The purposes of this study were to construct a questionnaire on views of learning, and examine the relationships between the views and personality traits. Seventy-five vocational-school students completed a questionnaire on views on learning, which consisted of 18 items. Factor analysis of the data found three factors: learning as the basis of life, negative thoughts on learning, and freeness of learning. Then, 109 college students filled out the questionnaire and the Yatabe-Guilford Personality Inventory. Some of the significant correlations were as follows: (1) Learning as the basis of life negatively correlated with "Depression" and "Lack of Cooperativeness." (2) Negative thoughts on learning correlated negatively with "Depression," "Inferiority," "Neurosis," and "Lack of Cooperativeness," and positively with "General Activity," "Dominance," and "Social extroversion." Relationships between views of learning and personality were discussed.

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In this article, two-step factor analyses of Millon Clinical Multiaxial Inventory-II (NCMI-II) were conducted on normal-sample data (N=127) in order to examine its factor structure. Multitrait-Multimethod analysis was also conducted to examine the correspondence between extracted factors and original personality-style scales. As the result, five factors were found that corresponded to the personality-style types other than "Forceful-Antisocial," "Cooperative-Dependent," and "Introversive-Schizoid." Thus, the factor structure of the original scales appeared relatively sound, and their applicability as a personality inventory for normal samples was confirmed. Various possibilities were discussed that prevented extraction of the three factors. Finally, it was advocated that we add the adaptation phase to the character description of each style, and construct more relevant personality trait scales.

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Eighty elementary-school districts were selected from thirty local governments of fifteen prefectures, which were randomly extracted out of seven blocks of Japan. Then, 4700 men and women between 15 and 80, randomly sampled, were requested by mail to cooperate with a study to standardize NMPI-1, MINI, and MINI-124. The MMPI-1 forms were returned by 1267, and l178 found valid. They were divided into four generations: adolescents (15-22 years old), early (23-39), middle (40-59), and late adults (60 and over). Generational differences were examined, men and women separately, with one-way ANOVA, and many were significant. Adolescents were most forthright, and somewhat higher on clinical scales: somatization tendency, anxiety, tension, hypersensitivity, alienation, deviations from social norms, imagination, sensitivity, and interest in literature. Early adults tended to be defensive, a tendency strengthened in older generations, and their pathology seemed suppressed. A depressive tendency found in older generations was non-significant, perhaps because of the suppression. The older generations disliked association with others, but were no less sociable. The necessity to standardize personality tests for generations separately was discussed.

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The purpose of this study was to explore the directions of interpersonal anxiety research in young adulthood, based on earlier empirical work as well as clinical knowledge gained since 1980. Two hundred and eight college students answered "The Inventory of Negative Self-awareness in Interpersonal Relationships" and "Sense of Self-threatening Anxiety Scale," which respectively measured neurotic and borderline-level interpersonal anxiety. In factor analysis, no new interpersonal-anxiety factor for young adults emerged that encompassed the domains of the two scales, which apparently measured different aspects of interpersonal anxiety. Two research directions were suggested: (1) an investigation of its structure, based on broadly-defined interpersonal anxiety, including neurotic as well as borderline level anxiety. Combining projective tests and questionnaires may facilitate such research. (2) another that limits interpersonal anxiety to that in the form of projection onto an outer object, and then attempts to explicate its structure.

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The present study tested Hoffman's hypothesis (1975) that development of self-other consciousness was a prerequisite for development of empathic behavior. Thirty-nine children, 19 1-year and 20 2-year old, were observed at home. Their response to pain simulated by their mother was examined as empathic behavior. Children's developmental level of self-other consciousness was measured with three tasks: joint visual attention, picture showing, and mirror self-image recognition tasks. And their mothers answered a questionnaire to assess their general developmental level. Results showed that the empathic behavior was related to the developmental level of self-other consciousness in 1-year olds. In particular, prosocial behavior was accompanied by successful performance in picture showing task, which is an indication of the emergence of self-other differentiation. No relation was found between empathic behavior and general developmental level. The results therefore supported Hoffman's hypothesis.

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