兒童に於ける知的動作の實驗的研究

抄録

This experiment is a study of the relation between the intellectual congnition or the logical intelligence and the intellectual activity or the practical intelligence of the child.
The subjects we used were ten superior children (C. A. 11; 9-12; 6, I. Q. 119-136) and ten inferior ones (C. A. 11; 7-12; 5, I. Q. 72-98) in the 6th grade of the primary school, and ten feeble-minded children (Debility and Inbecility C. A. 10; 2-14; 3, I. Q. 41-66) for the supplementary experiment.
These children were told to lead a ball out of a detour-box by the tools.
The principal results were as follows:
1. Apprehension of the visual structure of a detour-situation was easy for the superior and inferior children but was considerable difficult for the feeble-minded. The process of thinking there observed from the autonomous habitual reaction to the discovery of a detour-course is regarded as a “dynamic change of figure-groud relief” in the thinking.
2. In the detour-handling of rolling, scooping up, giving jumping motion to the ball there could be found no difference in the results of the three groups. This fact suggests that the intellectual congnition and the intellectual activity have no relation to each other insuch a problem.
However, in a situation in which a preliminary cognition before handling determines the success or failure of the act, such as the one in which one fails to pass the ball over a place unless one has stopped a hole with some tool brforehand, the superior children showed a more excellent adaptation than the other groups. In such a case, therefore, we observe that the intellectual cognition positively and functionally affects the intellectual acitivity.
3, “The solution by direct insight” of the total situation was very rare even with the superior children; but they showed a remarkably better results in the “solution by insight after errors”than the other two group. We wish to explain these facts as one of the concrete processes of the “recoganization of the total structure”.