A sample of 1104 subjects (544 males and 560 females) from various groups rated the Adult Characteristics Scale, comprising 28 items for male and 19 for female, validated on the subjects of a previous experiment (cf. Report 1 in the same journal by the same writer). Their ratings were then converted into Adult Scores (A. S.'s) as well as the individual scores for the different regions of adult characteristics in personality, for each of the seven successive age-groups with a size of two year's interval, excepting the bottom group with the, ages of 19 and below, and the top group with the ages of 30 and above. From the analyses of the developmental aspects of the adult characteristics on the basis of A. S. and the individual scores, it was concluded that the average ages when the adolescents reach adulthood were from 25 to 26 for the male subjects, and from 21 to 22 for the female subjects.
Further, their ages having been matched, intergroup differences were analyzed by comparing these scores between the group of university students and the group of young workers, between the marricd group and the unmarried group, between the group who were living with their parents and the group not living with them, between the group who had, been brought up. in rural areas and the group brought up in urban areas, and between the group with university education and the group with only high school or middle school education. The most marked difference was found botween the married and unmarried groups regardless of their sex, and an interesting finding about these analyses was that in most individual subjects there were different effects of social and environmental conditions on the development of their adult characteristics in the different regions of personality.

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Purpose: The present, study investigates what instructional procedure facilitates the utilization, retention and transfer of a learned mathematical for-mula.
The hypotheses are as follows:
1) Those who comprehend the principle upon which the formula is derived will be superior in test performance to those who learn the formula by rote.
2) Those who learn the principle by discovery will be superior to those who learn it receptively.
These hypotheses are tested in the situation very similar to school education.
Procedure: Ss are 93 girls in the 2nd grade of a senior high school. They are divided into 4 homogeneous groups with regard to mathematical achievement.
G1: the formula only;
G2: both the formula and the principle;
G3: the formula and a hint to comprehend the principle;
G4: only a hint facilitating the discovery of the formula.
The formula to caluculate the sum of a arithmetic progression is learned.
The instruction procedure consists of an explanation exercise. It lasts 25 minutes.
Post-instruction tests are administered3times; immediately, one week and 8 weeks after the in struction. They include items concerning the retention, utilization and appliciation of the formula.
Results: The main findings are as follows:
1) As for the simple use of the formula and its transfer, no difference was found among the4- groups. But the performance of the G1, which was given no explanation of the reason why the formula was valid, was inferior to the other3groups when they are reqired to handle the formula in a complex way.
2) G2 (a receptive learner) shows a marked decline from the one-week-after to 8-week-after post test, whereas G4 (a learner by discovery) gets high scores in both of these tests with only a slight change. These findings seem to support both of the hypotheses.
Supplementary experiment: A supplementary experiment is conducted to clarify the process through which these differences are brought about. Fifteen 11 graders were taught the same formula individually. They are divided into 5 groups, 4 of which received the similar instructions to those of the main experiment, and the remaining one is the “no-hint” group. Observations of their learning processes suggest the following points:
1) Ss of the G1 can calculate rapidly, but tend to use the formula in a rote manner and indifferent to how the formula is derived.
2) While in Ss G2 cannot incorporate the formula and the principle into their cognitive structure, Ss in the G3 & G4, though they need much time for the use of the formula, tend to treat it in a flexble way.
3) Even the Ss who are left to solve the formula themselves without any hint can calculate correctly but cannot arrive at the solution by a single formula.

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When Mentally Retarded Children (MRs), taken into the special class, make improvements in their mental health, their school activities, or academical training, the effect of the improvements should in some way appear in WISC scores. Thirty eight MRs (including 15 pupils of the writer) were followed up for about 2-6 years.
Results
(1) IQs increased (WISC VIQ 60-66, PIQ 64-67; Suznki Binet IQ 56-59.(2) Performance dominace diminished.(3) Increase of SS (scaled score) was great (more than 1.5) in Comprehension, Digit span, Picture Completion, and Maze. Arithmetic had also a considereble SS increase. A moron boy of 13 years attained 10 marks of RS (rawscore), 7 of SS.(4) Vocabulary and Digit Symbol gave evrey little SS increase.(5) From a 1-year follow up of normal Kindergarten children, we had findings: 1) SS increase was great in Digit Span, Block Design, Object Assembly, Digit Symbol. 2) Comprehension and Picture Completion gave little SS increase. 3) Verbal dominance disappeared.(6) Generally speaking, the less the RS of the 1st test, the more the SS increase was likely to happen.(7) In many cases a single subtest score could distinguish borderlines, morons, imbeciles; while Block Design could less do it.(8) Looking at the individual cases, it was hard for the writer to find systematic relationships between subtest profiles and clinical observations.
Interpretations
(1) SS increases are assumed to have resulted from following factors: 1) Improvement of mental health, and of verbal activities.(espeially in Compr.). 2) Improvement of academical training.(esp. in Arithm.). 3) Learning effect of the test itself.(esp. in Maze, and in many P tests in the follow up of normal children). 4) A special factor with Digit Span. It was found out elsewhere by the writer thet in MRs of more than 4.5 years of MA, a sudden increase of Span to a certain limit (5 forward, 3 backw.) is likely to be seen, and that between 5-7 years of MA, Span and intelligence has almost no correlation.(2) SS increase by the factors 3) and 4) isof lettle meaning.(8) We may atribute P-V discrepancy to different conditions: emotionally disturbed, hospitallized, etc., but never to any IQ level of WISC. In the process of WISC scaling, it is a logical impossibility that any level of IQ might have one-sidedly P of V dominance. It was once supposed that low IQ might be P dominant, and high IQ vice vice versa. But Wechsler himself lately disproved it. Both tests may equally refer to the g-factor, except that V tests would have more to do with emotional conditions.(4) Here we may classify the mental ability into3groups. A: Habitual skills that have become crystallized, as Cattell expresses it, as the result of earlier learning application of more fundamental general ability to some fields. It reminds us of “Assoziationsverbindung” by Jaspers. B: Ability to adapt to new situations, where crystallized skills are of little help. Fluid intelligence, as Cattell calls it, reminds us of Jaspers's “Aktverbindung” C: A rather mechanical effort of vigilance which is needed in Digit Span and Digit Symbol. Both tests are affected directly by fatigue or intoxication. MRs are deficient decidedly in both of them.(5) Those tests which gave not substantial SS increase show the limitation of MRs in2aspects: B and C. Those which gave much SS increase by factors 1) and 2), indicate the possibilities of MRs in the fields of A.

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[in Japanese]

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