Problem: The development of spoken Japanese language, especially in and after the school period may well be measured in terms of how far pupils are accustomed to the proper and peculiar forms of Japanese expressions. From this standpoint a special consideration was paid to the specific usage of “Setsuzoku-Joshi” (conjunctive particle) at the end of a sentence in our previous study. Moreover, a similar form may be found in connectives in complex sentences. It is designated by the writer as the L1 form of expression in the L-classification. The L1 form contains connectives such as “ga” or “keredo”, as used, for example, in the following sentence: “Watakuski-ga Oyamadesu-ga, donna go-yoken-desho-ka?” (My name is Oyama, and what can I do for you?), in which the connective “ga” has no logical relation. It was thus planned first to measure the frequency of the L1 form of expression in usual free conversations made by children and adults and next to investigate it in serious expressions made in their learning activities or meetings in their classrooms. It was finally to be measured in an experimental situasion. Results and discussion: 1) The L-and M-classifications of complex sentences in usual situations (Su) are shown in Table 1 where no L1 form of setence was found at the levels of 4-yesr-old and 1st school grade children. It appeared first in the 3rd grade and gradually incressed thereafter, although the number was not so great; 38 sentences in all. The chief connectives in this form were 24 “keredos” and “gas”. 2) The L1 form of expression in serious situations (Ss) appeared also first in the 3rd grade (Table 2). (a) In the learning situations the L1 form of expression appeared only one in the 3rd grade, 1 in the 5th and 4 in the 6th grade. (b) In the meeting situations it was found in considerably many even in the 4th grade. This may indicate that children' s minds have developed by the 4th grade to think of the relations between many things or persons in their conscionsness. 3) The above indication was also supported by the experimental results of the language test by completion method (Tables 3, 4 and 5). The proper use of the L1 form of experession seems to relate to the control or such connectives as “kara” or “node”, which refer to causality. Children generally reach such a level by the 4th grade.
The theoretical hypotheses have been made to set up as one of the attempt on investigation to the mechanisms of one's feelings toward others and of the perception of other's feelings toward the self, and the experimental inspection of a part of hipotheses cras described in previous report. But, in the previons report, treated subjects were the persons who had the positive feelfng of self-image, and the persons who had the negative feeling of self-image were omitted as subjects. Whereas in the preent report, the attempt was made to treat both of persons who had positive or negative feeling of self-image, and to set up the 4 working hypotheses which construct the interrelation of “feeling tone of preference” “feeling tone of psychological circumstances” “feeling tone of personality” ane “positive or negative feeling of self-image”, and to inspect experimentally the working hypotheses with two sort of persons who were described above. The working hypothoses were as follows. a) If one's feeling tone of self-image is positive, one will have the same feeling tone of prefence as that of one's personality, and if one's feeling of self-image is negative, one will have the feeling tone of prefence which opposed to the feeling tone of one's personality. b) when one perceives other's feeling tone of personality with the cue in the form of manifestation of objects which the other person prefer to, whatever one has postive or negative feeling of self-image, one guesses the other's feeling of self-image as positiveand perceives the same feeling tone of other's personality as that of other's preference. c) when one considers that other's manifestation of the feeling tone on the mojority of objects presented is one-sided, one guesses the feeling tone of other's own psychological circumstances and perceives the feeling tone of other's personality. And, when one perceives that ohrer's manifested feeling tone of preference and that of psychological circumsances are opposed to each other, one who has the negative feeling of self-image merely can guess other's feeling of seif-image as negative ane can perceive the feeling tone of other's personality. But one who has the positive feeling of self-image cannot guess other's feeling of self-image as negative and cannot perceive the feeling tone of other's personality under the occasion described above. d) The feeling of self-image influences the relations between one's feeling tone of preference and that of personality and between the guess of relations of other's feelting tone of preference and the perception of the feeling tone of other's personality. But it does not influence the mechanism of occurence of positive or negative feeling to other person which was described in the preceding report. These working hypotheses were confirmed experimentally. The results proved to be reliable statistically and supported these working hypotheses.
In scoring a Rorschach protocol it is customary to classify each response with respect to several classes of factors, such as content, portion of ink blots interpreted, and ink blot characteristics determining the response. As a second step in scoring, the total number of responses falling in each category is ascertained. The device of categorizing the responses and then of finding the total number of responses in each category carries the following two assumptions. 1. All the responses falling in a given category are similar in some behavioral respect. 2. The psychological significance of responses falling in a given category is different in some respect from responses placed in other categories. In order to test these assumptions the purpose of the present study is to provide an answer to the following hypotheses. A) The tendency that the relationships between pairs of the responses differing from each other with respect to scoring category are less predominant than the relationships between pairs of the responses falling in the same scoring category, is sufficiently significant to support the implications of the two assumptions above mentioned, B) The degree to which Rorscrach responses are intercorrelated is a function of the number of scoring categories that the responses have in common. C) The response clusters revealed by the factor analysis of the intercorrelations among carefully selected sixteen responses are congruent with any current theory and practice concerning the Rorschach, particularly with those which are reflected in abstract scoring categories. The data for the present analysis were the responses of 120 Kagawa University undergraduates to the Rorschach Ranknig Test. The intercorrelations among selected sixteen responses were computed and submitted to a centroid factor. The findings obtained may be summarized as follows: 1. The tendency for human movemet (M) responses to be associated with other human movement (M) responses was significantly stronger than the tendency for such responses to be associated with controlled color responses (FC) and (CF). But hypothesis A did not apply to other scoring categories. 2. The evidence for hypothesis B met a criterion for statistical significance. But the trend was slight and there were numerous important exceptions. 3. The data of the factor analysis suggested that response content with its implied associations and projections might play an important role in detemining the functional similarities and dissimilarities of certain responses, particularly those which involved movement. The scant support which Hypothesis A, B and C receive is considered to be the indication that the usual abstract scoring procedures have not so much value as we have expected in attempts to appraise the behavioral significance of Rorschach responses.