In this compartive study, we were mainly concerned with questions, such as “What kind of difficulties in lip-reading are overcome by speech-hearing under the best condition of the use of residual hearing?” “Is the basic capacity in speechperception fully utilized or not?” and “How many erroneous responses in speech-reception can be classified in a sytematic order of approximation to speech stimuli?”.
The eight adolescents who took part in our two experiments had hearing losses over sixty db at several frequencies of pure tones. Among them, the subject “A” was slightly deafened in her early school age, and had near-total loss of hearing in her adolescence. Although the subject “B” had been deafened severely before his infancy, his hearing losses were not over seventy db at a recent date. Both of A and B had good reading abilities and normal intelligence. Their lip-reading abilities were above average. In this paper the experimental data of these two subjects are analyzed in detail.
In our first experiment, 542 speech-stimuli (in-eluding words, phrases, short incomplete sentences and small numbers of nonsensical syllables) were arranged in 476 pairs of speech-stimuli. Each subject was asked (1) to judge whether the two speech-stimuli of each pair were perceived as same stimuli or not,(2) to record the speech by syllable-letters,(3) to make a confidence-rating in an attempt to estimate his or her accuracy of response. In the second experiment, the relations between errone-ous responses to a few speech-stimuli were followed up with successive four experiments of speech-reception.
As to the subject A and B, we infer
1. Their difficulties in speech-reception lie in: (a) the same words were frequently judged to be different words,(b) the chain of erroneous responses spread to a considerable extent,(c) expressions of self-confidence to the responses were not successful,(d) the correct reception of nonsensical syllables was impossible.
2. In a training of their speech-reception, it would be important to note: (a) the pairs of speech-stimuli were highly discriminated by speech-hearing,(b) many erroneous responses by lip-reading follow the rule-of-homophenous-response,(c) there were characteristic differences in quality of erroneous response between speech-hearing and lip-reading,(d) many different kinds of difficulties in lip-reading were sufficiently overcome by speech-hearing ; however, lip-reading also had some advantages,(e) there was a qualitative difference between subject A and Subject B.

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Problem:
Many researchers have studied children's interests. They define children's interests as a feature of the larger dynamic patterns of growing capacities and powers (Jersild 1933), as concerns (Yamashita 1949), or as emotions with self-involved attentions (Takemasa 1958), and so on. They studied such interests through the survey of children's play, questions, collections, and preferences among academic subjects and reading. But so far, there are few studies which analyzed the functional or the qualitative features of interests.
In the present paper we are interested in the perceptual or cognitive aspects of the interest, i. e., the intellectual curiosity. It is assumed that the developmeni, of intellectual interests may be affected by the individual faculty and his developmental factors similar to the developmental processes in the child's logical thinking as J. Piaget (1926) has suggested.
Purpose:
The purpose of this study is to analyze the qualitative feature of the intellectual interests of children and their developmental levels under a controlled condition in which thematic pictures were employed as stimuli.
Procedures:
L Pretest
In order to find out different areas toward which children's intellectual interests are directed, a survey of children's questions was made. Eight hundred and fifty one 2nd, 3rd and 4th graders were asked to write freely about what they wondered and about what they felt curious. Then 11 areas were selected which covered the range of questions raised by many subjects.
II. Stimuli
Eleven cards were made, each depicting a simple scene by photographs or drawings, each representing the above mentioned 11 areas respectively. These 11 themes were as follows: 1. birth 2. dream 3. school life 4. plant (morning glory) 5. manufacturing processes 6. television 7. magnetism 8. rain 9. space 10. war 11. human occupations
III. Method
Twenty boys and twenty girls of the 3rd grade were interviewed. individually. Each was shown the 11 cards one by one, and was asked to tell ‘what he knew about, ‘and’ what he wanted to know more about.’
The responses were analyzed qualitatively into 6 categories, according to the developmental levels.
These 6 categories were as follows:
1. Describing the picture itself (pointing to the objects of the card or naming them).
2. Subject's own feelings (describing the card from the subjective point of view).
3. Subject's experiences (associating the theme with his experiences or memories).
4. Describing the phenomenon itself.
5. Describing the cause or process of the phenomenon or asking for such explanation (extending the interests to the how and why of the phenomenon).
6. Functional explanation of the phenomenon or asking for such explantion (grasping the principle and the function of the phenomenon). Each individual protocol for each card was sorted out into 6 categories, and they were plotted down in one sheet so as to show the individual interest-profile.
IV. Results
a) The 3rd graders have many questions, and these questions cover a wide variety of areas.
b) There are individual differences in the intellectual interests. Some children show the scattered interest-profile, while others show the narrow interest-prof ie.
c) About 52% of the total responses have fallen under the category of describing the cause or process of the phenomenon or asking for such explanation. It may be said that the children of this age (8 & 9 yrs) have their modal developmental level of thought under this category.
d) As to the themes,‘Space’ and‘War’ were popular with the subjects.
e) There are few differences between boys and girls in the intellectual interests.
f) The developmental level of the intellectual interests do not always correspond to the academic achievement.

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The purpose of this study is to survey social maturity of children and analyze the factors which are supposed to influence the development of social competence of them.
A form of questionnaire was devised which contained 180 items refering to social maturity. These items are grouped into those seven aspects as “Occupation”,“Locomotion”,“Communication”,“Socialization”,“Spontaneity”,“Spontaneity”,“Self-control” and “Fundamental habits” (cleanliness, toilet habits and dressing, sleeping, feeding oneself). The questionnaire was filled out by the mothers and teachers or sometimes fathers of 3000 children of 11 kindergardens, 8 nursery schools and 15 elementary schools which were sampled from every main part of Japan. Ages of the children ranged from 4 years to 8 years.
The results of the survey of social maturity and analysis of the factors influencing children's social competence were as follows;
1. Urban children were superior to rural ones in social competences.
2. There was no significant difference between males and females.
3. Every aspect of social competences seemed to develop as the individual grows.“Spontaneity”,“Self-control” and “Fundamental habits” developed relatively sowly with ages;however,“Fundamental habits” were established by the age of five.
4. Twin, immature and premature children showed slow devlopment in social competence.
5. The development of social competences is closely related to the number of the family members. For example, a child who lived with no others than his father and mother showed lower SQ than the one who lived with brothers and sisters. It was found that children acquired social competences through physical maturation and learning. An important thing to be investigated in the future is when and how a child best develops his social competences at a given age.

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The purpose of this study is to find out personality traits that are supposed to provide pupils' academic achievement. For that purpose, especially for the over-achievers, an investigation was carried on for thirteen traits ofBehavior

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The purpose of this investigation is to construct a new inventory for the measurement of neuroticism and extraversion-introversion. The First Trial Inventory
As the first trial, the author composed an inventory of 78 items, which was divided into 4 groups as follows; E-I Group (20 items), N Group (20 items), Eg-1Group (19 items), and Eg-2 Group (19 items). The inventory was administered to 156 junior high school pupils. The tetrachoric correlations between the items within each group were calculated, and factor analysis was executed by Thurstone's centroid method. The factors after orthogonal rotations of axes were interpreted as follows. Thinking introversion, and Social extraversion from the E-I group. Delicacy, Lack of Con fidence, and Anxiety from the N group. Self-sufficiency, and, Emotionality from the Eg-1 group. Ego-strenth, Ego-centricity, and Ego-defence from the Eg-2 group. The Second Trial Inventory
As the second step, another new inventory was composed discarding 8 items from the foregoing inventory, and adding 32 new items. The new inventory was divided into 5 groups as follows; E-I Group (20 items), D-C Group (22 items), Anx Group (20 items), S-Eg Group (20 items), As-Ce Group (20 items). The inventory was administered to 193 senior high school pupils. The factors extracted in this case were interpreted as follows; Social extraversion, and Thinking-introversion from the E-I group, Dilicacy, Emotionality, and Lack of Confidence from the D-C group, Psychogenic anxiety, and Somatic Symptoms of Anxiety from the Anx group, Self-sufficiency, and Ego-centricity, and Ego-maturity from the As-Ce group. Most of the factors corresponded to those which were extracted from the first trial inventory. Inventory for Practical Use
Eighty seven items loading high onto the 10 factors (excepting Self-sufficiency) were selected, and a third inventory was composed for practical use. This inventory was administered to 1262 subjects, including junior high pupils, senior high school pupils, and college students. They were divided into two groups; one the younger group and the other the elder group. Scores of traits (factors) were correlated and factor analyzed for both groups separately. Four second order factors were extracted for both groups. In regard to the patterns of factor loadings, the four factors of the one group showed close resemblances to the four factors of the other group, The factors were interpreted as follows; 1. Hypochondria. 2. Ego-tonicity and Emotionality. 3. Surgencydisurgency. 4. Thinking introversion and extraversion.

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