The purpose of this study was to clear the development of classificatory behavior. For this purpose, Ss were asked to find out as many classificatory criteria as possible, which is useful for allotting the instances with some attributes to c onjunctive categories.
As the main factors which might have influence on the difficulty of classificatory behavior, the number of the whole dimensions and relevant dimensions were considered.
The subject for this experiment were 215 male and female of elementary school and junior high school pupils. Each subject was tested individually. Two experiments were conducted.
Experiment I; Ss were 6, 8, 10 and 12 years old. Two sets of blocks were used. These had four attributes (color, type of figure, height of figure and slope), each with two different values, The task of the Ss was to classify the blocks into two, four, and eight groups, by finding out a classi - ficatory criteria.
Experiment II; Ss were 8, 10, 12 and 14 years old. The material for this experiment consisted of a set of 32 cards on each of which pictured five different figures of two-color-printing.
The task was also to classify the 32 cards into two, four and eight groups.
The fac is obtained are as follows;
(1) When the number of relevant dimension is one (twefold division), there was statistical difference between 6 and 8 years old in finding out the criterion.
(2) When the number of relevant dimension is two (fourfold devision), there' was statistical difference between 6 and 8, 8 and 10 years old in finding out the criterion.
(3) When the number of relevant dimension is four (eightfold division), there was difference between 8 and 10, 10 and 12 years old in finding out the criterion. The results suggest that the number of relevant dimensions would be more influential factors than number of whole dimensions in the classificatory behavior.

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The present study was designed to investigate what kind of characteristic teaching pattern was shown by some teachers of special classes for the mentally re tarded, not at the ideational level, but at the more used the rating method dy means of the direct observation by our research members, which we called “observation- rating method”.
After we observed directly hese teaching processes shown in the daily classroom situations of the ten classes for the mentally retarded in the ten secondary schools, each one of our members rated each teacher - pupil relationship, each atmosphere in the classroom and each personality characteristics of the teacher, on the seven point scale.
As a result, we could find two kinds of the specific characteristic patterns by using the Q-technique of the factor analysis. The first type of teaching patterrn was characterized by the empathic and intimate relationship between teacher and pupil, and on the othei hand, the second type showed somewhat authoritative attitude from teachers side, and then the quiet and/ or rigid atmosphere was observed in this type.
We could thus differentiate the above two types of different characteristic teaching patterns in the level of practical teaching situation in the special classes for the mentally retarded. However many other problems must be considered, for instance, the re-examinat; on of the rating items and the training of the rater himself, etc. Therefore we are going to continue our research on these lines because we believe that education for the mentally retarded is strongly influenced by such kinds of concrete teaching patterns.

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Problem:
Piaget (1926) has identified an aspect of child's thought which he called animism. It is the tendency to attribute life and consciousness to certain inanimate objects. Russell (1939-40), Mead (1932), Huang (1943), Klingensmith (1953) and others did some follow up studies. Some have found consiberable agreement with Piagetian observation while others have not. The inconsistencies appear to be partly, due to the methods employed and to the definitions used.
The purpose of the present study is to investigate the childs cognition of life in relation to the cue attributes for differentiating live and inanimate objects.
Method:
Fifty two children of 4 to 8 years of age were interviewed individually. Each was asked the following nine questions regarding seven objects. The seven objects were sun, plant, stone, bicycle, desk, dog and goldfish. Each question asks whether each of these seven objects possess a given property or attribute., They are:
1. sensation “Would feel pain if I stick a pin on it?” “Would feel any other sensation?”
2. growth “Does become old?” “Does grow in size?”
3. breathing “Does breathe?”
4. motion “Can move?”
5. emotion “Does laugh and cry?” “Would feel sorrow and joy?”
6. need “Would feel hungry?” “Does want to play?”
7. thinking “Does think?”
8. communication “Can talk with people?”“Can talk each other?”
9. life “Is it alive?”
From 1 through 8 ask about possible cue attributes for calling something alive, and question 9 is about the criterion attribute. After each question, the child was asked to mention the reason why he thinks so.
Results:
Taele 1 presents the number of positive responses for various cue attributes, and Figure I presents the percentage of positive responses to the criterion question “Is it alive?”
The data show that substantial percentage of 4 year-old children thought inanimate objects alive while after age 5 this tendency decreased remarkably, except for the responses with regard to the sun. Most of our subjects insisted that the sun was alive up to age 6.
Table 2 shows the correlation coefficients between responses to various cue attributes and those to the criterion “alive” response. They represents criterialities as defined by Bruner et al. and functional validities in Brunswikian sense.
All correlations are low for age 4, showing that as a group their judgment as to whether something is alive or not is less reliably anchored on relevant cue attributes.
At 5 years-old, all attributes show higher correlation with the criterion, marking a stage where cues are better utilized.
For ages 7 and 8, most of the cues attain very high criterialities showing successful utilization of appropriate cues.
A couple of cues have lower maximum because being positive with these cues are conceived as sufficient but not necessary condition for life. Those with higher 4 s and maximum s are interpreted as cues which are conceived as both necessary and sufficient. Table 2 shows that the older children do differentiate necessary and unnecessary cues better.
Table 3 shows the reasons why children thought those objects were alive (or not alive). The physical appearance, such as having eyes and nose etc., was predominant in early years while the internal physical side, such as having certain organs, nerves etc., emerged in later years. At all age levels, there were given quite a variety of reasons for thinking some thing to be alive.
Discussion:
Our results have suggested that in early childhood children conceive of life rather independently of attributes like moving, breathing etc. which commonly consist as cues for judging something alive. In the later childhood, cues are more stably utilized and better diffentiated.

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Aim: This investigation has been made with a view to finding (1). what the conditions having an important influence upon the improvement of scholarly achievement,(2) whether or not any difference of opinion will exist with regard to a scholarly achievement and (3) how to diagnose the junior high-school in connection with scholarly achievement.
Method: The writer classified the conditions, above mentioned, into five categeries: (I) pupils,(II) home and community,(III) material environment of schools,(IV) teachers,(V) teaching methods.
And from those categories he made 70 items for Qsort. The subjects were 15 principals of junior highschools in Kanagawa Prefecture and persons concerned with education, viz. 4 professors, 2 superintendents of educational affairs, and an official of the teachers' union. Of these subjects the writer demanded Q-sort in the following two ways:
(1) The 70 items were classified into 7 grades according to the degree of coinciding with the actual states of the school,(2) The 70 items were arranged into 7 grades in the order from plus 3 to minus 3 in scholary achievement.
Results of those data has ceen made factor analysis,
(1) With regard to the latter, above mentioned, it has brought out two view-points of scholarly achievement-Factor E and Factor F (Tab. 3-5),
Factor E, main of the two, is found to lay great emphasis on character building which forms our contemporary view of education, and the other (Factor F) is the educational view of point intended for pupils to prepare themselves for examination. The major difference between Factor E and F exists in the aforesaid category (v)-teaching method-and not in the rest.
(2) The analysis of data for the actual state of those schools has led to three factors (Tab. 1-3), the factors of rural good schools (Factor A), urban poor schools (Factor B), and urban good schools (Factor C).
The rural good schools show the influence chiefly of Factor F, and the urban good and poor schools mainly of Factor E, Between the good and poor urban schools, however, is maked the great difference in Categories (I) and (II).
(3) With regard to conditions of improving scholarly achievement, the writer has thought out the “replenishment coefficient”, by means of which it will be fully diagnosed at every school how many plus conditions and minus ones are found it each of the five categories of the educational system of schools (Tab, 6-9).

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The purpose of this report is 1) to make clear the weak points of Japanese in hearing and in pronouncing English, and 2) to show a teaching method of English, poposed by 0. Saheki, to overcome these weak points.
Subjects (Table 1): first, second and third year pupils of Junior High School A, of the average intelligence level of pupils in Kyoto City, taught throughout the current academic year by a single member of the staffs of the same school: first year pupils of Junior High School B, also of average in telligence, taught by 0. Saheki for one year; first, second and third year Saheki English School pupils: and freshmen of College D and E.
Procedures. 1. Aural Recognition of English Phonemes. The Subjects were asked to listen to and write down 1) familiar English words spoken by a Japanese, 2) by an American, and 3) unfamiliar ones by the Japanese (Table 2, 3, 4),
2. Pronunciation of English Phonemes. The subjects were asked to pronounce English words (Table 5). The tests were given at the middle of the current academic year to Junior High School pupils and at the beginning of the year to College Students. After the tests the E College freshmen were taught by O. Saheki and were tested again. The number of the subjects who answered correctly were compared between groups by X²-test (Table 2, 4, 5). Results. 1. Aural Recognition of English Phonemes. Most of the subjects, except those taught by O. Saheki, could not recognize English phonemes (Table 2, 3). It is considered that the subjects heard them in the framework of the Japanese phoneme system. Out of the School A, the younger were the more successful in recognizing them. The longer the subjects had been taught by a traditional teaching method (teaching translation and grammatical analysis of written English without practice in hearing or pronunciation), the more rigid their framework of Japanese phoneme system became. The results of aural tests pronounced by a Japanese and by an American were almost the same (Table 3). As for the subjects of School A, not all who recognized phonemes in familiar words could hear and spell syllables of words which they had not learned, though most of the Saheki School subjects could (Table 4).
2. Pronunciation of English Phonemes. The results of the pronunciation were almost the same as those of the aural recognition. Most of the subjects, except those taught by 0. Saheki, pronounced English phonemes in the framework of the Japanes phoneme system. The following teaching process of hearing and pronouncing English phonemes was proporsed by O.Saheki (Fig. 1). At first introduction is given in the difference between the Japanese and English phoneme systems to pupils using some fundamental and varied English phoneme pairs and corresponding Japanese phonemes, e. g. /1/ [1]: /r/ [r] and Japanese /r [i] in initial position of words, /s/ [s]: /s/ (s) and Japanese/s/ [G] etc., not only in hearing but also in pronouncing. The more differentiated the subjects' English phoneme system becomes, the more English phoneme pairs are introduced. And there is a systematic comparison of the differencebetween Japanese and English. The subjects are also trained to comprehend the relation between articulation and spelling of English words' syllables.
Most of the subjects, not only the Saheki School pupils but also School B pupils and even College E students, had established a differentiated English phonemes system both in hearing and pronouncing by the end of a course of one year with lessons with O. Saheki.

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