Purpose and Methods: This is the 2nd report of the study on the development of children's understanding of causal relations. We used for subjects 10 boys and 10 girls each from the ages of 5 to 9, and 6 boys and 5 girls of the age 4 in Kakogawa City.(total: 111 children)
We selected two series of questions related to natural phenomena. One series is of 6 questions with demonstrable experiments, and the other is of 5 questions without demonstrable experiments.
To get exact answers, we interviewed the subjects individually and gave orally these question series.
Results: 1) Children are more or less than 4 years old when they linguistically understand “causal relation” in a certain form. They establish their “sensory understanding” at the ages of 5 to 7, and it is developed into “concrete understanding” when they reach the ages of 8 or 9.
2) This stage, however, never responds to a certain definite age, nor is it distinctively different from the preceding stage. Types of explanations are greatly different according to the contents of the questions; and the stages are divided merely by the periods of age in which certain characteristics are comparatively remarkable. Furthermore, causal thinking can never be decided as a monotonous, continuous value of a unique function.
3) Children's explanations are different according to the contents of the questions. When they are asked questions without demonstrable experiments, non-materialistic explanations seem to appear more frequently; although, their explanations are natural and materialistic through the two series of questions. When asked questions with demonstrable experiments, logical explanations seem to appear more.
4) Generally speaking, girls are inferior to boys. It is especially remerkable in the series of questions with demonstrable experiments, and is also notable when they reach the ages of 8 or 9.

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(1) The present paper deals with analysis of developmental process of resistant behavior, especially of behavioral patterns and situations where resistances are frequently obserbed.
(2) We used three sorts of check lists (A, for infants in the ages of 1:0 to 4:11; B, for kindergarten children in the ages of 5:0 to 5:11; C, for primary school pupils in the ages of 6:3 to 12:2). Each check list consists of ten behavioral patterns and 30 to 40 situations.
(3) Subjects were parents who had primary school pupils or kindergarten children. Each subject was given a check list and asked to mark out resistant behaviors observed with their own children and infants.
(4) Typical patterns of resistant behavior can be grouped in the following order: I, temper tantrum type (crying and stuggling); II, aggressive type (slapping, kicking and striking); III, vocal type (complaint and teasing); IV, mutisic type (keeping mouth shut).
(5) There are the high peak of 1:0 to 1:11 in type I, 3:0 to 3:11 in type II, 9:3 to 10:2 in type III, 11:3 to 12:2 in type IV, and the last type arises in adolescence. The resistance patterns in terms of age shift from motor resistance including type I and II to vocal resistance including type III and W.
(6) Resistances of one year old children (1:0-1:11) are frequently observed in situations related fundamental physical training such as sleeping, cleanliness training, feeding, weaning, and locomotion (getting out of bed or children room, walking upstair). Resistances of three years old children (3:0-3:11) increase in situations related to economic activity (asking to buy something or to get money), plays (spotting doors and walls with crayons or pencils, playing with dangerous tools such as knives, scissors, etc.), and household (helping at little household tasks). Resistances relating to choice of coats or dresses, helping at household tasks, drills of school works and choice of programs of radio or NI are all observed after five years old.
(7) The changing process of resistant situations depends on physical and social developments of children, expectancies of parents and unstable power relationships in family.

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1) It is important for the research on parentchild relationship to determine the useful and operationally defined items of questionnaire or observation, and categories. Taking account into it, the data obtained from eighty mothers by interviewing, were factor-analysed on fifty seven items of parental attitudes (after Radke 1936; item number from 71 to 127).
2) Rsults; (i) Four factors i. e. authoritarian discipline, sibling disharmony, permissiveness, and babying were found.
(ii) The intercorrelations between each two factors were calculated. The correlation coefficient (r) between authoritarian factor and parmissiveness were-. 397, authoritarian and babying-. 372, and sibling disharmony and parmissiveness-. 346, and all were significant. So it does not necessarily follow that we can derive any one facter from the other and can say the “general good parental attitudes”
(iii) The four factors were similar to those which Roff (1949) found on the FPBS by means of factoranalytic method. This suggests the validity of our results.
3) To predict the children's behavior characteristics, it seems that not only parental attitudes but the other factors, e. g. personality traits, intellectual level of parents and socioeconomic status to which they belong, are indispensable.

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The purpose of this study is to determine the intelligence factor to which the developmental change in arithmetical related. Subjects were 492 boys and girls in the grades competence of 4, 6, 7, 9 and 11. Analysis was done on the correlations between the arithmetical achievement test score and the NX_9-15 or NX _15-. intelligence test score. The arithmetical achievement test, which is newly constructed for this experiment, consists of six sub-tests; numerical, quantitative, figural, functional, practical tests and test in verbal problems. Intelligence scores were indicated with SS and factor scores. The results indicated that the arithmetic achievement test has higher correlations with the verbal than with the non-verbal factor score in the 7th grade and the below, whereas it has higher correlations with the non-verbal than verbal factor score in the 9th grade and the above. This study suggests that the course of study called “arithmetic” or “mathematics” properly shows its characteristic at higher grades, and that it depends more upon the verbal factor of intelligence in lower grades.

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There are students who can do well in every subjects but in mathematics. A teacher of mathematics has difficulty in teaching these students. The present research was designed to investigate the thinking process of these students, comparing with that of students who are good in mathematics but are not so in other subjects.
In use of the results of the achievement test administrated by the Ministry of Education, we selected the subjects who showed conciderable discrepancy between the record of mathematics and that of language out of 353 students in the 9th grade of a junior high school in Kyoto. We divided them into two groups: mathematics group (m-group) and language group (l-group), according to their test results. m-group: with the mark of more than 60 points in mathematics, which is higher than the record of language with the difference in the mark of more than 20 point.
I-group: with the mark of more than 60 points in language, which is higher than the record of mathematics with the difference in the mark of more than 20 points.
Subjects were 10 boys and 6 girls in m-group in m-group and 5 boys and 9 girls in l-group. As to I. Q. and the sex of the subjects, there were no significant difference between two groups (Table 1).
Gived the Rorschach test individually, we compared the results of the two groups in regard to the total number of response, location, rotation of cards, succession, quality of form visualization, inner determinants vs. outer determinants, experience-type, and the number of original responses. To rate the quality of torm visualization, we referred to B. Klopfer's form level rating system.
Shown in Table 2, the findings are as follow: In the case of m-type students, they tend to see the forms of the stimuli more accurately and to organize them into the whole response.
They rely mainly on the function of organization, whereas their concepts are frequently common and the number of response is small. On the contrary, l-type students pay more attention to the outer determinants (color or shading), and sometimes they are so much influenced by the determinants that they lose accuracy in form visualization. They mainly rely on the function of specification, rather than that of organization, in constructing their concepts. Besides their ability in specification and imagination, they produced a larger number of responses and more original responses. From the above findings, it can be concluded that there are qualitative differences between the thinking process of l-type students and that of m-type students.

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Purpose: The sentence represents intention by the intimate connections between words. This is also the same with the paragraph. The reading is no more than the grasp of the intention by understanding of the word-and-sentence relations. Ability of comprehension these relations is the most fundamental factor in reading. The purpose of the present study is to clarify the difference between children of inferior abilities and those of superior abilities in learning the Japanese language.
Procedure: (1) The first survey. The test consisted of questions relating to the following problem areas: understanding of (a) subject in a sentence,(b) predicate in a sentence,(c) omitted subject and (d) subjects and predicates in sentences where distance between the former and the latter are varied. Sixty subjects of each sex (superior 30, inferior 30, respectively) in three grades (2, 5 and 8) were used.
(2) The second survey. The test contained questions relating to the following problem areas: understanding of (e) pronouns,(1) conjunctions whichdenote the reverse connections and (g) conjunctions which denote the natural connections. Sixty subjects of each sex (superior 30, inferior 30, respectively) in each grade from 1 through 9 were used.
In both survery boys and girls in each group were equal in number. All questions were of multiple chioice type. All words used in questions were as understandable as possible.
Results: The main findings are as follows: (1) higher the grade, the more were the cases which showed significant differences of mean scores beween the superior and the groups, and the lower became the level of significance.(1st survey).(2) The x²-test of score distributions of both groups showed the tendency as same as the result of the 1st survey.(2nd survey). Thus, the present study clarified that there was a significant difference between two groups in the fundamental reading ability, and as the grade proceeds, the difference appeared increasingly more significant.

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