A comparison of diets for A. cuprea and A. rufocuprea was made between young leaves of Japanese chestnut, Castanea crenata and an artificial diet. The total numbers of eggs produced with these two diets and without them were 86, 18, and 35/female in A. cuprea and 74, 5, and 1/female in A. rufocuprea, respectively. Adult emergence under rearing condition of three larval densities 1, 3, and 5 initial larvae/200ml plastic icecream cup containing commercial leaf mold diet was 78, 33, and 23% in A. cuprea and 74, 5, and 15% in A. rufocuprea, respectively. It is concluded that the artificial diet with Japanese cherry leaves was suit for adults, and larvae should be reared individually in 200ml icecream cup.

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In 1982 downy mildew of salt-wort (Salsola komarovii Iljin) was found for the first time in farmers field of Dewa Yamagata in Japan.
The causal fungus was indentified as Peronospora sp. and was proved by the inoculation test to be infect to Suaeda asparagoides Makino and Salsola komarovii Iljin in the Chenopodiaceae plants.

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本研究は他者とのかかわりを大事にし、生涯にわたり健康的で活動的な生活を持続的に実現する為のレジリエンス（生きる力）プログラム開発を目的とする。プログラム教材の有効性を検証する為、｢自他のからだへの気づき｣｢コミュニケーションスキルアップ｣を目指し、約150名の大学生に2020/21年度に半期、教材を実践し、｢授業で学んだ事｣（1000字以上記述）を定量テキスト分析した。コロナ禍の状況や対象者に配慮した為、教材に違いが生じたが、主に次の教材を実践した。｢呼吸法｣｢姿勢術｣｢操体法｣｢自然探索｣｢目隠し歩き｣｢手当｣｢子どもの遊び｣｢健康調査（貧血・骨密度・生活習慣）｣｢卵は立つ？｣｢表現（群像・マイシルエット・

）｣｢主権的幸せグラフによる人生の振返り｣等。その結果、多くの対象者が共通に記述したのは｢自然探索（1時間１人になって自然豊かな所で文字世界に触れずに過ごす）｣や｢卵は立つ？｣教材と、｢自他｣｢感じる｣｢かかわる｣｢健康｣に関する語句であった。大学生は人格形成にある時期であり、コロナ禍で他者とのかかわりが希薄になる中、心身を動かし自他を感じ考えた授業は、貴重な時間になったと言える。なお、健康調査での数値を自覚し食や運動を改善する記述はあったものの、継続の影響を明らかにすることはできなかった。以上の事より、教材の有効性はある程度実証できたと言える。

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A purpose of the present study is to examine how differ children's styles of moral judgment and their traits of interpersonal behaviors according to the degree of their sociometoric status. Children's sociometric status was measured by the interview method. Experimenters asked each child the name of friends who he / she wanted to play with. The style of moral judgment was measured by the follow method. Experimenters showed each child two scenes. One is constituted by contents of that child's motivation is good, but he / she caused much damage. The other is that child's motivation is bad, but he / she caused little damage. Experimenters conducted which scene child selected worse. And the interpersonal behavior was measured by his / her homeroom teacher. Subjects were 71 children in early childhood. Significant results were that boys were selected as their playfellows in accodance with cooperation, but girls were not. The result may suggest us to find the standard that children select their playfellows.

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The purpose of this research was to examine young children's psychological prosess during production stories.
At first, two goals were studied in experiment I: the first goal was to find out what effects a story from the daily life or a fancy story, might have on the performance of story production ; the second goal was to clarify developmental changes in children's storyproduction. Eighty 4-year-old and 5-year -old children were divided into 2 homogeneous groups (20 Ss each) at each age level, and assigned to one of two conditions: i. e. a daily life story or a fancy story. Each child heard twice a story providing the information of settings and protagonist's goals, and was asked to complete the story. In order to collect adults' normative protocols, 185 college students were assigned to one of the two conditions randomly. Each story protocol was analyzed in terms of (1) the number of idea units,(2) the coherent connections between episodic chunks, and (3) the story structure according to the narrative categories (exposition, complication, or resolution) developed by Kintsch (1977).
The main findings were as follows: First, in terms of consistence and coherence of the story structure, the performance of 4-year-old children were much poorer than 5-year-old children under a fancy story condition. Thus, the facility of production of stories seemed to depend on the function of available world and procedural knowledge acquired through experiences. Second, adults protocols of daily life stories were put into five types of story structures, and the fancy stories were divided into eight types. All types were identified in children's protocols and closely matched the adults data. But there were significant differences between children and adults, i. e. adults often produced complete structures made of more complex and elaborated episodes than children. These suggest that first, children have some foundamental logical structures from early childhood; second, the facility with which individuals can choose and use their knowledge on the world and itsprocess may increase the progress.
Next, the two points were investigated in experiment II; the first point was to clarify how children organize stories, i. e. what strategies they use in story construction; the second point was to confirm the results of the experiment I. One hundred and twenty 4-year-old and 5-year-old children were divided into 3 homogeneous groups (20 Ss each) at each age level, and assigned to one of three conditions; H gr.(was presented ten sentences with a fancy story beginning and a happy endingsentence), U gr.(was presented the ten sentences and an unhappy endingsentence), and C gr.(was presented the ten sentencesonly). The task of H and U conditions was to complete the story byconnecting the beginning and the end, and that of C condition was to be the same as experiment I.
The main results were as follows: First, 5-yearold children could complete coherent stories in any conditions, but 4-year-old children could not generate coherent stories under H and U conditions. This result was interpreted in terms of the development of planning competence in story construction, i. e. this suggests that 5-year-old children can use either global plot plan strategies or local plan (what-next) strategies, but 4-year-old cannot use plot plan strategies. Second, exclusive of uncodable protocols of 4-year-old, and other protocols were identified with eight types of story structures. This confirmed the second finding of experiment I.

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ライトトラップで捕獲したヒメコガネ並びにドウガネブイブイ成虫の産下卵が, 捕獲時期や産卵時期に関係なく均質であるか否かを調べる第1段階として卵の孵化率を調査した。トラップで捕獲した成虫を種別に集団で飼育して産卵させたところ, 両種とも7月18日から9月16日の全期間を通じて70%以上の高い孵化率が維持された。両種を種別に捕獲時期別に飼育し, 産卵時期別に産下卵の孵化率を調べたところ, 捕獲時期の違いによる孵化率の差は認められず, 全期間を通じて高率であった。

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ヒメダカおよびドジョウを用いてMEPの長時間接触による影響を抵抗性獲得の観点から調べた。

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In 2004, Ninio suggested that the process of comprehending noun phrases such as “black shoes” included two steps: comprehending the noun “shoes” and the addition of the attribution “black.” Based on this assumption, Ninio predicted that the developmental process of comprehending noun phrases must progress through a phase in which children understood only the noun. She demonstrated the validity of her assumption through experiments conducted in Hebrew. However, her results were confounded by the word order of the noun phrase in the Hebrew language, in which the noun is the first word and the headword. In this study, we used Japanese phrases to eliminate the artifacts of the above study, because in the Japanese language, the noun is neither the first word in a noun phrase, nor the headword in an adjective phrase. Results indicated that also in Japanese, there is a developmental phase in which children comprehended only the noun in the noun phrases, which confirmed Ninio's assumption. However, there was also a phase in which children comprehended only the noun in the adjective phrases. These results cast doubt on Ninio's suggestion that the process of comprehending the noun phrase includes two steps, or that this two-step process results in a phase in which children comprehend phrases based only on the noun. We think current results relate the idea of noun dominance in children's learning of new words as described by Gentner in 1982, and this dominance influences children's attention by directing it to the noun when comprehending phrases.

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