The purpose of this report is to put some temporal indices in order and to clarify the structure of verbal activity in dyadic communication situation.
36 pairs of female students were all divided into six combinations of high, middle and low anxiety by MAS. Subjects, not acquainted previously, and isolated in separate booths, were asked to talk about one of the TAT cards in 4 24-min. sessions with two-day intervals between each. Communication data in session one and four were analyzed from the point of view of various kinds of interpersonal contact.
The dependent variables employed were 30 temporal indices as a one-state sequence (Common Silence; Only One Talking; Common Talking) and as a two-or three-state sequence. As personality variables, the scores on MAS, on Extraversion, on Neuroticism on MPI were added to the above indices.
Principal factor analysis was applied to these indices in each session. Seven and eight factors were obtained in sessions one and four, respectively. The first factor in both sessions consisted of general cooperative activity. Other main factors in session one were pausing in conversation, individual utterance, partner's utterance, anxiety -neuroticism and extraversion. In addition to the above factors, utterance after silence and differences in anxiety-neuroticism factors were obtained in session four.
There were differences in the structures of verbal activity in the two sessions. Namely, there were differences in the content of general cooperative activity, the important role of the intensity of Common Silence in session four, negative correlation between the individuals' utterances in the dyad, and independency of the personality traits on temporal indices factors.
Another finding seen was the appearence of a “negative synchrony tendency” in the utterance of two persons. In addition, a result indicating a “positive synchrony tendency” in the utterance after silence index appeared.
Cooperative activities and individual independent activities in a dyad defined the main structure of interpersonal interaction. Furthermore, it is suggested from the non-linear relationships observed between the subjects' scores on some personality scales and verbal activity that verbal activity is affected by both dyadic interacting situations and the partner's personality traits.

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The purpose of this study is to ascertain experimentally an equity-restoring mechanism operating in a group task situation. It was hypothesized that under the condition where it was indispensable for goal attainment to make inequitable distribution of internal reward (status), the group would try to correct the inequity through the adjustment of available external reward (money).
Twenty male undergraduate dyads were required to do a group reaction-time task. Each dyad was composed of superior and inferior members which were assigned by false feedback of success rates on reaction-time, namely 90% and 50%. The experiment was conducted in a 2×2 factorial design; group goal was either incompatible (Hi-Goal) or compatible (Lo-Goal) with equitable distribution of status, and reaction-time task was either important (Hi-Skill) or unimportant skill (Lo-Skill) for Ss. They were required to make decisions on distributions of status and money respectively before and after a joint performance.
Results confirmed the hypothesis. In LoGoal condition money distribution was equitable between members. While in Hi-Goal condition it was equal rather than equitable; this trend showed the restoration of total equity. Moreover this kind of effect was more remarkable in the condition where the personal importance of resource relevant to goal attainment was high (HiSkill) than in Lo-Skill condition.

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This research examined how perceived job complexity relate to employees' job satisfaction and intrinsic job motivation.
Based upon the comprehensive review of previous studies and theoretical discussion, following three hypotheses were tested. Subjects, 325 male workers engaged in centralized railway traffic control, completed a questionnaire involving their (a) perceptions of four job complexity dimensions (variety, autonomy, feedback, and role clarity); (b) intrinsic and extrinsic job satisfaction; (c) subjective expectancy perceptions (concerning the degreee to which his own effort is seen as leading to outcomes he values); (d) intrinsic job motivation; and (e) level of higher order need strength.
Hypothesis 1: All four job complexity dimensions will relate more positively to intrinsic job satisfaction (the opportunity to use one's own ability, the feeling of worthwhile accomplishment, the opportunity for personal growth and development) than to extrinsic job satisfaction (e. g., human relations in workshop). For autonomy, feedback, and role clarity dimension, the above hypothesized relationship was confirmed.
Hypothesis 2: The relationship between all four job complexity dimensions and job satisfaction will be stronger for Ss having greater higher order need strength (desirous of satisfying higher order needs) than for Ss having less higher order need strength. The result supported this hypothesized moderating effects of individual trait (higher order need strength). That is, correlations between each of four complexity dimensions and job satisfaction (especially intrinsic ones) were higher in the positive direction, and often statistically significant (p<. 05), for Ss having greater higher order need strength.
Hypothesis 3: Subjects' intrinsic job motivation will more strongly relate to their expectancy perceptions than to four job complexity dimensions. The result confirmed this hypothesis. That is, correlation between intrinsic motivation and expectancy perception was 0.66, whereas correlation between intrinsic motivation and job complexity dimension (role clarity) was 0.26. Difference between these two correlations was statistically significant at 1 percent level.
These findings of the present study indicated two important implications. The first was theoretical (the major variable which determine intrinsic job motivation is expectancy perception), and the second was practical (how to introduce job enrichment program, and it's effectiveness). These two problems were discussed.
Finally, some future research needs were pointed out and discussed.

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The present experiment was conducted to examine the eye contact aspect of the affiliative conflict theory. Interaction distance and the affiliation need were considered to be two important factors in influencing the subjects' eye contact behaviors.
Twelve male and 12 female subjects were divided into high and low affiliation-need groups and assigned to one of three interaction distance conditions (2 feet, 6 feet, 10 feet). Each subject had a discussion with a confederate of the same sex about a TAT figure for 3 minutes. For each subject, the total eye contact time and the duration for each eye contact during the 3-minute session were recorded and analysed against the subject's interaction distance and the need for affiliation.
The main results were as follows;
(1) The total eye contact time and the duration for each eye contact increased with interaction distance. This supports the previous findings reported by Argyle and Dean (1965).
(2) The above relationship held in both high and low affiliation-need groups. This result in low affiliation-need group did not confirm the hypothesis of the experiment.
(3) The difference in the total eye contact time and the duration for each eye contact between high and low affiliation-need groups was insignificant.
(4) Female subjects showed more total eye contact time than male subjects.
(5) Subjects showed more total eye contact time and longer duration for each eye contact when they were listening than when they were speaking.
Comparing these results with that from the previous reports, it was pointed out that cultural factor might play a very important role in influencing our visual behavior.

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The purpose of the study was to investigate the effects of fear arousal and distraction upon comprehension of a communication message. The two experiments reported here were designed to replicate the earlier experiments by Janis and Milholland, Jr. (1954), and by Duke (1967).
In an experiment I of Janis and Milholland, Jr. type, the subjects were given only the printed message. On the other hand, Ss in the Duke type experiment II were exposed to illustrated taperecordings in addition to the printed material. The degree of fear arousal was varied by manipulating the amount of fear communication (ex- periment I & II), and the number of fear slides presented (experiment II). Moreover, the degree of distraction was varied by manipulating the amount of information units contained in the message (experiment I & II), and the total number of slides presented (experiment II). The topic used in experiment II was exactly the same as in experiment I. Immediately after exposure to the communication, each experimental group was given a comprehension test consisting of 12 items in five-alternative multiple-choice form.
The main results were as follows:
1. High fear appeals did not affect test performance in the comprehension test about factual contents.
2. Large distraction version lowered test results in the comprehension test more than a small distraction, which confirmed the earlier findings of Duke (1967).
3. Additional findings from the present study indicate that the group exposed to a large distraction was more likely to perceive the issue as important and to generally evaluate the articles and author more positively.
Further research will be required to examine the causal relationship between comprehension of a communication and the acceptance of recomendation in the context of an attitude change via fear-arousing communications.

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The effects of communication networks may change with the amount of information with which the group must deal. To test this hypothesis, 2 kinds of tasks which had identical qualities but had different amounts of information were used. Two levels of networks, i. e. wheel and circle, and two levels of amounts of information, i. e. 6-symbols Leavitt task as a little-information, and 11-symbols one as a much-information were combined as experimental conditions, and under each condition 15 trials were run. The main results were as follows: as to time required for problem solution, the wheel were faster than the circle under little-information condition, but under much-information condition the circle were faster than the wheel.
It was suggested that the effects of communication networks change with the levels on the sole dimension of amount of information even the qualities of tasks were identical.
As to job-satisfaction, a main effect was found in the condition of network and within network position through the different levels of information.

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It is useful to know young people's life-style in order to understand them and to consider a marketing strategy for them. This paper deals with a survey of life-styles regarding 634 young people of highschool and college. The survey sheet consists of 40 items of life-style variables, and of several items about occupied goods by young people and goods which they want to get in the near future. The data from surveys were analysed by the principal component analysis and then by the cluster analysis. We have obtained the following results; (1) there are eight lifestyles of young poeple, (2) those styles could not be interpreted by demographic variables, (3) sexual characteristics were found only in styles which had interest in fashion and in European way of life.

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