Purpose
The study is taken to examine the comparative ability of the deaf to grasp sentences, through speech reading as opposed to sign reading.
Procedures
Tests are divided in three fields regarding to the type for answers required.
A: Reproduction in Writing (to reproduce the sentencnce in writing, as the subjects think to be told).
B: Choice Card (to point out the best picture card that represents the delivered sentence).
C: Work Practice (to practice the work ordered).(On this paper, Work Practice series are omitted.)
In each field, A and B, there are two series;
A-1...Reproduction in Writing with pictures' cues.
A-2...Reproduction in Writing with no picture' cues.
B-1...Choice Card through unrelated sentence.
B-2...Choice Card through related sntence.
Sentences (materials) are conveyed through 8 m/m black-and-white films.
Materials
Materials used in these test series are popular short sentences, and each test series has different
sentences, but in A-1, series and A-2, similar sentences (as to types, words and expressions) are used. In one series (e. g. in A-1), the same sentences are conveyed in both Speech Reading and Sign Reading.
Scoring
As the main aim is comparing the two different language systems (i. e. Speech Reading and Sign Reading), so in A-1 and A-2, the scoring is to examine at the level of sentence elements, but also to examine at level of contents as a whole....i. e., how closely does the answer follow the original delivered sentence on the whole? (with respect to contents, nuances of the expression).
Subjects
Trainees 68 (m. 32 f 36)...The National Rehabilitation Center for the Deaf.
Pupils 140 (m. 72 f. 68)...The Public Schools for the Deaf.(5th to 10th grade)(But the pupils are undergone only Speech Reading series, and Sign Reading test series are omitted.)
Results
1) Comparing the test series, both Speech Reading scores and Sign Reading's are as follows;
A-1...nearly 30%.
A-2...a little under 20%.
B-1 and B-2...60 to a little under 80%. So Choice Card series are far better than the Reproduction in writing series, and especially A-2 is the poorest. But these results are obtained on the bases of the conditions above mentioned, so the deviation of mean scores found among the sentences or among the series, make direct comparisons among the series difficult.
2) In comparison with Speech Reading Sign Reading, Speech Reading is more variable individually, and in Sign Reading, Sex difference is larger (female is superior), and scores of each sentence delivered deviate greatly. As for Sign Reading, these inclinations do not appear so clearly that everyone can comprehend the sentences similarly to some degree.
3) Correlations among these 8 tests' scores, and mental and physical conditions of superior or inferior subjects, show that Speech Reading tests of 4 series and Sign Reading of A-1 and A-2 are highly correlated each other to some degree, and these 6 series are largely effected by subjects' language ability, to be seen.
4) In Reproduction in Writing series, existence of cue makes a significant difference on its scores. And the concrete, monovocal cue produces better results than the abstract, multivocal cue does. The shorter and the simpler the sentence the easier and the more correctly it is comprehended by subjects.

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[in Japanese]

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The purpose of this study was to examine the process of conformity change in interpersonal evaluation. It was assumed that perceiving one's own rating as deviating from the group standard brings a sort of group pressure that tends to make one's re-rating conform to the perceived standard.
5 classes of 11th graders were asked to rate their teachers who took charge of their homeroom and taught them one or more subjects. Three months after;
(1) One of the classes, the control group was asked to rate their teacher again so that the natural changes in rating scores between the two sets of rating may by be examined.
(2) Four small groups, each selected out of the rest of the classes, were respectively exposed to 4 kinds of experimental situations and then asked to rate again.
The rating scale comprised two parts, the one of personality and the one of efficiency, each consisting of 10 items, which were selected from some of the classical researches on teachers' competence and the preliminary research on ideal teacher-image entertained by teachers and pupils.
The experimental situation was set by;
(1) Suggesting to each subject the simulated group standard of rating
(2) Demonstrating to each subject the simulated group mean score of rating as to some of the 20 items.
(3) Demonstrating to each subject the simulated group mean score of rating as to the two parts of the scale.
(4) Making 3 pupils who represent favorable, neutral and unfavorable attitudes in rating talk about the personality and the efficiency of their teacher.
Main results were as follows:
(1) Interpersonal evaluation is amenable to group pressure and inclined to toward change conformity when perceived as deviating from the group standard.
(2) Both suggesting and demonstrating the simulated group standard may bring about conformity changes in rating scores, as far as the gaps between the subject's rating and the simulated standard are maintained to some degree. The larger the gaps, the more effective is process.
(3) It is easier to manipulate interperson 1 evaluation as a whole than partially.
(4) A small group of 3 members different in evaluation to a specific person produces a group stand ird of its own as a natural effect of talking about the personal and efficient value of the person. Difference among members decreases in rating scores quite remarkably at the second rating.

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The purpose of the present study was to analyze the behavior patterns of mentally retarded children in a special class and to discuss the application of results to the teaching method for them. A special class consisting of 15 male moronic children, who did not have gross neuro-motor symptoms, was used. We classified them into the three main types according to observations of their behavior-tendencies in daily life:
A) the basic type without emotional disturbance, B) the excitable type charcterized by hyperactivities and, C) the inhibited type characterized by hypoactivities.
We recorded particularly each response to each stimulus given by the teacher during lesson-hours. Each response could be analyzed according to its nature into either as a goal-directed response (+) or a non-directed response (-). A-type children presented significantly much more (+) responses than the other types of children. Frequency of (+) response by each child was related more closely to his type than to his intellectual level.
Each stimulus by the teacher was sorted into-either the one presented to all class members simultaneously (SA) or the one presented to each individual child by means of designating him (SB). While A-type children could respond goal-directedly under (SA) situation, B-and C-type children still presented many (-) responses even under (SB) situation where their own names were designated. The most of the (-) responses by B-tpye children were to disturb other membrs, but the ones by C-type children were autistic and dream. To lead B-type children into the learning process, more stimuli must be added which control to canalize their hyperactivities into the goal of learning. For C-type children, more stimuli which motivate them to learning must be added.
A Sociometric test was given to this special class. The central part of the class was occupied by A-type children, C-type children were locatep on the peripheral zone, and B-type children were located on the intermediate zone.
To apply these findings to the teaching method, the class was divided in to the three groups. In each group, its members were made homogeneous in regard to their type and their intellectual achivement level. Each group has been taught by each one of three teachers. This method has become effective on increasing the (+) responses and improving the achivement level of the children involved.

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Two experi men is were conducted for the purpose of studying the effects of the amount of practice (Exp. I) and of the length of rest on reminiscence (Exp. II). Subjects participating in the experiments were 135 students of junior high school of both sexes, 15 being assigned to each of 9 experimental groups (conditions). The task used was inverted alphabet printing, all 30 sec. per trial, 3 sec. intertrial rest.
Experiment I. -4 experimental groups (conditions) and 1 control group were used and Ss of 4 experimental groups received either 10, 20, 30, or 50 prerest trials and 10 min. of rest followed by 2 addtional trials, while Ss of control group received 52 trials without rest.
Experiment II. -Ss of 5 groups (conditions) received either 1, 2, 5, 10, or 20 min. of rest followed by 2 additional trials after 30 prerest trials. The main results obtained were as follows:
(a) The increase of reminiscence by practice is very rapid in earlier trials, attaining a significant level by the first 10 trials, and reaches to to asymptote at the 30th trials. Beyond this point, reminiscence decreases toward the 50th trial gradually.
(b) The process of increase or decrease of reminiscence accompanied by increase of rest interval, resembles one that accompanied by increase of trials, and by only 1 min. of rest, reminiscence attains the level of 50% of the maximum magnitude by 10 min. of rest. Reminiscence shows a slight decrease, as rest interval prolongs to 20 min.
Degree of learning, motivation, loss of set, or forgetting as the factors related to the megnitude of reminiscence, are discussed.

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This study is an attempt to investigate the relationship between the mentally healthy personality and the accuracy of perception of self and others.
On the 341 junior high school students, including boys and girls, the Kraepelin Psychodiagnostic Test was administered and these students were classified into A, B, C, D and E groups in proportion to degrees of normality and abnormality, depending on the interpretation of the curves obtained.
On the same subjects, again, the anticipated marks for themselves and others in the term-end examination on a specific curriculum were made to be entered, which, then, were compared with their actually obtained marks, and the discrepancy between both was calculated. The following results were found:
1) The healthier the personality is, the less discrepancy exists between the anticipated and actual marks, and the more accurate is his understanding of real personality, whether of one's own or of other's.
2) Discrepancy between the anticipated and actual marks is slightly smaller with the male than female students.
3) Discrepancy is most prominent with the students of the first and the third grade years, and less apparent with the second year students. Also, as the school year abvances, the discrepancy between anticipation and reality grows bigger between both sexes.
4) The discrepancy between anticipation and reality related to one's self is smaller than that related to others.
5) The healthier personality is, the more likely he is to underevaluate himself and others rather than overevaluate. However, in common with all groups indicating varying degrees of normality, a strong tendency exists, which overevaluates when making anticipations about others.
6) The healthier the personality is, the less prominent is the contradiction between the attitude to one's self and to others.

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This survey was conducted by a questionnaire method on out-patients and in-patients, both below 15 years of age, having. been treated during the past year (1961.4-1962.3) at 15 neuropsychiatric institutions in Miyagi Prefecture and at 198 instituions (selected out of 619 institutions) in Japan.
The results were as follows.
1) In Miyagi prefecture, responses were obtained from all institutions surveyed. Informations on 800 cases of out-patients and 79 cases of in-patients were obtained. The rate of incidence of these patients among the corresponding age group of the prefecture was 0.15 percent. The order of the number of these patients by age group was a follows: primary schools age group>junior high schools age group>pre-schools age group.
2) In the whole country, on the other hand, we received 69 answers out of 198 (34.3%) and descriptions on 5122 out-patients and 409 in-patients were obtained. The rate of incidence of these patients among corresponding total population and the number of patients by age group showed generally the same tendency as found in Miyagi Prefecture.
3) The order of the incidence according to disorders was as follows in Miyagi Prefecture, epilepsy) others>brain organic disease>oligophrenia> schizophrenia>psycho-neurosis; in the whole country, epilepsy>oligophrenia>others>psycho neurosis>brain organic disease>schizophrenia. Epilepsy accounted for about 50 percent of all patients, but the incidence of the so called behavior problem child was comparatively small.

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