The purpose of this study was to classify the developmental change of preschool and school aged autistic children through the application of NAUD S (Nagoya University of Autistic Child's Developmental Scale). The NAUDS consisted of 13 items, each one was to evaluate one aspect of some autistic characteristics; Language (L₁, L₂), Activity level (A₁, A₂), Emotion (E₁, E₂), Empathy (Em), Human relation (Ad₁, Ad₂, C), Eye contact (Ey), Perseveration of sameness (P. S) and Stereotyped behaviour (St). Each item of NAUDS consisted of 5 rating steps according to the level of improvement of autistic characteristics.
1. Factor analysis of NAUDS: NAUDS was administered to 41 autistic children and 28 mentally retarded children treated with play therapy at a clinic (Reseach center of Remedial Education, Aichi University of Education) and 55 autistic children in a prefectual special school for mentally retarded. The NAUDS data were analysed by the principal factor method and the results were rotated by the varimax method. The factors obtained for autistic children were quite different from that of mentally retarded. The 1st factor loaded on E₁, E₂, Em and Ey items was named E factor and the 2nd factor loaded on L₁, L₂, Ad₁, Ad₂, and C items was named L factor. The remaining 4 items (A₁, A₂, P. S, St) were accounted for A factor (FIG. 1). On the other hand, for the mentally retarded children 11 out of 13 items (other than A₁, P. S) were highly correlated to each other and only one factor was extracted (FIG. 2).
2. Examination of the improvement of autistic characteristics and the correspondence of developmental change among 13 items: 18 autistic children having been treated with play therapy for 3 or more years were evaluated by NAUDS every year. In the process of developmental change the high correspondence found were among E₂, Em, Ad₁, Ad₂ and C but the correspondence among A₁, P. S, C and St were rather low (FIG. 3, 4).
3. Index for the improvement of autistic characteristics and the classification of the developmental change: From the results of the previous 2 sections, we proposed E-score and L-score as the appropriate index for the improvement of autistic characteristics. E and L scores were obtained as the average rating score for the items containing 1 st or 2 nd factor respectively. 23 autistic children treated with play therapy once a week at this research center 3 or more years, were evaluated every year. At the beginning of this study, their mean age was 6.3 years. Longitudinal change of autistic characteristics was analysed from the viewpoint of the locus of E and L scores and four types were identified.
D1 Type E score level 1-2 L score level 1 (FIG. 5)
D2 Type E score level 2 L score level 2 (FIG. 6)
D3 Type E score level 3 L score level 3 (FIG. 7)
D4 Type E score level 4 L score level 4 (FIG. 8)
In addition to the four types discribed above we set up another type (D5) including intelligent autistic children.
D5 Type E Score level low L Score level high (FIG.9)

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The purpose of the present research is to investigate the structure of fulfillment sentiment in contemporary adolescence, and to confirm to what extent the sentiment model for contemporary Japanese adolescence proposed by Nishihira (1979) explains the structure of fulfillment sentiment.
For the first study, 280 subjects rated 53 items that constituted the fulfillment sentiment instrument. The data were analysed by means of factoranalyses. Results of the analysis revealed that the fulfillment sentiment consisted of 4 factors, thus confirming the model proposed by Nishihira. Four factors were named (1) fulfillment sentimemt vs. boredom-emptiness,(2)jiritsu-jishin (independence and self-reliance) vs.amae and lack of self-reliance,(3) solidarity vs. isolation,(4) trust and time-perspective vs. mistrust and time-diffusion. An examination on the pattern of correlations among four scales indicated the followings: the scale for fulfillment vs. boredom-emptiness showed significant positive correlation with the scale for jiritsu-jishin vs.amae and lack of self-reliance, the scale for solidarity vs. isolation, and the scale for trust and time-perspective vs. mistrust and time-diffusion. These results provided positive evidence to support the Nishihira's model. However, it was found that that the Nishihira's model might require a certain modification on the basis of results.
The second study was designed to examine stability of each factor of the fulfillment sentiment scale by using the identical factor score method proposed by Bentler (1973). It was found that stability of the fulfillment vs. boredom-emptiness scores was lower than that of jiritszt-jishin vs. amae and lack of self -reliance, solidarity vs. isolation, and trust and time-perspective vs. mistrust and time-diffusion. These results suggested that the scale of fulfillment sentiment vs. boredom-emptiness represented an aspect of mood, while the other scales did the aspects of an ego-identity.

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There exist a group of children among cerebral palsied ones whose profile of the WISC or the WAIS exhibits a remarkable dip in scaled score in the block-design subtests. The dip seems to suggest their inadequacy in mental operations of spatial representations, as compared with the scaled scores of the other subtests. The present experiment was designed to investigate what kind of mental operations are required to perform the block-design test and to examine in what operations those cerebral palsied children have difficulty.
An original and eight modified tasks of the blockdesign subtest in the WAIS were administered to four such cerebral palsied children. The Eight modified tasks were as follows: visual choice of a model among serevral similar designs (task 2); reproduction of a design from a visual model which was presented in a life-sized demonstration card (task 3); reproduction in which a model was presented in a life-sized demonstration card with divisional lines to clarify the block elements in the design (task 4); reproduc-tion of a design, by employing flat blocks (task 5); painting a copy of a model (task 6); painting a clopy of a model whos elemental divisions were presented one at a time (task 7); reproduction in which a model was constructed of real cubic blocks (task 8); and reproduction of adesign after the experimenter demonstrated the same reproduction (task 9). The nine tasks involved six reproduction ones, and the six tasks were presupposed to be arranged orderly from more difficult to easier ones.
It was found that the subjects often pass task 2 even when they fail in the original reproduction task, and that the subjects' reproduction improves in task 4 in most cases and somewhat improves in task 8 and task 5. These findings were considered in terms of the subjects'inadequacy in such internal operations as mental sectioning of a representation of a model and mental transformation between two and three dimensional representations.

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The purpose of this study was to investigate stimulus factors, i. e. what kind of facial features elicit imitative responses. The experiments of tongueprotruding imitation were carried out with several patterns of the face (FIG.1).
FIRST EXPERIMENT ; 1-, 3-, 7-, 9- month old infants (respectively N= 20, 20, 10, 5) were presented tongue protrusion in the experimenter's real face, the mirror image of the face, the schematic face, the mouth pattern and the rectangle protrusion. The result showed that the complete face, whether real, schematic or mirror image, was efficient for 1-month old infants ; in 2-month old infants, the movements of tongue protrusion itself was as efficient as human face patterns, face form or its parts for all 3-month old infants except for mirror image. It was, however, not later than 7 months that few imitative responses were elicited except by real face (FIG.2). In general, it was suggested that facial imitation did not occur in responses to physical movements per se of stimuli ; still in the context of human face, the primitive form of imitation at 1-month reached its peak just before 3 months, and then started declining to show the first proper imitation emerging.
SECOND EXPERIMENT;1-to 12-month old infants (N=60) were presented tongue protrusions, in a schematic normal face, an eyes-and-mouth pattern without contour, a scrambled face, and a contour pattern without eyes. The result showed that more facial imitations were produced with human face-like stimuli (a schematic face or an eyes-and-mouth pattern) than complex stimuli (a scrambled face) or a contour pattern before 5-month old ; still in 2 monthold a scrambled face was effective too. But for 5-month old, patterns of face elicited few imitative responses. These results showed almost the same developmental changes as in EXP. 1. An analysis of other responses showed that, since facial imitation accompanied smile responses at 3 months, it was believed to be associated with positive emotion; and there occurred many reaching responses inhibiting facial imitation after 5 months.
In short, it may be suggested that facial imitation rquires the cognition of human face-likeness which is considered to be based on primary socio-emotional communication.

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The purpose of this study was to examine the mother's inhibiting or accelerating attitude toward the child when performing in a potentially dangerous situation. It was hypothesized that the mother's attitude might be decided by her cognition of her child's ability to behave with safety.
Mothers and teachers of 3-, 4-, and 5-year-old children (n=512) were asked on the children's abilities and behavior characteristics being necessary to handle danger and behave with safety.
The results were as follows.
(1) The skills to perform in safety increase with age.
(2) The degree of mother's prohibiting attitude toward her child does not change with increasing age.
(3) The factors that determine the mother's attitude interact with the child's developing aspects of various abilities needed to behave with safety.
Based on these results, we constructed a model that presented the factors influencing the mother's prohibiting or accelerating attitude toward the child (FIG.1).
Further, a new perspective for concept of a developmental task may be presented here. The developmental task is not to be associated with beh-Rather, each child has his own developmental task avioral norms when he attempts to decrease the discrepancy between the meta-cognition of his abilities and the actual performance. It is suggested that the dynamism of mother-child interaction should be understood on this new concept of developmental task.

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Two experiments were carried out to investigate the effects of semantic constraints of sentence contexts on the elaborative learning. In the first experiment 40 subjects (adults) were asked to rate whether the target word would fit into sentence frame with five point scales followed by an unexpected recalland recognition tests. Three types of sentence frame were used: Congruous-Interchangeable(CI), Congruous-Noninterchangeable(CN), and Incongruous(I). The target words fitted into CI and CN sentence frames, but did not into I sentence frames. In a CI sentence frame, both the target word and its associate fitted sensibly, whereas in a CN sentence frame the target word fitted sensibly but its associate did not. Recall performance was highest in a CN sentence frame followed a CI and a I sentence frame. False recognition scores to the associates were higher in CI sentence frames than in CN ones. These results were interpreted as showing that effective elaboration seemed to depend on the semantic constraints of sentence contexts embedding the target words.
In the second experiment 29 second and 33 sixth graders were asked to answer orally whether the target word would fit into sentence frame followed by an unexpected recall and reccognition tests. CI and CN sentence frames led to a better recall than I ones, but the difference between the former two sentence frames was not observed. The difference of frequency of false recognitions to the asociates between CI and CN sentence frames was not observed. These results showed that school children would be unable to utilize a CN sentence frame for effective elaboration of target word. It was suggested that the ability of encoding target words with sentence contexts was critical to effective elaboration.

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