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Early recollections (ERs) have been studied by psychologists since the beginning of the twentieth century. The literature suggests that early recollections are a highly usable means for understanding an individual and interactions between individuals. Alfred Adler and others propose that early memories reflect a person's cognitive map of the world and are in fact a prototype of the individual's fundamental attitudes. The memories indicate then what a person has chosen to remember or construct from the past to support or justify present beliefs and behavior choices. They offer the helping professional useful and easily obtainable clues to personality assessment. The potent potential of this tool may be limited by the fact that it is typically used in an interview setting, and is therefore bound by the constraints of that setting. A self administered form for collecting early recollections could overcome these constraints and save time and money and could thus extend the use and benefits of the tool in counseling, education, and research settings. The plausibility of such a procedure was tested in this study by developing a written instrument, Form E-the fifth in a series tested in pilot studies-which was then tested for equivalence with the product of the traditional, interview-based, oral method of ER data collection. Judges working within an experimental design compared the ERs collected via the two strategies. ERs taken via interview and by the written form, each by two judges, were compared in a blind design by two other judges, oral with oral, written with written, and oral with written. Analyses of the data showed no differences between the ERs gathered by different judges within strategy or between strategies, leading to the conclusion that the written instrument, Form E, is as reliable as the oral format, and, using the oral format ERs as criterion, that Form E produced valid ERs.

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The purpose of this study was to investigate "themes," patterns of accounts related to the lived experiences of interpersonal relationships between Koreans and Japanese living in Japan. The research question was: What is the texture of the voices of Koreans living in Japan and their host Japanese in their interculturally lived experiences of interpersonal relationships? Individual interviews were conducted in Japanese with six Koreans living in Japan. In addition, interviews were held with three Japanese who had interpersonal relationships with three of the Korean interview subjects. The relationships varied from low, to moderate, to high intimacy. Four themes emerged through interpretive analysis of the participants' accounts of their relationships: Japanese attitudes towards Koreans, a sense of commonality, cultural differences, and involvement. In the first three theme categories, two to three subthemes were identified. Japanese discriminatory attitudes towards Koreans seemed to have negative influences on some of the Korean participants. Also, the way the participants perceived cultural differences rather than the differences themselves appeared to be important in developing interpersonal relationships. The educational implication of this study is the implementation of a curriculum of Japanese-as-a-second-language that focuses on cultural awareness and appreciation of cultural difference among cultures as well as those within Japanese culture.

Interpersonal negotiation strategies and ego development of 32 preadolescents attending a day treatment program and 33 non-referred, demographically matched preadolescents was compared. The Interpersonal Negotiation Strategies Interview was used to assess perspective taking across contexts of familiar vs. unfamiliar, peer vs. adult interpersonal dilemmas. Referred preadolescents generated developmentally lower strategies than non-referred preadolescents, specifically in contexts involving unfamiliar adults and familiar children. Level of perspective taking predicted parent's rating of maladapted behaviour on the Child Behaviour Checklist-Revised. Ego development was not supported as a moderator but was positively related to perspective taking, suggesting that similar pathways of development underlie each measure.

The interactional theory of depression posited by Coyne (1976b) suggests that depressed persons elicit negative reactions from others which result in the depressed person feeling rejected and potentially even more depressed. A potential qualification to Coyne's model was examined. Social psychology research has found that those who are similar are more likely to affiliate. It was, therefore, hypothesized that affectively heterogeneous roommate pairs would experience negative mood induction and rejection, as predicted by Coyne's model, while homogeneously depressed roommates would not experience these interactional difficulties. Results suggest that affect similarity did not mediate negative mood induction and rejection effects. In addition, Coyne's model was not supported. / Department of Psychological Science