As the basis of the study of mental, and physical development, it is important to understand the relations between physical maturation degree of the individual and other various characteristics of the organism. This paper is a report of experiments in which the writer has tried to establish some standard setting the degree of physical maturity as the basis of correlative study mentioned above and scrutinize the validity of the standard. As an index for deciding the physical maturation degree, the writer used xray picture of the carpal bones.
I. Taking x-ray pictures.
The subjects: 1022 boys and girls (Aging O to 15).
The period of experiment: about 5 years from 1950 to 1954.
The site of photographing: X-ray room of the Medical Dept. of Kanazawa University. Under uniform conditions (P. H. D 80cm), pictures of eight wrist bones and two epiphyses of each person's right hand were taken.
II. Measurement of the pictures.
1) X-ray pictures were reproduced on the tracing section paper.
2) The ossified area of each bone on the reproduced picture was measured by calculating the numbers of a regular square of 1mm².
3) The bone area (mm²) of every subject was added together. The sum area of each bone was regarded as an index of ossification degree of the subject and this sum area became a datum to establish a standard.
III. The establishment of a standard.
The author obtained three kinds of standard. The first standard was obtained by the ratio of the number of carpal bones that appeared to the 10 bones of all carpal bones.(Table 3. 4.) The next standard was established from the result of the procedure II -(3) mentioned above.(Table 5. 6.) By this standard, carpal age and growth quotient can be determined, but in this standard no attention is paid to stature though it has common feature of age unit scale. The writer found that stature has high correlation with ossified areas of carpal bones.(Table 7) In order to establish suitable standard, therefore, we must simultaneously take age and stature into consideration. Then the third standard was established as the formula based upon C. F. Gauss's method of least squares which takes age and stature into consideration simultaneously.(Table 8) The general form of the formula is Z=AX+BY+C, and Z is the total of each wrist bones' area, X standing for age (by the month) and Y for stature (in centimetres). From the formula, we can derive the standard wrist bones' area and carpal age of individual who has given age, stature and total area of wrist bones, and from these results we can obtain. Maturation Quotient (M. Q).
IV. Validity of M. Q derived from the formula.
1) M. Q derived from the formula has fairly high correlation with maturation degree obtained from the first standard mentioned above. There are correlation coefficients +. 5-+. 8 between 3 and 10 years of boys, between 1 and 9 years of girls.(Table 9)
2) Correlation coefficients between M. Q and maturation degree obtained from the above mentioned second standard are over +. 94 through every year.(Table 10)
3) The correlation between M. Q and other physical characteristics are as follows:
(A) Among dental age (X1) carpal age (X2) and chronological age (X3), there are the following correlation coefficient.
γx₁x₂. 94, γ xix,. 90, γx₂x₂. 86, γx₁x₂x₃. 74
(B) One hundred and fifty seven girls aging thirteen to fifteen were devided into four groups, that is, the early menarcheal group (E. group), the late menarcheal group (L. group), the middle group (M. group) and the group of the girls before the menarche (B. group) related to ttge at the first menstruation. Then, the writer calculated the mean value of Maturation Quotient of four groups. The result was as follows:

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1. The purpose of the present study.
By means of a simple but laborious mental work of adding up consecutively two numbers ranging from 2 to 9 arranged at random in 20 groups of columns, the writer tried to establish a -method of character diagnosis.
2. The procedure and method.
Sheets of test-paper specially designed for the experiment were prepared. The form and design are a little different from those seen in kraepelin's test-paper.
There are 20 group columns with the figures ranging from 2 to 9 arranged at random.
The subjects were requested to add consecutively each figure to the one which followed, thus always making an addition of two figures at a time. All that the subjects had to do was to keep recording the sum of the two numbers given. when the sum exceeded 10, only the second figure had to be recorded, leaving the first figure unwritten.
For calculation of the consecutive two numbers in each column, two minutes were allowed to each subject, who, naturally, had to stop his calculation at the end of the allotted time and resume the same mental work of adding numbers in the next column.
In the experiment which the writer made 500subjects (pupils ranging from the fifth graders of the elementary school to the third graders of the lower secondary school) were used.
The tester carefully observed the results of each calculation in each column and drew out of the general result the following eight factors which, he considers, will be a helpful indication of the character of the subjects. With this key in hand, the writer tried to measure their character.
3. The results.
The eight factors drawn from experiment are as follows:
(1) The total number of the additions made by each subject.
(2) The fluctuation of quantity of the additions.
(3) The position of the highest climb.
(4) The rate of climb.
(5) The total of miscalculations.
(6) The total of correction of errors.
(7) The fastness and slowness of the rising curve.
(8) The general efficiency curve of the mental
work.
The writer considers that an individual's character is formed by the variance of the combination of these factors, which will give the following six distinct types of character.
The tester's observation, the evaluation of the character of the subjects made by their teachers in charge and the personal criticism recorded in the school register joined forces with the results of the experiment to give the six patterns of character, in accordance with which the writer has made a plan of character diagnosis.
(1) Steady type
(2) Competitive type
(3) Positive fluctuation type
(4) Feeble type
(5) Negative fluctuation type
(6) Stagnant type

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I, II
Following up 200 delinquents for more than a year, several factors which had been measured before were found to predict prognoses as shown in the previous reports. All of those factors are shown again on the left side of Table 1. Of course, they were regarded as indicating personality traits. However, because they were related to one another, the relations were studied more closely. Thus 11 factors were finally obtained as predicting prognoses which are shown on the right side of Table 1. These factors, by themselves, can predict prognoses. Among them, the first seven factors are the ones which can be measured through objective examination. and from these factors, a predction table (Table 5) was obtained by the method as shown in Table 4. Table 5 is similar to one of the various prediction tables reported by Glueck and many others. The next two are the diagnostic factors obtained by understanding the behavior traits, and from these factors another prediction table (Table 3) was obtained. The last two, on the other hand, are not the representative factors, because other main psychological tests (TAT, Rorschach, etc) have not been made, and we do not consider these factors significant enough.
III
If we consider the delinquent condition as a disease, it is necessary to study not only the relations between symptoms or personality background and prognosis, but also the relations between the disease itself and prognosis. Then, what is the disease itself? Many typological diagnoses have been studied with regard to crime or delinquency. However, from the therapeutic point of view, it is suitable to classify them, as Healy reported, according to the dynamic situation or socio-psychological mechanism, in which personality and environment are concerned, and from which delinquencies result. Accordingly, the sociopsychological diagnostic classification of delinquent conditions has been made as follows:
Those which belong to Group I are the crises caused by personality defects such as exogenious or endogenious psychosis, serious cases of feeblemindedness and psychopath. These defects are regarded as producing delinquencies under no environmental abnormalities. Group II refers to all types which are not contained in I, III, IV and V For instance, the neurotic crisis caused by unconscious conflict belongs to this group. Furthermore, the acute crisis which results in the pureoccasional

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This study is concerned with the functions of testing in teaching. The wordTesting

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reproduction can remember better than a subject group that has not experienced reproduction at all. However, my viewpoint in this particular study is quite different from that of the experiment on memory. In those memory experiments the above fact is considered undesirable inasmuch as it disturbs the rigidity of the experiments. However, from the standpoint of this particular study, this fact is regarded favorably as one that could successfully be used in teaching.
Here nonsense syllables and two-number figures were used as study material. The experiment was conducted in the control group method and the rotation method. Two equivalent groups were organized through the matched-pair method in accordance with the results obtained from immediate reproduction of what had been learned. The process of this experiment is as Figures 2, 3 and 4. After one or two days' interval from the original learning, a test was given only to the experimental group. Then, after another interval of two or three days, a critical test was given to both groups, experimental and control.
The effect of the interpolated test given only to the experimental group can be observed in the difference of the results of the critical test between the two groups.
Four experiments in total were carried out. The results are shown on Tables 1, 2, 3, 4 and 5. They all point to the fact that the interpolated test was definitely effective. In general, giving of test itself produces a positive effect to learning products.
Based on the fact of “Testing Effect” the following two possible interpretations are suggested:
1) By giving a test the memory-traces which remain from original learning can be reinforced.
2) A “set” convenient for reproduction of the traces can be maintained.

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