The present study examined effects of the types and the amount of humor on persuasion and the mechanism involved. A 2 (the types of humor: aggressive humor or playful humor)×2 (the amount of humor: a lot or a little) factorial after-only design with two control groups was used. Two hundred and twenty-eight college students were randomly assigned as subjects to one of six conditions. Dependent variables were receivers' attitudes, moods, evaluation of message, and evaluation of sender. As for the attitude, playful humor enhanced the persuasive effects than aggressive humor in a lot of humor. A lot of humor enhanced the persuasive effects than a little of playful humor. The comparison with the control groups suggested that adding a lot of playful humor facilitated persuasive effects of the message that didn't have enough effects. As for other dependent variables, following tendencies were noted: 1) Aggressive humor arouse more negative mood to receivers than playful humor, 2) A lot of humor lessened evaluation of the specialty of sender than a little. Finally, the results of correlation and path analysis showed that perception of playful humor positively related with positive mood.

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This study examined the relationships between physical and semantic dimensions of facial expressions of emotion. Experiment 1 investigated the correlational structure of displacement of the feature points on a face. Participants were asked to produce six basic expressions of emotion of a schematic face. A factor analysis yielded two factors: "openness" and "slantedness" which were consistent with Yamada (1993). In Experiment 2, we created new facial stimuli, which varied on amount of openness and slantedness. Participants were asked to rate facial stimuli on Affect Grid (Russell, Weiss, & Mendelsohn, 1989). We found that the participants' ratings on pleasantness and arousal almost systematically changed along with the experimental manipulation.

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This study was conducted to investigate the influence of affect on occurrence of slip and mistake in reading. Thirty college students participated, and were equally assigned to one of three affect groups, anxious, angry, or happy. Each affect was induced by false feedback of social adaptation test. The participants then uttered presented words which consisted of affective words (the affective words for presentation) and non-affective words similar to affective words not used as the affective words for presentation(the manipulated words), and chose the correct meaning of each word. The number of errors and response time for utterrance in the manipulated words were measured. Three participants not induced expected affect were excluded from this analysis. It was found that more number of error (slip) occurred and response time was shorter in anxious group than happy. It was suggested that anxious persons tended to have a difficulty with attentional control so that many errors (slips) were occurred.

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