After the Chairman explained the significance of taking up the theme “Behavior Observation and Measurement” for the Symposium, the members reported as follows:
Tsumori reported on the qualitative observation of the behavior development. He described the limited function of V. T. R., based on his data, for observing the events which were not revealed through mechanical means (i. e. gaining insight). Also he refered to the relations between the interpretations of the observers of V.T.R. and the comments of nursery school teachers on the same event.
Shimada reported on the analysis of the cohesiveness and the conforming behavior of infant groups. He observed member-attractiveness in the nursery school situation for assessing the variability of such behaviors. V. T. R. and behavior analyzer were used. He studied the difference of conforming behavior in both groups. He found that use of behavior observation apparatus were more effective for acquiring valid data of such experimental group study.
Hirao reported on the behavior capacity of man. He described that the objective understanding of behavior would be possible in the form of interaction between man's behavior and the environment.
Sakuma introduced the methodology of behavior observation on the standpoint of industrial engineering. He reported the semtar, unopar, memo-motion and V. T. R. were useful for such purposes.
Yamaguchi reported some applications for operant principles for deviant child behavior, especially for the mentally retarded. The examples were as follows:
1. Toilet training of the retarded, by Montrose Wolf.
2. Programmed instruction to teach academic skills to educable retarded children, by Bijou et al.
3. An analysis of the reinforcing function of “Sit Down” commands, by Charles M. Madsen, Jr., Wesley C. Becker, and Don R. Thomas et al. Comments were added to their reports about the procedures and event categories and codings.
Main topics of discussion were as follows:
(1) Problems of the limitations in measuring the human behavior through instrumental records.
(2) The merits of observational study apparatus and the methods of standardization of such instrumental records.
(3) The trainability of the psychological observation.
