmosphere. The results showed an interaction effect of P and M, that is, P combined with M was found the most effective, but P alone was found to be the same as no-leadership condition. Some implications for‘groupthink’were discussed.

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Wyer and Gordon (1982) found that their impression group recalled more behaviors but didn't recall more trait adjectives than their memory group and thought that persons could organize behaviors but couldn't organize traits. However, the author showed that persons might organize traits because the clustering score of trait adjectives his impression group recalled was higher than his memory group, though trait adjectives the impression group recalled was fewer. He suggested that researchers should use not only the number of recalled items but category clustering scores as measures of cognitive organization. Moreover, it was discussed that the inconsistency between behaviors and traits, Wyer and Gordon found, might not be caused by the difference in organization processing but by the difference in visual complexity. Because behaviors have more visual elements than trait adjectives, the subjects could recall them more correctly, using them as cues, only if they remember the meanings roughly. The impression group, who tends to store only meanings, will have the disadvantage of recalling trait adjectives. A post hoc analysis proved the hypothesis.

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