In my previous experiment, I found that praxis is very effective to find the functions useful for the problem-solving process. The aim of this study is to make certain of the positive effect and the limit of praxis.
The subjects are 26 boys of ten-years old. They are divided into two groups. Subjects of one group (GI) are given materials that consist of number and signs, and subject of the other (GII) are supplied with materials the manipulation of which is allowed. And I compared the performances of these two groups.
The problems used are those requiring boys to find, under the condition that sum total must be obtained through only one time of addition, multiplication and division respectively, the sum of natural numbers beginning with 1 and ending with an odd number (e. g. 1+2+...+7). When no one can find even the direction, they are aided by decreasing the numbers or by giving a few hints.
The materials for GII-Praxis Group-are colored number cards-red and blue. These cards have, in this case, two folowing characteristics:(1) they prevent the fixing of their location, and (2) they make subjects think of another set of numbers.
The difficulty of this problem originates, perhaps, in the fact that the numbers of terms are not even. The sum of these numbers are, in general, gained by the formula, S_n=n/2(n+1).
The formula Sn=n(n-1)/2 is rather preferable to show the solving process of subjects. The latter formula indicates that it is neccessary to use another set of numbers besides the one given at the presents moment. The absence of & ldquo;another set & rdquo; makes it difficult to find the direction.
Praxis that the materials are manipulated is very successful at the stage of finding the direction of solving, whereas this is not so effective as the way of solving by glancing the whole numbers and signs when we want to grasp the structure of the problem and apply the relations found to the other and more complex problems.
Grasping the cue of problem-solving depends very much upon the way of perceiving the materials or objects. And in addition, it needs an ability to imagine. But, the direction of thinking is subjects to the previous experiences of the ways of thinking in general.

View full abstract

This is the 2nd report by this author concerning the development of children's understanding of causal relations. In order to confirm the points which had been proposed in the 1st report, the author took two groups of pupils as subjects, from rural and urban areas. One group, of 118 elementary school children of both sexes including all the grades from the 1st to the 6th, had to answer the causal reasons of 8 phenomena whichh were demonstrated to them. The other group, from rural school which was composed of 204 children were asked to explain the causes of natural phenomena or events which were rather familiar to them. The answers were classified according to the categories which were proposed by J. Piaget. Each answer was scored by 5-points scale. The scores for all the pupils were calculated and compared by consecutive grades, and sexes. Although the methods of tests were different for each group, the results showed close resemblances to each other. It was found that the three stages of development in the understanding of causal relations by children, which was proposed by the author in the 1st report, and which, he thought, seemed to harmonize the two seemingly incompatible standpoints of J. Piaget and of J. M. Deutsche, and that boys in. most cases aptid to be exceeding than girls even though there is no statistical significance.

View full abstract

The purpose of this study is to clarify the individual environmental and educational factors in the difference of the achievements between schools in isolated villages.
For that purpose, standardized tests of arithmetic and national language were administered in two schools A and B, to measure the achievements of children and a large difference between those two schools was revealed. The author also studied by and large the individuals and environmental factors, which caused the differences of achievements of children in two schools K and S. Nine of those factors appeared to be significant. Of those factors the following seven factors were significant in schools A and B; intelligence, study hours, parental interest in education, atmosphere of the home, calture conditions such as radio, newspaper, magazines etc.; and academic background of children's parents.
By quantifying each item of those seven factors, the total score of the factors was counted for each school children of A and B. The difference of average scores between two schools was significant of 0.1% level. And a close relationship between the factor score and the achievement in each children was apparent.
The school B was a little poorer than A in four factors, such as schools plants, teacher personal, teaching techniques, and the types of extra-curricular activities.

View full abstract

I. Problem
Wickman's study of the teachers' attitudes toward behavior problems of children, published in 1928, has been quoted ever since as the evidence that teachers are unable to recognize those problems so serious as mental hygienists. We also found that teachers were likely to make light of regressive behavior problems on the part of their pupils in Japan.(Report No.I)
But we have doubts about the judgement that teacher's attitudes are naive, because it depinds on the results obtained after comparing rating by teachers with those by clinicians. We must look straight at teachers' situation different from clinicians' situation.
Therefore, we have the following two problems.
1) How accurate are teachers in observing the social structure of their classes?
On this problem, the teachers who often recognizd children's serious regressive behavior problems observed more accurately than those who were usually concerned about aggressive behavior problems.(Report No.II)
2) How desirable are pupils' attitudes toward their teachers proved by T. P. T.(Takeuchi's Personality Test)?
The general consideration of the results could not explain a significant difference between the two groups of teachers.(Report No.III)
Consequently, purpose of this study is to examine the second problem in detail.
II. Procedure
Teachers (7) who oftener recognize as children's serious aggressive behavior problems (A-Group) and those (6) who more often observe children's regressive behavior problems (R-Group) were chosen from the primary schools in Shimane Prefecture. And T. P. T. was given to the the children (513) in their classes. The study was made December, 1955-January, 1956.
III. Sumary of Results
The main results gained after comparing the two groups (A-group, R-Group) are as follows:
1. By comparing interaction indexes of sociometric test, we could discern significant difference between the social climates of two groups. The classes of R-Group were friendlier or more cooperative than those of A-Group.(Table 1) In spite of our anticipation that the teachers' attitudes would influence the pupils' attitudes, we could hardly notice a difference in average scores of T. P. T. between the two groups.(Table 2)
2. Through analysis of T. P. T. scores of each pupil, from a viewpoint of degree intimacy or escape, we found that the children of R-Group had more desirable human relations to their teachers than those of A-Group.(Table 4)
3. The teacher-pupils sociograms of three classes (R. I. class, N. Y. class, S. M. class), the conditions of which are fairly the same, explain the difference more clearly between A-Group and R-Group. In R. I. class, there are a popular child and many isolated pupils who desire to escape from their teacher.(Fig. 1) But we can't find this tendency in two classes of R-Group.(Fig. 2, 3)
4. The social structure of R. I. class is lacking stability, for it is unorganized around the teacher. Two months latter, as was expected, we received the report from R. I. teacher, in which we found that the social tension in the class had erupted at last.
5. Consequently, need to be recognized by teachers that regressive behavior problems of pupils is as important and would be as serious as aggressive behavior problems. Because this attitude constitutes more desirable human relation between a teacher and children in their class.

View full abstract

(1) The present paper deals with an analysis of pupils' attitude toward their teachers. Especially, pupils' adjustment or maladjustment toward teachers and the causes of their adjustment or maladjustment were investigated.
(2) Each subject was given a questionnaire and asked to mark the statements that seemed to be the same with his attitude toward their teacher.
(3) The questionnaire consisted of 54 statements which represented pupils' attitude toward their teacher and were divided into 9 dimensions: Respect, Intimacy, Reliance, Obedience, Dislike, Disobedience, Contempt, Fear, and Dissatisfaction.
(4) Subjects were 563 pupils in 12 classes' of the fifth and sixth grades of two elementary schools.
(5) Significant differences were in followed in the pupils' attitude toward their teacher among the classes. Significant differences were in also found In the attitude toward their teacher between boys and girls. As for the cause of their adjustment of maladjustment, the personality factors of both pupils and their teachers were worth some special consideration.
(6) The correlation to the adjustment varied with the following factors:
Achievement ability... slight correlation
Version quotient... no correlation
Adjustmental character... significant correlation
(7) The change of pupils' adjustment caused from the alternation of the teacher in change was surveyed. The survey clarifies that 71.1% of pupils, that were cared by a teacher throughout year, changed their attitude toward the successor of teaching in the following year.

View full abstract

The teachers for the deaf have long been troubled with the problem how to measure the intelligence of the deaf children. It provides a special difficulty to measure the intelligence of such children, especially at the beginning of their school experience.
Although many tests of intelligence have been standardized on hearing children, only a very few have been tried to apply to the deaf. Even in such cases, the norms for the hearing children have been uncritically used, which fact affords a serious disadvantage to the deaf. The difficulty in testing the deaf consists in the pantomimed instruction, which requires the teachers to expend a great deal of time and energy in the test situation. Fortunately there is a test especially designed to solve this difficulty. That is the Nebraska test of learning aptitude. The test has given the writer a great deal of suggestion. The writer here presents a new individual test for the deaf. It consists of the following subtests.
1). Memory of coloured objects.
2). Bead string
3). Pictorial association
4). Pictorial analogy
5). Memory of digits
6). Recognition of figures
7). Cube construction
8). Cube puzzle
9). Paper folding
10). Completion of pictures.

View full abstract

1. Problem: Berg & Rapaport studied response bias in an unstructured test situation, and found in such a situation the response bias appeared at a high level of statistical significance, and occurred at culturally valued options, and that different cultures would presumably cause different patterns of response bias. I have attempted to study to what extent such response bias appears in the same situation, and to reexamine their results of the study.
2. Subjects and Procedure: Subjects were 830 students in the first and second year of the Faculty of Education of the Kumamoto University and the Kumamoto Women's University (465 males, 365 females). Each one was requested to choose and mark, on the distributed sheet of paper, a statement that seemed to be correct for a question among various statements orally given. Then questions had alternative answers for each, other ten had four-optionchoices for each, and another ten three-option choices. This test was administered two times with interval of five months, and each time it was held in both regular and inverted orders of options.
3. Results: This study reveales that response bias appeared, in such an unstructured test situation as Berg & Rapaport studied, at a covincingly high level of statistical significance, reaching chi-square values above 200 in some cases. Although no occurence was observed at certain positions of options, the response bias appeared exceedingly at culturally high valued options and at the options that would meet the organic and physiological fundamental needs of human beings. As for the cultural factors, it seems that other cultures to some extent, would show different types of response bias.
And it could be stated that those who respond always abnormally in such a situation would be deviate in their personality from a group of normal subjects.

View full abstract

This investigation was undertaken in order to scrutinize the relations of the physical maturation degree and the character seen from the physiological aspect of the analytical measurement of their G. S. R. which appeared under the situation of mental stimulus. The subjects studied are 108 boys and girls from 9 to 10 years old, whose degree of physical maturation has been determined by the planimetric method of carpal bones.(Table 1) The stimulation for the G. S. R. are constituted by 41 questions, orally put to the subjects, relating to the need and frustration, and those affairs and situations which were believed to arouse emotion of fear and unrest.
The recorded curves of the G. S. R. were treated on the d efinite basis analyticallyin these four aspects, the ratio of the response curves to the number of stimulations, the number of responses, the time of reaction, and the degree of provisional responses corresponding to each stimulation.
The ratio of the response curves to the number of stimulations and the number of responses corresponding to each stimulationa. re great among the subjects of a high degree of physical maturation, and this tendency is especially striking under the stimulation relating to the need and frustration, but the difference between the subjects of a high degree of physical maturation and those of a low degree of physical maturation is not so great, under the stimulation which were believed to arouse emotion of fear and unrest.(Table 2, 3)
The time of reaction corresponding to each stimulation is relatively shorter among the subjects of a high degree of maturation than those of a low degree of physical maturation, and this tendency is remarkable under the relatively simple stimulation relating to the fear and unrest, but under the stimulation relating to the frustration the difference between the subjects of a high degree of physical maturation and a low degree of physical maturation is not so great.(Table 4) The degree of provisional responses corresponding to each stimulation has no significant difference between the subjects of a high degree of physical maturation and a low physical maturation degree, under the each stimulation.(Table 5)
As the conclusion the author says that the character which is seen from the point of psycho-somatic reaction of G. S. R. is affected by the degree of physical maturation through the intermediation of a factor like the maturation of physiological function.

View full abstract