The present study investigates the effect of twinship upon the development of twins'inter-personal relations.
Questionnaires were administered to 200 junior and senior high school identical twins and 400 nontwin pupils of the same schools. The questionnaires were to examine the following points: i)Their desire or willingness to accept their mother's control and guidance, ii)From whom do they receive advices on various matters, such as,“choice of career after graduation”,“personal trouble and worry”, iii)Tendency to self-deciding and iv)Their attitudes and feelings held with respect to each other(for twins only). Supplementary interviews were also undertaken to 9 pairs of twins, who were closest on interrelations.
The results were as follows:
1) No difference was found as to mother-adolescent relationships between the twins and the nontwins. Mothers had very significant influence on individuals in both groups.
2) The twins did not depend on or seek for friends so intensely as did the non-twins.
This might be interpreted that another member of a twin often occupied the status or played the role of a friend.
3)The twins' relationships to their siblings were slightly different from those of the non-twins. The existence of the partner would reduce the significance of othor siblings as advisers.
4)In decision-making, the twin less frequently decided for himself than the non-twin. This seemed due to the difficulty for the twins to “decenter” the focus of dependence, because they were so strongly inter-dependent.
5)Tendencies 2)-4) alove were clearest among the twins with the closest relations.

View full abstract

The purpose of this study is to examine the relatcon of the prefecture-wide English achievement test andentrance examination to the performance of junior high school students.
In Kanagawa prefecture, since 1960, the third grade junior high school students have been required to take the prefecture-wide English achievement test and entrance examination which had not been admin istered until 1959.
To compare the English performance of the students in 1960 with the performance of the same grade students in 1959, an English test which had been constructed by the auther and others was administered to 1,144 junior high school students on February, 1959 and to 1,045 students on Feb., 1960.(refer the Jap. J. of educ. Psychol., Vol.8, No.2 and Vol.9, No.1 for the English test.)
Average vocabulary score for high score students in junior high schools witha high percentage of applicants to senior high school increased significantly from the result in 1959 to that in 1960. Also same type of increment was observed in average comprehension score.
Average scores for middle score students in the se 4schools inc reased significantlyf rom eth results in 1959 to those in 1960.
No systematic change was found on the average pcores of low score students in those 4 schools.
Average scores for 4 groupes in grouped in terms of coures in public senior high schoosl, private senior high schools, other special schools and jobs showeda significant increment from 1959 to 1960.

View full abstract

The present study is an attempt to analyze, with special reference to test-retest intervals and to choice level, the stability of choices given by elementary school children in grades 2, 4 and 6.
Subjects were requested 1) to choose three classmates in an attempt to analyze the difference between test-retest intervals, and 2) to choose five classmates to analyze choice levels. The criterion of choice was with whom they most preferred to work in sweeping their classrooms and play ground.
In the former analysis, the author analyzed the fluctuations of the choices given after an interval of 5 months and 10 months, comparing choices given on the first sociometric test (April, 1962), with those on the second (September, 1962)and on the third (February, 1963).
In the latter analysis, the five choices given on each of three occasions by these subjects were examined to deternine the stability of each of five chices.
In each case, choice fluctuation score(one point to one change)was computed as an index of the stability of choice given.
In order to evaluate the contribution of interval, grade, sex and choice level to choice stability, the data were submitted to analysis of variance.
The main findings on the obtained data are as follows:
(1) The choice fluctuation scores of 10-months interval were significantly higher than those of 5-months.
(2) The tendency of the choice fluctuation as the interval increased, varied among grade levels.
(3) As the grade level of subjects increased, the choice fluctuation scores decreased significantly.
(4) The choice fluctuation scores of girls were found to be significantly lower than those of boys.
(5) There was a significant tendency for the fluctuation scores to increase as the choice level decreased.
(6) The above tendency for the fluctuation score to increase differed among grades, and there was some indication that sex seemed to play a part at least, in the difference.

View full abstract

The purpose of this study is to analyse the intelligence test results of Okinawa and Kansai pupils in order to contribute to the improvement of educational achievement in Okinawa, and also to acquire a better understanding of the intellectual activities in the remote rural districts in Japan.
Four typical areas, i. e. highest-class residential section, down town, of a big city, suburban mddle-class town, and purely agricultural community, were chosen for this purpose both in Okinawa and in Kansai, and about 340 fifth-grade pupils were used as the subjects. Four group-intelligence tests, two of which belong to A-type while the others to B, were administered to the subjects over a period of three months with an inter-test interval of one month. Analysis and comparisons of the test scores led to the following conclusions:
1. Generally speaking, the intelligence scores of the pupils in Okinawa are lower than those of Kansai pupils; the difference amounts to about 10 on the average in terms of T-score. This disparity is chiefly caused by the fact that Okinawa pupils are at a great disadvantage in those sub-tests which require abilities of verbal expresion and comprehension.
2. The analysis of variance by means of “A minus B differences” tells that B-type tests are more advantageous to Okinawa pupils than A-type tests, while the latter are of much more advantage to Kansai pupils than the former. This pattern of interaction between Okinawa and Kansai is very similar to that between the rural community and urban section, and also to the relation between boys and girls. Accordingly, we can give the type of “rural-musculine” to the structure of intelligence scores of Okinawa pupils, while the “urban-feminine” type can be given to the Kansai pupils.
3. In Okinawa, sex-differences are very significant, while the urban-rural differences are very small and are less than in Kansai. On the other band, in Kansai the urban-rural differences are remarkable, but the sex-differences are insignificant.
4. The factor analysis shows that there is no structural difference between the two regions as far as the so-called G, V, and P factors are concered. Each matrix, however, suggests several unique characteristics of its own as regards to the pattern of loading of the variables used.
5. Generally speaking, verbal variables in Okinawa load on G and V factors higher and wider than in Kansai. This indicates that the abilities of verbal comprehension and expression play more important roles in various intellectual activities of Okinawa pupils, while non-verbal ones play less significant role.
6. Other subdivided group factors which were analysed from the two main group factors can not be clearly interpreted, but there is found a tendency that the two regions, Okinawa and Kansai, show just inversed configurations with respect to the pattern of loadings of verbal and non-verbal variables on those subdivided lower factors.

View full abstract

The data of 18 objective tests for delinquents and controls were separately factorized by P-technique (i. e. by means of determining correlations between persons) and 5 factors were extracted in the analysis for both groups.
These factors were interpreted as follows.:
(Delinguents)
1. Unadaptable vs. Changeable
2. Unable to control behaviour and rigid vs. Able to control behaviour and less rigid
3. Persitent and accurate vs. Not persistent and not accurate
4. Insightful and untiring vs, Insightless and neglectful
5. Insightful and on his own style vs, Insightless and easily accepting opinions of others.
(Controls)
1. Insightless and inaccurate vs. Insightful and accurate
2. Unable to control behaviour, rigid, and inaccurate vs. Accurate and less rigid but not shrewd
3. Not persistent, insightless, and authoritalian vs. Persistent, insightful, and independent
4. High in aspiration and not flexible vs. Low in aspiration and easy going;
5. Progressive and hasty vs. Timid and untiring.

View full abstract

This paper is the third report of our research carried out in 1959-1963. Here, our pieliminary research programs of experimental education of number concepts are presented.
Ss: 26 three year old children of the kindergarten (Yôji Group) of Tokyo Woman's Christian College. Ss are divided evenly into two groups, the older (G. II) and the younger (G. I).(This grouping system is not entirely adequate for our purpose, but the groups had already been determined.)
Experimental design and teaching method: For G. I, the dice-pattern symbols (from one to five) are used as the teaching instrument. These patterns are supposed to act as representations of some collections of objects, and, as symbols of cardinal numbers. The first main tasks of G. I consist of naming (one, two, three, etc.), associative learning of the names, mutual discrimination, identification, reconstruction and transformation of these patterns, and one to one correspondence between these patterns and various concrete objects. Having mastered them, Ss are taught the operation of addition by summing two patterns, for instance, of two and three, then transforming this sum into the regular pattern of five. Similarly, the operation of subtraction can be taught. Then, our original plan was to introduce the numerical figures (1, 2, 3, etc.) and the signs of plus, minus and equals (+, -, =) and to teach the Ss that the equation (e. g. 2+3=5) or subtraction are parallel to the operations of dice-patterns, and therefore to the operations of collecetions of concrete objects. After this, the range of numbers would be extended to twenty or thirty.
For G. II, teaching devices consist of rote learning of numerical orders, counting of the concrete objects, such as marbles, from one to thirty. The numbers, here, signify the ordinal numbers. Then, calculating operations of addition are taught. This is done by summing the two collections of marbles, for instance, two and three, then counting this sum in order. The operation of subtraction is similarly taught. Then, it was our original plan to introduce numerical figures, signs of plus, minus and equals and the equations, similarly to G. I.
This design is to compare the efficiencies of each two teaching plans of number concept mediated by the cardinal 04 ordinal number.
Procedure: Usually, teaching is done by the method of group learning of 13 Ss and by the particularly trained experimenters, but, occasionally, if the task is too difficult, 13 Ss groups are again divided into 2 or 3 subgroups. The experiment continued from June, 1959, to September, 1960.
Result: The prearranged teaching curriculum was not completly mastered by the Ss. However, this is only the preliminary work. The experiment promised us the effectiveness of both methods or devices, and cleared the way for our main experiment. Also it assured us that the group learning method was applicable even to the 3 year old children. The results of our main experiment will be reported in subsequent papers.

View full abstract