Objects: The aim of this experiment is to compare which is the more effective method, that of presenting English sentence only, or the English sentences followed by the Japanese sentence and also to compare which number of trials are more effective, five times or ten times. This was said to be a comparative experiment between me and significant learning on point of audio visual chanical area.
Procedure: The subjects for this experiment were about 386 boys and girls in senior high school. The material which was used for this experiment was a series of English sentences and English Japanese sentences based on sentence patterns by Hornby and Fries. English sentences based on Hornby's sentences 9 sentences out of 25 sentences were selected for stimulus omitting complex sentences such as numbers 11, 12, 15, 16. Each sentence for a stimulus was composed of 7 syllables and 5 to 7 words. The sentences were divided into 3 high, 3 middle and 3 low depending on how difficult they were based on the result of a preexperiment.
English sentences based on Fries sentences-9 sentences were selected based on Fries English sentence patterns including 12, 3b, 14, 16, 14, 3a, 12, 2a, 15, 1a, 11, 2a, 15, 1b. The sentences were divided into 3 classes: high, middle and low depending on how difficult they were on the basis of a pre-experiment.
The stimilus sentences were presented to the subjects of both groups by the control method. English and Japanese sentences were presented to the B group. Both groups for the experiment had no significant difference in their T score and English achievement, and are said to be of the same quality. Each sentence was presented in 10 seconds on 10×30 cards and tape recorder and in 5 or 10 trials in succession.
The subjects produced the sentences they had learned by memory. After 10 trials presentation the subjects were asked to produce each sentence in 45 to 60 seconds.
The order of presentation in experiment were the following.
(1) Hornby₁-Fries₁ consists of 10 trials of Hornby and Fries sentence patterns in English and Japanese.
(2) Hornby₂-Fries₂ consists of 10 trials of Hornby and Fries sentence patterns in English.
(3) Hornby_3-Fries3 consists of 5 trials of Hornby and Fries sentence patterns in English and Japanese.
(4) Hornby₄-Fries₄ consists of 5 trials of Hornby and Fries sentence patterns in English. The subjects for this experiment are assigned equally to experimental conditions with no significant difference on the basis of the result of value analysis.
Results: In presentation English Japanese sentence group is more effective than English sentence group on a 1% level of significance on the basis of the result of value analysis. In trial and interaction, significant difference is observed at a 1% level in English Japanese sentences compared with English sentence group. Error analysis: English sentence group had more errors than English Japanese sentence group, there were 298 in spelling, 95 in phrases, 37 were ungramatical.
As for the difference in difficulties, English Japanese sentences are superior to English sentences on a 0, 1%, 5% level of significance on high and middle.

View full abstract

The aim of this research was to make clear various factors influencing articulation development by analyzing functional articulation disorders. We particularly took into consideration the importance of auditory feedback mechanism for correction and fixation of articulation in its developmental process.
In chapter 1, in order to make clear how this speech-sound discrimination ability affects the acquisition of standard speech-sound, school children with functional articulation disorders were divided into two groups one consisting of children with defects in speech-sound discrimination ability and the other being non-defects group. Analysis were made by following up the children for the purpose of seeing if there was any stutistical difference between the two groups regarding the degree of change of the disorders. As a result, it was pointed out that speech-sound discrimination ability was very important for the acquisition of standard speech-sound and that the degree of speech-sound discrimination ability could be used as an index of the degree of the disorders.
Therefore, in order to clarify the problems of articulation disorders, it is necessary to make clear the factors influencing the development of speech-sound discrimination ability. As the development of speech-sound discrimination ability precedes the development of articulation, it is assumed that the defects are closely connected with early environmental factors. Paying particular attention to this problem, we analyzed personality and mother-child relationship of our subjects. The results were sho- wn in chapter 2 and 3.
By analyzing the results of ‘Yatabe-Guilford personality test’, we found that the defects group as compared with the control group was characterized as emotionally unstable, sociallo maladjusted as well as lacking self-requlation and leadership. The analysis of the results of “parent-child relationship diagnosis test” and “the diagnosis test of parent-child semantic relationships” made clear domainant and overprotective attitude of the mothers of children with articulation disorders, Morever, the results of CCP (a test for measuring children's cognition of parents) told us that children with articulation disorders formed negative image of their mothers. It was particularly clear that the rejective tendency of mother in the situations where her help was needed, The fact that children with articulation disorders form negative images of their mothers suggests the problems in mother-child relationship in the past. Morever, it seems that mother-child relationship hold an important position among factors influencing the development of speech-sound discrimination aility.
From the results of this research, it seems possible to guess that the problem of articulation disorders is not only the problem of speech but also the problem closely connected with emotional and social development of the child. Moreover, in order to clearify various factors influencing speech-sound discrimination ability, it is necessary to analyze directly and multisided early mother-child relationship and we believe that the present research, though insufficient, has suggested the way of approaching this problem.

View full abstract

A) The authots tried to make a new personality scale using the 120 items of Yatabe-Guilford Personality Inventory. The procedures were as follow.
1. The 66 items which were not one-sided responses were factor-analysed by means of centroid method. The results were similar to those of the 120 items and the grouping of 66 items was very difficult, too.
2. From the correlation matrix of 66 items, the whole combinatios of items composed of more than four items and above±0.200 correlation coefficients were extracted (58 combinatios).
3. Each of the 58 combinations was factor-analysed by the principal axis method and the, corn munalities of the first factor were calculated.
4. There were many overlapping items in each combination and finally the five combinations (new scales) were selected.(The minimum communality of the first factor was 56%.)
5. The score-distributions and the correlation matrix of the new scales were culculated.
6. The results showed that the new scales should be classified into two groups.
7. The items which constituted each one of the new scales had deen classified into different scales of Yatabe-Guilford Personality Invetory, and the content of the new scales was difficult to explain. Therefore the authors concluded that the scale-con structor's interpretations of the items were different from those of the subjects.
B) The authors proposed a new method of personality diagnosis and demonstrated its utility. It was the interpretation method of response patterns to the four mutually indipendent items (main items). The total of the patterns was 81, and 600 subjects could be classified into 80 patterns. Using the most popular two patterns, the authors showed the method of pattern interpretation and compared the two interpreted personality images. The procedures were as follow.
1. The items (supplementary items) to which more than three quarters belonged to one pattern responded one-sided were selected from the 120 items of Yatebe-Guilford Personality Inventory.
2, The two personality images were described by integrating the main items and the supplementary items.
3. The two personality images were compared with each other.
By means of these procedures, the authors showed that the new method of personality diagnosis gave us much more information than those of Yatabe-Guilford type instrument and proposed that the basic assumptions of Yatabe-Guilford type instrument might be denied.

View full abstract

Purpose: This study aims to compare underachievers with overachievers about learning and retention of verbal materials under task-oriented and ego-oriented motivatialon instructions.
Method: The subjects are 529 junior high school students, and experimenters are 3 well-acquainted teachers and 3 unacquainted psychologists. Learning of nonsense syllables and retention for 24 hours were inspected. Comparison of recall scores of underachievers, achievers and overachievers was evaluated under different motivational instructions.
Results:(1) Overachievers have a tendency to be superior to underachievers about habits of rehearsal after learning. But about strength of motivation on experimental situation underachievers are inferior to overachievers only in the case of unacquainted experimenters under ego-oriented situation.
(2) About results of learning and retention overachiever are best and achievers are better than underachievers under either motivational instruction.
(3) About results of learning and retention egooriented Ss are superior to task-oriented Ss under every experimenter. But the differences in both achievers and underachievers are larger than that in overachievers.
(4) In either group of achievement scores, the difference of recall scores between two motivational instructions by unacquainted experimenters is more remarkable than by well-acquainted teachers.

View full abstract

The aims of this study, suggested by the hypothesis of acquired distinctiveness of cues and by the method of Spiker's experiment, are to clarify that the everyday language is the most effective ADC for delayed discrimination learning (Exp. I), and that the more familiar, the more frequent in usage, the language gets the more effective ADC function (Exp. II).
Exp. I
Procedures: The Ss receive one of the following six types of stimulus pretraining. As stimulus, pairs of a triangle and a square figure are used. Each figure has four variations about color and size. After that, Ss are asked to discriminate that either triangle or square is baited, in the delayed reaction experiment. Number of correct responses are counted.
Ss: The Ss are 90 three-year olds and 90 five-year olds children. They are divided evenly into six groups at each age level, according to the six types of pretraining. Types of stimulus pretraining:
1) Relevant word group (to learn relevant form names)
2) Meaningless word group (to learn to associate nonsense syllables with the figures)
3) Motor cue group (to learn to associate raising right or left hand with one of two figures)
4) Perceptual cue group (to learn to associate white or black card with one of two figures)
5) To see and discriminate group (to learn to say “same” or “different” with a pair of figures)
6) Showing group (to watch two figures for five seconds)
Exp. II
Procedure: Except that pairs of a square and a pentagon figure are used as stimulus, other procedures are all the same in Exp. I.
Ss: The Ss are 72 three-year-olds children and they are divided evenly into the the following six stimulus pretraining groups.
Types of stimulus pretraining:
1) Relevant word group
2) Overlearning meaningless word grop (to perform the 100% overlearning to associate nonsense syllables with figures)
3) Meaningless word group
4) Motor cue group
5) Perceptual cue group
6) Showing group
The results are as followings:
Exp. I:(1) In younger children, relevant word group, motor cue group, perceptual cue group, each shows more superior performance than any other control group, and relevant word group is the best among them. So, it is supported that the everyday language, relevant names of objects is the most effective as discrimination cues.(2) In younger children, perceptual cue and motor cue groups show superior performances than either to see and discriminate or showing group. Then, if provided any concrete cues, the task becomes easier for Ss than without cues.(3) In older children, there are not any significant differences among six groups and each group shows very high performances. It is probable that the older children would have already developed the ability to use internal speech as a substitute for external ADC.
Exp. II,(4) Relevant word group shows superior performance over overlearning meaningless word group, which is superior to meaningless word group. So, our major hypothesis is supported.(5) Motor and perceptual cue groups show superior performances to showing group. It is demonstrated that perceptual or motor cues other than language are able to be effective as ADC or mediator in younger children.

View full abstract

Kendler and D'Amato applied a mediational theory to predict that reversal shift would yield positive transfer for college students, and found, as predicted, that theyd behaved in a manner opposite to the albino-rats on which they had studied before, i. e. reversal shift was faster than nonreversal.
Then, H. H. Kendler and T. S. Kendler used the same technique to study concept learning in lindergarten children. Its purpose was again to see whether the behavior of the children would be consistent with the single-unit or the mediational type of S-R theory.
However, the results were that the group, as a whole, showed neither positive nor negative transfer in the test situation. Slow learners performed according to the single-unit theory: like the albinorats, they showed negative transfer for reversal shift. Only fast learners performed in accordance with the mediational theory; like the college students, they showed positive transfer for reversal shift.
Therefore, Kendler's mediational theory which implies that the mediation is verbal process, was not fully confirmed yet. This was why we planned a series of experiments on kindergarten children and tried to make sure directly how the verbal or symbolic clue mediated between the external stimuus and the overt response.
Method: Subjects-The Ss were kindergarten children (ages 3 to 6yrs. old). They were divided into two groups on the basis of their speech levels. Screening test trials were given to 243 children, and those who were able to express their choice verbally were put in the H-group. Those who were unable were put in the L-group. Then, each group was divided into two again, one for reversal shift (R-group) and another for nonreversal shift (NR-group).
Then, half of each group was instructed to tell E. their choice before they actually pointed it with a finger, i. e. they were expected to use words, e. g.“little,” “big,” or “green.” Those groups were called “overt verbalization groups”(OV-groups). So our experimental groups numbered 8 in all and
8 children in each group.
We predicted the results as follows:
1) When the Ss were not given any instruction to tell E. their choice, R-shift would be faster than NR-shift in the H-group, and NR-shift would be faster than R-shift in the L-group.
2) When the Ss were on a high level in their speech, R-shift would be faster than NR-shift, and OV would have little or no effect on R-shift, but it would interfere with NR-shift.
3) When the Ss were on a low level in their speech, OV would reinforce completing R-shift, but would have little effect on NR-shift, or impair it a bit. When the correct verbal clue was given, R-shift would be faster than NR-shift. When they were not given, NR-shift would be completed more quickly than R-shift.
Differing from our predictions, the results of our experiments showed that R-shift was always faster than NR-shift not only in the H-group but in the L-group. The OV seemed to yield positive transfer for R-shift, but it was not statistically reliable.
Discussion: As all the Ss. we used had already experienced an amount of test trials for screening, we found it possible to think that a. categorization set had been formed by it and it played the role of covert responses that were assumed to mediate between external stimuli and overt responses.

View full abstract

The purpose of the present study was to examine the relationship between “divergent thinking” and “intelligence” in childhood.
The subjects were 473 children of 2nd, 4th and 6th graders in the elementary school. Divergent thinking test (DTT) and intelligence test (IT) were administered. DTT included the following sub-tests: sketching circles (SC), pattern meanings (PM), alternate uses (AU) and restrictive association (RA). The index for scoring in DTT was fluency. IT included seven sub-tests from which the following four scores were calculated: thinking (T), memory (M), verbal ability (V) and non-verbal ability (P).
The centroid method of factor analysis and orthogonal rotation of axes was applied to the correlation matrix based on the above eight variables.(SC, PM, AU, RA, T, M, V, P), and three factors. were extracted. Factor I was interpreted as “intelligence” factor, factor II as “verbal-non verbal” factor and factor III as “divergent thinking” factor.
These results show that there are no structual differences between the three grades as far as the factor I and factor III are concerned, and the factor “divergent thinking” is independent of the factor “intelligence” in factorical analysis. In additional examination of factor II, however, the divergent thinking factor was related to intelligence factors T, V in 2nd and 4th grades but to intelligence factors M, P in 6th grade.

View full abstract