The purpose of this report is1) to make clear the weak points of Japanese in hearing and writing English sentences, and2) to show a teaching method of English, proposed by O. Saheki to overcome these weak points.
Subjects (Table1): first, second and third year pupils of Junior High School A, in Kyoto City, of the average intelligence level of pupils, 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 intelligence, taught by O. 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 Sentences. The subjects were asked to listen to and write English sentences (Table2), except junior high school first year pupils who were asked to translate them simultaneously and write them down in Japanese (Table3). 2. Translating Japanese into English. The subjects were asked to listen to Japanese sentences and translate simultaneously and write them down in English (Table4). The number of the subjects who answered correctly were compared between groups by X2-test (Table2, 3, 4). Correlations between scores in pronunciation, aural recognition of phonemes, aural recognition of sentences, translation, and intelligence were calculated (Table5).
Results: Most of the subjects, except those taught by O. Saheki, could not respond entirely correctly either in recognizing English sentences or in translating Japanese into English, but only words familiar to them. College students showed responses which were a little better than those of junior high school pupils.
Most of the Saheki School pupils had established a fairly organized English language system by the end of the third year of junior high school. The first year pupils of School B showed almost similar results to those of Saheki School's. College E students showed some progress by the end of the course of lessons by O. Saheki.
As the result of correlational analysis of scores, pronunciation an aural recognition had rather negligible relation with intelligence. Translation had more significant relation with it, especially with the verbal factor. As for the College E subjects, before lessons by O. Saheki, pronunciation and aural recognition had no relation with translation, but by the end of the lessons, these had been organized.
The following teaching process of English was proposed by O. Saheki. At first, an introduction is given in the difference between Japanese and English sentence structure to pupils using some fundamental English patterns, explained in Japanese. Then, he let pupils practice hearing and pronouncing these sentences. The more organized the subjects'English system becomes, the more English patterns are introduced. The greater part of every lesson is devoted to practice of the following, involving reuse of every pattern which has been taught since the first lesson; 1) they listen to English sentences, pronounced at normal conversation speed, and translate them, into Japanese orally, and 2) they listen to Japanese sentences and translate them into English as rapidly as possible and pronounce them. They were asked to read English sentences in the textbook loudly and to translate Japanese into English and write them down at home.
Thus he tried to develop the pupils'hearing-, speaking-, reading-, and writing-English into a well-organized system. In these courses he tried to arouse interest in learning English by stimulating curiosity to the new world, English.

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The purpose of this research to be described is to compare which is more effective acoustically the method of presentating English sentences only, or English sentences followed by Japanese sentence, and also to compare which trials are more effective for retention, five times or ten times.
Proceduce: he experiment has been administered to, 382subjects in junior high school, 426 in senior high school and742in a women's junior college from September to December in1966. The materials which are used for this experiment are a series of English sentence based of sentence patterns by Hornby and Fries which are composed of the same number of syllables, difficulty, frequencies and words.
The order of presentation in experiment are as the following:
(1) Hornby¹-?Fries¹consists of 10 trials of Hornby and Fries sentence patterns in English and Japanese.
(2) Hornby²-Fries²consists of 10 trials of Hornby and Fries sentence patterns in English.
(3) Hornby³-Fries³consists of 5 trials of Hornby and Fries sentence patterns in English and Japanese.
(4) Hornby⁴-Fries⁴consists of 5 trials of Hornby and Fries sentence patterns in English. The subjects for this experiment are assigned equally to four experimental conditions with no significant difference on the bases of the result of value analysis.
Results: In the comparison between English sentences and English Japanese sentences on effective learning, significant difference is observed in the score of English Japanese sentences for the junior high school student in 10 trials of Hornby sentences, Concerning sex difference, boys are superior to girls with significant difference at a 1% level for the English Japanese sentence group. Concerning boys and girls, the Hornby pattern English Japanese sentence group is superior to English sentence group on a 1% level significant difference. For the boys in high school, English Japanese sentences are more effective than English sentences on 0.1% significant difference level in 10 trials of Hornby sentence patterns. For both boys and girls, a significant difference of a 0.1% level is observed for the English Japanese sentences. For the Fries sentence patterns a significant difference is observed at 2% level in English-Japanese sentences.
As for the difference in difficulties, English Japanese sentences are superior to English sentences on a 0.1% significant difference level for the senior high school students in production of Hornby sentence patterns. Concerning the most difficult sentence patterns, English-Japanese sentence are more effective than English sentences.
For the junior high school students, a significant difference is observed at a 1% level or 0.5% level in English Japanese sentence compared with English sentences as a result of the X2 test. In the case of 5 trials, significant differences are observed at a 5% level in English Japanese sentences compared with English sentences.
In summary, for the Hornby patterns, a significant difference is observed more in high difficulties than low difficulties.
However for the Fries sentence patterns, significant difference has not been observed in the highest and middle difficulties on 10 trials. But with 5 trials, the English Japanese sentences are observed significantly better than English sentence at a 0.5% level in the highest difficulties with 5 trials. In conclusion English-Japanese sentences are significantly more effective than English sentences.
(5) In the comparison of retention between English Japanese sentences in the case of the Hornby sentence patterns, English Japanese sentences are recognized better than English sentences. In the case of the Fries sentence patterns differences are not recognized between English Japanese sentences and English sentences.
(6) In order to investigate the degree of difficulties between Hornby and Fries sentence patterns,

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In recent years there has been a renewal of interest in the possibility of establishing links between conditionability and personality variables. This research is concerned with dual nature of Extraversion-introversion and its relation to neuroticism, and aims to clarify the personality variables which have relations to experimental indices in learning or performance.
Seventy items and9reference scales, including Si, Pt of MMPI, Guilford's R, etc, were elaborated from the results of other investigations of many important personality scales. And the matrix of79variables, 120samples was factor-analyzed by the centroid method and rotated by the Varimax method.
Among obtained11factors, three factors were discussed. They were named Social extraversion, Impulsiveness, and Neuroticism factor. In these three dimensional factor space, reference scales were plotted, and the natures of dimensions and the reference scales were interpreted. Three scales were constructed and their interrelations were estimated. Between Social extraversion and Impulsiveness, and between Social extraversion and Neuroticism, there were no correlations. But there was a low correlation between Impulsiveness and Neuroticism.
The relationship between these personality dimensions and experimental indices was discussed. Social extraversion was related to the overall performance level in the massed practice. Impulsiveness was related to variability of performance. Neuroticism had not any significantly related indices.
From these results, obtained dimensions were considered to have a high utility for understanding the links between learning and personality variables.

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[in Japanese]

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Several experiments have reported that observing another person receiving reinforcement may sometimes have motivational effects upon the observer. The results of these studies, however, are confounded by two factors; namely, the effects of vicarious reinforcement, and by models' performance speeds. The main purpose of the present study was to determine the relative importance of vicarious reinforcement and the observation of models' response speeds on a simple motor task with preschool children.
Sixty preschool children, 36boys and24girls, served as subjects. These children were randomly assigned to one of six subgroups of a 2 X 3 experimental design which involved two vicarious reinforcement conditions and three demonstrational response speeds by models. In the first phase of the experiment, subjects individually observed a female adult model performing a marble-dropping task. Depending on the subjects' assigned conditions, the trained model dropped one of the following numbers of marbles per minute: 1) 36marbles, 2) 24 marbles, or 3) 15marbles. During this observation, one-half of the subjects observed the model receiving positive social reinforcement (praise) while working on the task. The other half of the subjects observed the model who was not receiving social reinforcement. After watching the models perform for four minutes, the observer children worked on the same task for five minutes without direct social reinforcement. The number of marbles dropped through holes by the subjects per minute was used as the dependent measure.
The results of the study strongly indicate that the models' performance speeds have positive effects on the observers' subsequent performance. Those children who observed models working at a faster speed dropped significantly more marbles than those children who observed models working at a slower speed. On the other hand, the effects of vicarious reinforcement on children's response rate were not noted under any demonstrational conditions.

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This study was intended to investigate into effects of the nursing term on infant development. According to a length of nursing term, infants aged 6 years were divided into three groups, i. e. the third year group of 2 years nursing, the second year group of 2 years nursing and the group of one year nursing, and infants aged 5 years were divided into two groups, i. e. the second year group of 3 years nursing and the first year group of 2 years nursing. In each group 41-54 subjects took part in the present study. Intelligence quotients of the subjects were almost equal in each group, ranging from 95 to 120 on the whole. The effects in length of the nursing term were examined on the following points; (i) ability for perceptual articulatio n,(ii) habit and attitude in basic life, and (iii) habit and attitude in social life. The test for articulation ability consists of 17 questions in terms of overlapped and hidden figures. The inquiry into the basic habit and attitude is made up of 17 items evaluated by parents of the subjects. The inquiry used for social habit and attitude is composed from 33 items evaluated by teachers of the subject.
The main results obtained are as follows.
(1) Relationship between the nursing term and articulation ability. The ability for articulation tends to be quantitatively improved, as the nursing term lengthens. However, there was no statistically significant difference among the groups.
(2) Relationship between the nursing term and the basic habit and attitude. As the nursing term lengthens, the 6-years-old infants are advanced at the average value of basic habit and attitude scores, and the difference in the total average scores was statistically significant among the groups. However, no significant difference was found among the groups in each item investigated. The 5-year-old infants did not show any significant differences among the groups.
(3) Relationship between the nursing term and the social habit and attitude. -The 6-year-old infants revealed more difference here among the groups than they did in the basic habit and attitude scores. The best result was recorded particularly at the third year group of 3 years nursing. The effect of the nursing term was marked in many different items of the inquiry. However, there was no difference in the average scores among the 5-year-old groups.

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