Harano and Egawa have a series of both experimental and clinical researches on fixation of half-sleep and hypnotic suggestion in relation to arousal level. A new concept named "fixation" by Harano means a kind of cerebral cortical processes having close relations with retention quantity for memory activities. If a subject would be given suggestions or materials to be recollected during drowsy or hypnotic state which means a lower level of consciousness or arousal, he might afterward perform corresponding to suggestions, and recollect materials given before without consciousness. The half-sleep suggestion technique has demonstrated a good effectiveness for clinical treatments or modifications for car-sick, carphobia, enuresis, tic, and so on. The purpose of the present study is to demonstrate an effectiveness of half-sleep suggestion theory mentioned above in memory learning during drowsy state. Subjects; Fourteen male and twelve female junior high school pupils, and fourteen male and eight female senior high school pupils were used as subjects of the present study. The half of junior and senior pupils were assigned to control group at random balancing in sex, the other pupils were assigned to experimenral group. Material of memory learning; All subjects were different in school, the rate of their learning progress was different each other. All subjects were requested to list up twenty English words which they had never learned, and coressponding Japanese words, and to record them on tape. Instrument; Subjects used their own tape recorder and the pillow-like sleep learning equipment (A 2001 type, producted by Mitsui Kikaku Inc.) in which a speaker was set, linking to a tape recorder. Procedure; Experimental group (Ex. G.) was asked to listen to 20 tape recorded words after going to bed, every night for 6 days, and every morning to record on the exercise note how many Japanese words coressponding to English words they did recall. On the final day Ex. G. was requested to answer to the question on sleep learning exercise. The control group (Con.G.) took the same exercise of memory learning as the Ex. G. except listening to the tape recorder, and answering a questionnaire just after final session. Results and discussions; There was no difference between male and female subjects in junior high and senior high school pupils, and in Con. G. and Ex. G. It is concluded that sleep learning has no effect on discrimination of males from females. As ANOVA testified that there was notable difference in the number of memorized words between Ex. G. and Con. G. in both junior and senior high school pupils. This finding suggests that listening to words recorded on the tape-recorder during drowsy or half-sleep state may promote memory learning of words. Especially the Con.G. of junior pupils made a little progress in memory on the final day as compared with the initial day, while the Con. G. of senior pupils made a little decrease of memory. The present study demonstrated interesting evidences that progress of sleep-learning has close relations with the number of exercise days. There was significant difference in interaction of main effects-group×the days of exercise, and it is found from questionnaires that sleep learning has no unfavorable effects on psychological and bodily conditions. However, the present research gives no suggestions that sleep-learning has more effective influence on memory learning than any other method with equal time period to sleep-learning. And this study demonstrated only the results of sleep-learning on limited learning materials. In order to clarily the effect of sleep-learning, more elaborated experiments will be required.

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The purpose of this study was to examine the effects of subjects' self-instruction and experimenter-instruction on the slow line-drawing of reflective and impulsive preschool children. Ninety-six reflective-impulsive preschoolers (5 years of age) were assigned to four experimental conditions: self-instruction group, yoked experimenter-instruction group (the number of instructions was yoked to self-instruction group), single experimenter-instruction group and no treatment control group. The experimental design consisted of 2 cognitive styles (R and I)×4 experimental conditions (SI, YEI, SEI and D)×2 sessions (Pre and Post). The followings were main results. 1) "Slowly" instruction prolonged line-drawing time in all instruction groups, and yoked experimenter-instruction was more effective than subject self-instruction at this age. 2) Reflectives showed more prolonged line-drawing time than impulsives. 3) There were no significant differences in the number of self-instructon between reflectives and impulsives. But the number of self-instruction was correlated with line-drawing time in only reflective preschoolers. 4) Impulsives showed more line-drawing errors than reflectives in the pretest. 5) "Slowly" instruction had no significant effect on error change. More research on the functional mechanism of self-instructional technique should be needed. And the effect of age factor in self-instructional technique was discussed.

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This is a report of cases with loss of appetite who were treated by behavioral approach. Two cases were diagnosed as having anorexia nervosa and one case had depression with complaints of appetite loss and emaciation. The patients were received behavioral analysis and psychosomatic examinations. The therapeutic strategy was as follows: 1. Exclusion of the factors which seemed to fix the symptoms. a. Isolation from home, friends etc. b. All medical staffs were asked to behave neutrally for the abnormal eating behaviors and complaints of the patients. c. prohibition to use laxatives and enema. 2. Establishment of the favorite eating behaviors a. Satisfying the patient's needs through verbal communication. b. The weight increases by adaptive behaviors contingently rewarded, and 2 to 5 kg. increase of body weight made them discharged. Until now the follow-up studies reveal that the processes are quite favorable. It is discussed that Pertschuk's method could be applied for anorexia nervosa and that it was fairly identified with the method used in this paper.

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During past fifteen years, operant speech training has been successfully used to teach nonverbal autistic children the skills necessary for language. Results of operant speech training, however, have found weak-points as follows: the lack of response generalization outside the therapy situation and much time-consuming for therapy. Reviwes of current literatures on language training for autistic children indicate the efficacy of sign language training different from speech learning. As a reason of using sign language, autistic children have auditory and auditory-visual association problems which were been demonstrated by experiments in perception and language abilities of the children. Therefore, it has needed to divice the visual language like gestures or visual symbols. The American sign language (for the deaf) and Premack's visual symbol learning were used to teach the children language in current literatures. Successful results have been reported, but it remained the researches of sign learning applied for autistic children and of some psychological factors. The present article suggested that firstly, the weak-points of traditional operant speech training, secondly, the bases of teaching sign language to autistic childreh, thirdly, reviews of current sign language researches and finally, a direction of sign language researches and the point at issues.

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