In this experiment, I Would observe how preschool children will give a solution when they are given subjects in which they have interest. After that, I would characterize logical constructs of thinking in pre-school children. As a different view point from general researches on logical thinking, I would observe how pre-school children really think logically before they consciously operate and adjust already existing systems and axioms of logic.
Experiments
Subjects: 60 children in kindegrarten (six years old).
Materials: 16 colored pictures of animals on white cards (4cm-4cm). These animals are as follows,
fishes: a goldfish, ared tai and a loach.
birds: a japanese crane, a sparrow, an owl, a duck and a cock. insects: a butterfly, a cicada and a dragonfly. beasts: a monkey, a goat, a rat, a rabbit and a dog.
Picture-book is “a living thing” A book of science (2) by Kazuo Mafune. Doshinsha (in Japanese) 1968. This book shows (1) how animals move, and (2) names of parts in animals. For instance,
p.2 pictures of a lion, a cat and a dog.“Beasts walk by legs”
p.10 picture of a cow.“A beast has a head, a trunk and 4 legs. The body is covered with hairs”
Experiment I A. Teaching group. Subjects 30.
First, subjects are taught on distinctive features among “fish”,“bird”,“insect” and “beast” in picture- book. First trial subjects must name 16 animals on cards. If they make mistakes, experimenter teaches them correct names. After that subjects classify 16 cards as they consider them to belong to one group or another. When subjects finished classifications, experimenter asked reasons why they classified as they did. For subjects who classified correctly, experiment is stopped. Other subjects must advance to another trial.
Second trial: experimenter instructs subjects to classify these 16 cards into “fishes”,“birds”,“insects”, and “beasts”. When they finished, experimenter asked reasons why they classified as they did.
ExperimentIIB. Non-teaching group. Subjects 30. Experimenter gave subjects no instructions on these animals. First and second trials are as in first experiment.
Results
(1) Correct classification on scientific thinking was greater in A group than in B. Though subjects of B group classified correctly, their reasons are based on experience.
(2) I would set up some stages of logical thinking which appeared in this experiment.(Table 1)

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It was found that the retarded children we had trained were divided into two groups. The first group (C-Group) members were the children whose emotional condition were stable all the time, whose vitality was substantial and who had a bright and happy life, while the second group (U-Group) members were the children whose personality growth was disturbed by their enervation, inferiority complex and anxiety.
The purpose of the present paper was to certify the factors involved in different personality formation in the mentally retarded children. The subjects we selected were forty educable retarded children and were divided into C-Group and U-Group through their teachers' observations in the educational situations. Each child's mother was asked to indicate her expectancy on her child's future and her “way to live” or her “view on life”. The teachers were asked their views on “retarded development of mentality” in children and their educational viewpoints on retarded children. And the process of the human relationship between each child belonging to two Groups and his teachers was analyzed through the “Educational Relationship Scale” presented in Table 1.
The main results were as follows. First, differences in the mothers' educational expectancy in the two Group's children were not found. Second, the differences of each mother's way to live, or her “view on life” were described clearly. That is, the mothers whose children were divided into the C-Group were very conscious of a desire for “selfsubstantial life” through sympathizing with another persons. On the contrary, the mothers whose child belonged to U-Group were ready to keep themselves shut up in an untroubled life. It was suggested, therefore, that the self-substantial life, or bright and happy life of the retarded child of C-Group was formed by his mother's sympathizing life with other persons.
Third, it was confirmed that the teacher had a constant orientation to direct the more positive relationship to C-Group members, and yet encourage them to take a friendly attitude in the relationship, while he took small interest in U-Group children and was apt to stop making an effort to keep a warm sympathy with them when he could not observe their personality growth.
The outcome was that the retarded children could grow up to be fine young men when they had been brought up by mothers who had a conciliatory attitude to other persons and who desired a “selfsubstantial life”, and when, furthermore, they were educated by a teacher who had been concerned about his pupils' possibilities and kept a warm and friendly relationship with them constantly.

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This report contains the V, VI, VII of a series of experimental studies on the “Form-Color” problem.
The experiment of study V was designed to investigate and compare the controlled instruction and the experimental instruction to the stimulus figures made in reference to the “figure of KATZ”. The stimulus figures used were geometrical figures, objective figures and abstract figures. These responses were respectively considered from a developmental point of view. The results were as follow. In the controlled instruction used the geometrical figures responses shifted from color to from between the ages 4-5 and 6. This result intensified one year later than the experimental results for the Lotto-Methode. On the one hand, when the experimental instruction was used the geometrical figures were already identifiable at age 4 and the form abstra-ction was more dominant than the color abstraction. In the controlled instruction using the object figures for age 4, the form abstraction was more dominant than the color abstraction. In the experimental instruction already the form abstraction was remarkably more dominant than the color abstraction in the age 4 group. In the controlled instruction using the abstractive figures, responses shifted from color to to form between the age group 4 and 5. In the experimental instruction the responses shifted from color to form between age groups 4, 5 and 6.
Experimental study VI was designed to compare the results of the responses of the experimental group on the classification of fifty-four assorted cards. These involved geometrical figures, object figures and abstract figures. This comparative study shows the results of the responses to a groups of eighteen assorted geometrical figure cards. The results were as follows. In the case of the experimental group, the color classification was more dominant than the form classification in the age 3 group. In the age 4 group the form classification was more dominant than the color classification. In the older age group the form classification was consistently more dominant than the color classification. In the comparative group the color classification was more dominant than the form classification in the age group 3 and 4. In the age 5 and 6 group this form classification was more dominant than the color classification. In this group of classifying geometrical figures the responses shifted from color to form between the ages 4 and 5. In the older group the form classifying was consistently more dominant than the color.
Experiment (VII) relative to pre-training the classifying of form and color, examines the effect of pre-training to the following abstraction of form and color. In the group which participated in the pre-training program the classifying of the color abstraction was more dominant than the form abstraction in the 4; 3 age group and 4; 10 age group, and in the 5; 9 age group, form abstraction was one hundred percent. On the other hand in thegroup which did only the pre-training of the color classifying the color abstraction was one hundred percent in the age group 4; 0, in the age group 5; 1 the color abstraction was more dominant than the form abstraction. In the age group 6; 0 the form abstraction was more dominant than the color abstraction. In the older age group the form abstraction was consistently more dominant than the color abstraction.
From the above stated results it has been confiremed that in the study of “form-color” problem using the “figure of KATZ”, card sorting of form and color, and pre-training of form and color classification, the response to abstraction have to dowith the developmental conditions in terms of age. rather than with the individual “Eigentätigkeit” presupposing a temperamental character-ological being.

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[in Japanese]

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The experiment was designed to examine the effects of reward and punishment given verbally in class rooms_ of the 4th grade on achievement of calculating task. Rate among number of children given reward after the task, number of children given punishment after the task and number of children given neither reward nor punishment after the task was different for each 10 classrooms. The task was continued during successive 5 days.
Measures were the number of correct answers and the rate of correct answers to all answers for each day.
The results as were follows:
(1) Reward was more effective to increase the number of correct answers than punishment.
(2) Reward was more effective, as that was given to more children in a classroom, and that was the most effective when that was given to all children in a classroom.
(3) Rates of increasing of numbers of correct answers were low in the children who observed the others given reward, and the effect was stronger as the observing children was less.
(4) Rates of increasing of number of correct answers were high in the children who ovserved the others given punishment, and the effect was stronger, as the ovserving children was less.
(5) Only 1/3N groups and 1/3P grouup showed significant increasing of rates of correct answers.
From the above findings, it was supposed that reward, punishment and implict reinforcement had not only the function to facilitate learning butalso that to inhibit it, and that punishment had the stronger inhibiting function than reward, the inhibiting function was stronger as reward or punishment was given for fewer children, the inhibiting function of implicit reinforcement resulting from observing children given reward was stronger than that resulting from observing children given punishment, and the facilitating function of implicit reinforcement was stronger as observing children was less.
(6) There were no significant differences in both number of correct answers between the continuous reinforcement condition and the partial reinforcement condition.

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[in Japanese]

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