In order to study how much important the teaching method is as a determinant of the school achievement, we tried the following experiment. Subj.... two nearly homogeneous classes (A and B)
in the 4th grade of the elementary school Subject matter... Social Studies.
Method... the matched-group method
(a) the question-answer centered method to the A class
(b) the group-learning centered method to the B class
The findings were as follows:
(1) From the view-point of the school-achievement, the difference between A and B was very small, but when we divided the evaluative contents into the information, the skill and the attitude, the B class become better and better in the skill and the attitude, as the testings proceeded. The differences in the ways of motivating and thinking and so on in both methods produced such a difference, we think.
(2) Those two teaching methods gave not only the qualitative differences to the school-achievement in the narrow sense, but also some modification to the pupils' whole personality. That is, in the B the active and cooperative tendency was promoted and in the A the passive and egoistic.
(3) The deviation of the school-achievement was lagrer in the B class than in the A, because in the B class it was easier to be psychological nonparticipants.
(4) By the contents of the subject matter, too, the effect of the both methods differs, we think.

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Here, the three problems as to the application of the method of experimental education are discussed. First, to what extent have children of 3, 4 and 5 years of age mastered the number? Second, what are the opinions and attitudes of the subjects' parents concerning the number education and how are they teaching the number concept to their children at home? Third, what is the effect of the number education give by the parents?
It is shown in our research that the number abilities or performances of the subjects are generally higher than we ordinarilly expect. But, there are also some inconsistencies between various areas of their number abilities. That, is, the tasks of counting, enumeration, writing the number, number identification, number calculation (plus or minus) are much more easily performed than the tasks, seriation, identification of the number of collections, one to one correspondence between two collections.
Further, we know that the subjects' parents (belonging to the uppér middle class) are not only eager for high performance of their children of the number operations, but also they are teaching eagerly various number operations, especially, the former sort of tasks.
Piaget considers in his “épistémologie génétique” that the establishment of number concept depends upon the discovery of the principles of the conservation

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The purpose of this study is the standardization of I. P. A. T. Anxiety Scale by Cattell et al. in Japan. In order to accomplish this purpose the following procedures were taken.
1. Internal consistency: Items were translated into Japanese and were given to 255 high school and 340 college students. The response ratio and item-total correlations were computed (Table 1 & 2). Based on these results, two items which showed negative correlations were changed in their expressions, and one item was replaced by another from the same factor items of the Sixteen Personality Factor Scale. As a result, all the items came to have positive correlations with the total score: the mean r for the college students is 0.37.
2. Factor analysis: The test was given to 300 female college students. The tetrachoric correlations among items were computed: (Table 3). The correlation matrix was factor-analyzed by Thurstone's centroid method and six factors were extracted (Table 4). These factors were rotated orthogonally (Table 5). The first five factors were interpreted as corresponding to Cattell's by their content, although they were not very distinct and some items were different from the original ones. The reason for this structure may be that our analysis started from a rather homogeneous group of items from the Anxiety Scale with a few, unevenlysampled group of test items for each factor, while Cattell's first order factors were obtained from among the total pool of four to five thousand items.
The five primary factor scales were based on the factors found, consisting each of eight items. These were given to 300 male college students. The product-moment correlations among these primary factor scale scores were computed and factor-analyzed (Table6). The results showed that they consisted of almost one factor exclusively, which corresponds with the construction of the original scale. From these results we may say that our test has the similar structure as the original one in Japan.
3. The external validity: The test was given to those groups: 167 neurotics, 62 anxiety neurotics and 107 psychotics. The results were compared with that of the normal group. Significant differences were observed' between anxiety neurotics and normals, and between neurotics and normals in both anxiety scores and each factor scores at the 1% level. No significant difference, so far, has been observed between psychotics and normals.
Next, the test was given to some clinical neurotic cases twice or thrice with some intervals. Thechanges of anxiety and factor scores were found corresponding to the clinical observation.
4. Standardization: The test which was constructed based on the above-mentioned factor-analysis was given to 4229 high school students and 1864 college students, men and women, in Japan. A consistent difference beween men and women was found, but no difference among the districts or grades. Means, standard deviations, and distributions of the samples were computed and conversion tables were made for high school and college students, men and women separately (Table 7, 8a b & 9).

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The present study is a developmental one which was carried out to investigate the effect of both meaning and direction of figures on their apparent speed, from the standpoint of physiognomic perception.
Exp. 1. The purpose of the present erperiment is to study the apparent speed of three figures of ‘triangle’,‘hand’ and ‘moon-rocket’. The ‘triangle’ is merely a simple geometrical figure. The ‘hand’ has a static meaning but points to a particular direction. The ‘moon-rocket’ has a dynamic meaning and also points to a particular direction. Each of them was presented in both direction of upward and downward. Upward direction coincides with the direction of movement, but downward direction does not. Each of figures is compared with the standard figure which is white circle of 3cm in diameter moving upward at a constant of 15cm/sec. The subjects consist of two groups, the first grade children of primary school as a younger group and the university students as an older one.
The major findings are as follows:
In the case of younger group, distinct differences which are significant statistically were obtained among figures.
1. As to the upward direction, tIK: apparent speed is faster in the order of ‘moon-rocket’,‘hand’ and ‘triangle’.
2. As to the downward direction, the order of apparent speed is the same as that found in upward direction
3. The apparent speed of the upward direction is more speedy than that of the downward direction.
But, in the case of older group, distinct differences couldn't be found among figures.
Exp. 2. The purpose of the present experiment is a comparison of apparent speed of three figures of ‘upward bird’,‘downward bird’ and ‘flower’ with each other. In this experiment. it was possible to observe the effect of meaning and direction of figure on its apparent speed independently. Each of figures has an equal area and the same outline, but their meaning and direction is made different from each other by changing the complexity of design within.
The major findings are as follows: In the case of younger group, the apparent speed is faster in the order of ‘upward bird’,‘downward bird’ and ‘Tower’. But, in the case of older group, the apparent speed in each of the three figures is equal to each other.

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The purpose of this research was to analyze the physical and psychological characteristics of mentally retarded children. During the period from 1959 to 1962, medical and psychological examinations were given to 1, 637 mentally retarded individuals at the out-patient clinic'of the Department of Pediatrics of Kyushu University.
The analysis of these 1, 637 cases showed that they could be handled in ten subgroups by clinical diagnosis, those were, cerebral palsy group (898 cases), feeblemindedness group (280 cases), mongolism group (94 cases), athyroidism group (47 cases), microcephaly group (26 cases), hydrocephalus group (56 cases), hereditary degenerative brain condition group (12 cases), speech retardation group (45 cases), deaf group (65 cases) and chronic encephalitis group (109 cases).
With the resulting data on hand, the author analyzed the physical and psychological characteristics exhibited by the ten main types of the mentally retarded children. The results were as follows:
1. The mentally retarded appeared at the ratio of six boys to four girls.
2. Abnormal births, as well as the consanguineous marriages, were significantly more in the mentally retarded than the control group.
3. The physical constitutions of the patients were generally bad, especially weight and head-circumference being inferior. Their physical predisposition was usually normal, but bone growth was late in general. Electroencephalography was abrormal in many cases.
4. Patterns of mental development were differeRt among clinical types. One had primarily motor disorder and possessed secondarily mentalretardation,(cerebral palsy, athyroidism, hydrocephaly, deaf, speech retardation), others had rudimentaly mental retardation and exposed secondarily motor retardation (feeblemindness, mongolism, mycrocephaly, hereditary degeneration, brain condition, chronic encephalitis).
Further research is needed in order to verify those conclusions.

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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