The experiments were designed to examine the effects of verbal reinforcement combinations on discrimination learning in children at different developmental levels, that is, kindergarten, 3rd grade and feeble-minded children.
S saw in front of him a series of a pair of figures which were two of three kinds, namely, circle, triangle and square, each of which was painted red, green or yellow at random, and asked to choice a figure from each pair which he thought correct and push the button at the side of this figure.
This problem was designed such as, if S could not find the cue of solution was one of three colors, he could never succeed in learning the problem.
After each response E presented one of three possible combinations of verbal reinforcement:
(a) Right for a correct response, Nothing for an incorrect response (RN).
(b) Nothing for a correct response, Wrong for incorrect response (NW).
(c) Right for correct response, Wrong for incorrect response (RW).
We treated 10 trials as a block and all correct responses in a block was set to be a criterion of learning.After S had learned to the criterion, 50 trials were contlnued without any verbal reinforcements, that is, extinction process.
The results were as follows:
1. Some feeble-minded children could not learn the problem, but all 3rd grade children could learn it.And under RW condition, Ss who could-not learn it were the greatest in number.
2. Under RN condition 3rd grade children learned it fastest and under NW kindergarten children did fastest.
3. From the findings in the extinction process, we might think Nothing was a strong positive or negative reinforcer in normal chjldren, but in feebleminded children Nothing of fered little positjve or negative reinforcement.
4. From an analysis of rates of incorrect responses in each block, we could observe that acquisition process in normal children and that infebbleminded children were different.That is, the rates of incorrect responses decreased linearly in normal children but decreased suddenly near the end of the learning in feeble-minded children.

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[in Japanese]

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[in Japanese]

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In this inquiry, various factors which might be relevant to structures or functions in the prOcess of human problem-solving were simulated on the basis of the protocols obtained by means of the technique of ‘Lautdenken’ on the sample of 31 university students (Experiment I). The simulated model accounted, as shown in Fig. 1 and Table 1, for 8 maintypes and sub-types of the processes of thinking by the total 31 Sbs. This model was re-validated, as indicated in Table 2, on a new sample of 29 2nd grade students of a junior high school (Experiment II). The main conclusions drawn from these experiments were as follows:
a) The processes of thinking in solving the task as presented in the experiments were found to, be accountable by application of an informationprocessing model.
b) Both digital and analogue thinking were found in the processes of thinking which led to, both correct and incorrect solutions.
c) Sbs' perception of the task presented and strategy of how to solve the task thus perceived were found to be, among others, 2 main factors, which determine the processes of thinking in problem-solving.
d) The use of simulated model proved to be very informative in the analysis of thinking process es.

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The purpose of the study is to examine how an ordinal number concept is formed and what instructional procedure facilitates the acquisition of an ordlnal number concept.
To study the former problem, the following 8 items are used: seriation, one to one correspondence, reversal correspondence, random correspondence, cardinal number and ordinal number (perceptual), cardinal number and ordinal number (random), number system (perceptual), number system (random). Seriation: Stimulus materials consist of ten cards which are the same width and the same length.Ss are instructed to form a staircase. with them.One to one correspondence: Stimulus materials are the same as those of seriation, and ten paper trees which are different lengths are used, too. These stimulus materials are the same as those of the following items.E arranges the two rows in correspondence one with the other.Then, E arranges the row of ten trees separately from. the row of the cards. E asks Ss on which step each tree is, pointing to the trees in the order 3, 1, 2, 6, 4, 5, 8, 10, 9, 7. Reversal correspondence: E arranges ten cards according to size and arranges ten trees in the reversal order. These trees are arranged separately from a staircase. E asks Ss on which step each tree is. Random correspondence: E arranges ten cards according to size and arranges ten trees regardless of size. E asks Ss on which step each tree is Cardinal number and ordinal number (perceptual): E arranges ten cards according to size like a staircase, and makes correspondence each step with each tree. Then, E covers steps with the flowers made of paper. A staircase is covered with the flowers, so Ss can not see the steps. E tells Ss that each step was made by piling up the stones one by one. E asks Ss how many stones each step consists of. Cardinal number and ordinal number (random): The same materials and procedures as those of cardinal number and ordinal number (perceptual) are used. Each stimulus material is arranged in random order. Number system (perceptual): The same materials as those of cardinal number and ordinal number (perceptual) are used. E asks Ss,“How many steps have you climbed when you are at this step?” pointing to each tree. Then, E asks Ss,“How many steps remain to be climbed, when you are at this step?” Number system (random) The same materials as those of cardinal number and ordinal number (random) are used. Ss are asked to answer the same questions as those of number system (perceptual).
To study the latter problem, three experimental groups and one control group are used. Ss are 60 5-year-old children. Each group consists of 15 members. E instructs the first experimental group in the verbal label, the second experimental group in number system, and the third experimental group in the verbal label and number system. Each experimental manupulation is introduced between two tests.
The results are as follows: To solve the former, problem, the before test is analysed. The percentages of correct respondents to items are as follows. Number system (random)(5%), random correspondence (10%), cardinal number and ordinal number (random)(12%), cardinal number and ordinal number (perceptual)(28%), number system (perceptual)(32%), reversal correspondence (48%), one to one correspondence (80%), seriation (98%). The index of reproducibility is, 93.These items are scalable.
To solve the latter problem, both before and after tests are analyzed. There are no significant differences among the experimental groups. There is a significant difference between each experimental group.and the control group. The third experimental group shows an effect of experimental manipulation on cardinal number and ordinal number (random).This means that the experimental manipulation to relate theverbal label to the nmber system makes an effect on Ss. The second experimental group shows no effect of an experimental manipulation on number system.

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This study was designed to research the relationship between parent and child from the viewpoint somewhat different from previous studies. So, the following investigations were carried out.
1. Construction of the scale to estimate the intimacy between parent and child. Thesubjects were fifteen to seventeen-yearold high-school students (eighty boys and one hundred girls) and scale values wer ecaluclated by means of method of equalappearing intervals. From this procedure, four varieties of intimacy scale (I-S) were constructed, i. e., boys to fathers;boys to mothers;girls to fathers; and girls to mothers.
2. Extraction of the dimensions of intimacy scale (I-S) by means of factor analysis. Another fifteen to seventeen-year-oldh igh-schools tudents (100 boys and 100 girls) were used as subjects.
3. Consideration of the relationship between I-S and P-C-S.(Ohishi, A., 1962, Ideal and real evaluations in parent-child relationship., Jap. J. of educ. Psychol., vol.X No.4. In this study she constructed the desirable-nondesirables cale of parentchild relationship (P-C-S) by means of ratings by psychologists.) The subjects were the same as those in 2.
As the results of the above investigations following findings were brought out.
A. Dimensions of pattern of mother-child contact. 1).G-factor: mother-child contacts throughout the family life.
2). Affectional separatedness which cuts off mother from child.
3). The intimacy and the democratic relationship being in balance.
4). Intimate but no positive influence from mother to child.
5). Mother having a positive concern in child and a tendency to influence child.
B. Dimensions of pattern of father-child contact.
1). G-factor: father-child contacts throughout the family life.
2). Heterogeneous life space.
3). Intimate but positive influence from father to child being repressed.
4). Father and child not fitting together.
5). Strong love vs. hatred.
C. From the correlations between I-S and P-CS, it became clear that there was an essential difference of the intimacy between father and child from that between mother and child. Namely, the former is attributable to goodness of somewhat formal interacions, but the latter is attributable to goodness of pure interactions between themselves.
In addition, both the differences of correlation coefficients in father's data (I-S) from those in mother's (I-S) and the differences in scale values of four varieties were discussed.

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Inferior ability of the retarded compared to no rmals of the same mental age in learning and think ing has been reported in many studies. But we have had only a few systematic investigations of the complex relations between measured intelligence level and learning ability or abilty in concept formation.
The purpose of this study was to investigate these problems. The experiments consisted of paired-associate learning, trasfer tests, and verbalization tests.The subjects consisted of seventy eight retardeds and 50 normal children.
In each experiment two conditions were set up. The first: meaningful paired-associate learning in which meaningful relation between stimulus card and response word existed: the second;rote learning paired-associated which had no meaningful S-R relations.In the meaningful condition, certain atributes of an object that the response word meant was similar to the stimulus card either in color or in form.After the completion of the learning, the transfer tests and the verbalization tests were administered.
Some results of the experiments indicated that with equal MA, normals were superior to retardeds and that the changes in learning performance paralleled an increase in mental age. But the group with 4yrs of mental age and with lowe r IQ showed the lowest ability, whereas the group with the same mental age but with higher IQ showed higher learning and transfer ability.
Verbal and conceptual response were gained only from the group of Ss, 8 Yrs in MA (IQ, about 65) but not from the group with lower MA.
The facilitate effects of meaningful condition on the paired-associate learning and its transfer were seen in the groups more than five years in mental age.However these were not always conceptual but sometimes intuitive and/or perceptual level.
In summery, it was suggested that more systematic investigation of the cfmplex relation between learning and intelligence level (MA as well as IQ to be taken into consideration) in mentally retardeds was needed.

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