精神薄弱児の知覚体制に関する実験分析的研究

抄録

Purpose: To clearify what conditions affect the cognitive ability of Mentally Retarded Children by the experiment where the subject is asked to recognize concrete forms, after given fragmental stimuli in a series with various intervals of time, in comparison with the experiment-results in normal children. Method: Spots which construct each of 5 figures shown in Table 1 are projected in the size of 9 cm of diameter, appearing and disappearing one after another, on the screen (120cm x 90cm), by using an 8 mm cine-film. The subject is asked to follow the spots projected on the screen one by one and to answer the figure which he formed in his mind, first by the reproduction-method, and then by the recognition-method. (1) Experimental Conditions: A series of spots which construct each figure are projected only one time. under the 4 conditions which are different in_ projecting-time, and projecting-way (continuously or discontinuously). The subject should answer the figure recognized, immediately after the series of spots are projected. (2) The subject: Experiment-group: 69 children of special class with MA 4-9, and CA 8-12. Contrast-groups: 263 normal boys and girls at from kindergarten to 6 grade of primary school. Results: (1) The results differ according to the kinds of figures to be recognized, and to the projecting-way and the projecting-time, of spots. A series of spots projected in short time, or continuously, or virtically and horizontally, are well recognized in common to both groups: mentally retarded children and normal children. (2) Recognition improves with MA and CA in the case of normal children. (3) Recognition by mentally retarded children are different from that by normal children in the following: (a) Recognition has little correlation to MA and CA in the case of mentally retarded children with over MA 6 and over CA 9. (b) Recognition by mentally retarded children is significantly better than that by the normal children of the same MA as mentally retarded children. (c) Recognition-ability of mentally retarded children is determined other factors, especially by character, than intelligence, at the early time. It is necessary for the development of recognition-ability, consequently, to foster good character which has emotional stability.