Following facts about the process of the development of self-cognition have been definitely revealed with dairies of school children (from the 1st to 5th grade).
(a) Self-cognition is possible only through others.
(b) At first, cognition is one of the external (behavior) of self, but gradually it developes into one of the internal (consciousness) of self.
(c) At first, cognition is one of present self, subsequently becomes one of past self.
(d) At first, self-cognition is possible through others as individuals, but next through others as groups. And at last, self-cognition becomes cognition of self as an individual in a groups.

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This article is a report of our attempt to form a particular pattern of verbal behavior in a child who has serious impairment of general motor function caused by cerebral palsy.
Our subject is a 12-year-old girl called Yokko. As for her verbal behavior, she has no problem as a receiver, understanding fairly complicated sentences, whereas as a sender she has difficulty in communication. Her speech can hardly be discriminated and her writing is also impossible because of impairment in motor functions of her fingers.
So we attempted to develop in her a sending behavior of particular signals...we call it commanding-to-write behavior...taking the following conditions into account: (1) She can discriminate among letters and numbers. She also understands the relations between these symbols and their corresponding objects.(2) She can do only two alternative localizing responses by her hands.(3) Her visualmotor function is good enough to look on over a certain space.
The coding system for this behavior was so constructed as to meet the following conditions; (1) Each code has two components corresponding to two alternative responses by her hands.(2) The coding system includes as many codes as necessaryto compose any ordinary Japanese sentence and also has some spare codes for the symbols which she has not yet learned.(3) It has structural correspondence to the symbolic system. As for the length of each code, the shorter, the better. This is incompatible with the condition (3) but in order to facilitate the acquisition and mastership of this behavior, we emphasized the condition (3).
The traning was conducted 11 times about 90 minutes at each time, once a week. She was asked to translate into code any letter which she would like to send, referring to the table which shows the corresponding relations between letters and codes and making either of the alternative responses in terms of the component of the code. The letter corresponding to the code sent by hex was then written on the white board by the trainer. Thus she learned that she could write by means of the hands of the others in terms of sending the codes. She has easily understood the corresponding relations between letters and codes andnow responds by sending the code whenever she is spoken to by others.
The results obtained in Yokko may highly be estimated in the following respects: (1) Commanding-to-write behavior can serve for verbal communication. It serves not only to communicate with others but also to keep record for herself. It serves as an effective media for teaching and learning.(2) It saves the time for communication. The commanding-to-write behavior has however some limits as follows: (1) It is impossible to include the whole letters in this code system.(2) In learning to send new letters, she must learn both these letters and their corresponding codes.(3) It requires special apparatus.
In training commanding-to-write behavior it is desirable to use a machine which prints the letters corresponding to the codes sent by the trainee. The reasons for this are: (1) It saves time.(2) It saves labour.(3) It transmits informations more securely.
From the results obtained in Yokko we expect that our attempt will be applicable for those who have speech disorders and yet meet certain conditions as Yokko does.

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In this study, I considered the effect which the characteristics of group members in co-operation and competition had upon group memory.
Subjects...twenty-four junior high school pupils out of whom I selected six groups (two introversion groups, two extroversion groups, two heterogeneous groups, each group consisting of fourperson group members). And each two groups are divided into the co-operation and competition situations.
Procedure...The experiment was made at each group. First, I gave the instructions to the subjects and then made them memorize the memory materials for ten minutes. After mutual consultation of the group members for twenty minutes, I made them recall the materials. The results of the experiment are as follows.
1. In each recall time, the recall rate in the co-operation situation is higher than that in the competition situation.
2. In the case of the homogeneous group members (the introversion group and the extroversion group), the recall rate is high in the co-operation situation and low in the competition situation. In the case of the heterogeneous group members, the recall rate is high in the competition situation and low in the co-operation situation.
3. The introversion group members have the highest recall rate in the co-operation situation and the lowest recall rate in the competition situation. This tendency is also seen in the extroversion group members who hava the recall rate next to that in the introversion group members. The heterogeneous group members have the highest recall rate in the competition situation and the lowest recall rate in the co-operation situation.
4. In the study of group memory, I think we could have a sufficient result by considering the characteristics of group members and their interactions.

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The purpose of the present study is to elucidate wheher affiliation influences children's receptivity to socal reinforcement or not. We made two experiments in different conditions. Ss were 3 to 6 year-old children in each experiment.
Exp. I: The purpose is to study the affiliation effects when E reinforces children's task behaviorin a two person situation (E and S). Ss were divided randomly into 3 groups: positive (P), negative (N) and control (C). P and N groups were given instructions to draw pictures. In conditon P, E showed a positive interest in each S or his drawing, and spoke to him with familiarity. This Condition P is assumed to arise the affiliation to E in S. In condition N, E hardly spoke nor responded to S, without looking back S. In condition C, Ss had no prior contact with E. The next day the experimental task of setting marbles in correct positions was imposed on Ss. S was reinforced verbally when he responded correctly. Results showed that in the experimental task P group achieved significantly most of the three groups. And the amount of N group's achievement was the least. Further, P group showed most positive reactions to E.
Exp. II: The purpose is to study the affiliation effects in the case that E reinforces S's interpersonal behavior in a dyad situation. Ss were divided at random into 2 groups: P (positive) and C (control). Each was paired with his partner. Condition P is the same as in Exp. I. In Condition C, E responded neither in a positive nor negative manner and answered the questions if necessary. The experiment was made for three successive days. On the first and the third day the tasks were the same, and on the second day social reinforcemeets were given verbally whenever S shared his instruments with his partner. All tasks were characterized by being achieved by cooperative exchanges of S's instruments. The reinforcement effects were determined by measuring the difference of the frequency of responses between on the first day and on the third day. The results indicate that the reinforcing effect is greater in group P than in group C.
According to the results of these two experiments, it is concluded that E's positive behaviors influence children's receptivity of social reinforcement. Such influences occured when the object of the child's reinforcements was not only task achievement but also interpersonal behavior.

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[in Japanese]

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[in Japanese]

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[in Japanese]

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