OBJECT OF THIS STUDY: The object of this study is to make an exprimental observation of the rest-pauses on psychophysical functions of a workman in the course of making process of Brake-shoe-adjusting-rods by means of striking hammers at the governmental railway factory in Japan.
EXPERIMENT: The subject in this experiment was a healthy labourer (aged 34). Experiment was carried out in Sept.&Oct. 1933. The experiment were devised into five series. The ratio of rest-pauses to work hours in a whole day is as follows.
workinghours rest-paues
(1) 0: 200
(2) 100: 90
(3) 100: 80
(4) 100: 70
(5)100: 60
The method of expe iment is as follows.
(1) Hourly change in accomodation of the eye.
We have measured the range of accomodation of the right-eye with the accomodometer (devised by Dr. Ishihara, Prof. of ophthalmology, Tokyo Imperial University.)
(2) Hourly change of discrimination of two points on the skin of left cheek was tested by the aesthesiometer.
(3) Hourly variation of output.
The quality and quantity of Brake-shoe-adjusting-rods produced were hourly recorded.
(4) Observation of the variation in motion process of the workman.
(5) Introspection of the workman.
(6) Illumination, temperature, humidity and cooling power of air at the workp ace were also investigated.
RESULTS: Following results were obtained with a subject whose sleeping hours were between 7 and 8 hours.
(1) Fatigue in the accomodation of eyes has a tendency to grow the less in proportion to the length of rest-pause, though it is nearly the same when the rate of rest-pause is 70%......90%. But in case the rate is lowered to 60%, the fatigue is much greater than when it is over 70%.
(2) The more the hours of rest-pause are shortened, the more tends the two points limen of the skin to be enlarged, and also the more inaccurate grows the cutaneous perception in its judgement, though while the rate of restpause is 70%......80%, there can hardly be found any change. When the rest-pause is at the rate of 70%, the spacial limen in the afternoon more or less enlarged and in case the rate is lowered to 60%, it can be observed to grow much larger than in the former three cases.
(3) To investigate producing process from the standpoint of required hours, more hours are generally taken in the afternoon-work in accomplishing the same amount of work, when the rate of rest-pause is 60%-70% than when it is 80%-90%. The amount of products is greatest when the rate is 70%-80%, and the failures, too, are the least.
(4) As to the subjective consciousness of fatigue on the part of the operators, it is the least felt when the rate of rest-pause is 90%, and the case when the rate is 80%-70% cames next, and at the rate of 60% the workers generally complain of remarkable exhaustion. It was when the rate was 80% that they could keep on working with pleasure and contentment.
(5) Motions of operators, as a whole, are not so much smooth in case the rate of rest-pause is 90%, because, the hours of work being too short, motions can hardly attain their full development. But when the rate is 80%-70%, operators are smooth and quick in motion. Under the 60%, the form of the motion is corrupted, with much increase of irregular motions, and mental saturation and fatigue can quite notably be detected.
For the details of this experiment, see my japanese text.

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I
In the process of learning by memory or associative learnng, formation of the system of ‘Vorstellung’ by learning the material as it is, is not the usual attitude of natural learning. An attitude more frequently adopted is that of grasping the general meaning of the material. What difference of progress would be developed by this natural attitude of learning and by that of mechanical? To observe this is the purpose of the present study.
For this purpose, having provided as meterial a short narrative story, in which the importance of the passages is equally dispersed, and which takes 1'30'' to read, I read it to three groups of subjects divided homogeneously according to theirintelligenCe. The first group Was inStructed to learn it mechanically, the second, to grasp the general meaning, and the third, to reproduce the contents of the mmterial in answer to four questions prepared.
II
When the degree of achievement as the results of three different learning attitude was inspected mccording to the first preselltation of the material, it was found that the reproduction was most difficult when the mechanical attatude was required, where the first part was the easaest of complete reproduction, and the reproduction was often a mere procession of fragmentary or nonsentical ‘Vorstellung.’ Whereas, with regard to the attitude of grasping the general meaning, the parts reproduced suggest a tendency to centralize their memory around the impressions which they felt most intensely. Especially, they show an attitude of grasping the material by summing up the whole meaning into one. Thirdly, the reproduction is easiest when the process is urged by questions. In this case, they reproduced first, what they were required to learn on the basis of impressions, then the parts presented at first and last. Here, however, they are apt to make nonsentical or mistaken grasp of the meaning, as the reproduction is forced on them by questions.
When the results of progress, as the learning was repeated, is inspected, we see that the gain is most remarkable when the reproduction is caused by questions. With regard to the attitude of mechanical learning, it effectuats slow, but steady approaches to the objective. On the other hand, the attitude of learning by grasping the general meaning causes, generally speaking, the subjects to recede from the objective, although progress can be seen in the first and second trials.
When the problem is studied from the standpoint of the difference of intelligence, with regard to the mechanical learning, those with the higher intelligence by far surpass the normal or inferior children, with whom the progress is very slow and their reproductions are much the same. Whereas in cases which require the grasping of the general meaning, or making of reproduction as answers to questions, the progress of inferior children are much retarded, normal and superior ones making similar progress of appreciable value, in the former case of the two, however, after second or third trials, they fail to make further progress, as has been already mentioned.

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This little study intends to clarify the drawing-function of children by experimental method. The experiments were individually conducted on about fifty children from 4 to 7 years of age in 1929-32.
Experiment I. Problem: How do children draw a cube?
Method: The experimenter instructed the children to draw a cube shown before them.(Fig. 1. in Japanese section).
Result: Many of them drew it as a square, and some of them as several squares connected with one another.(Fig. 2&3).
Experiment II. Problem: Wasn't it that the children, who drew the cube as a square, really expressed only one surface of it?
Method: The exprimenter instructed them to draw a cube with coloured surfaces respectively of different hue.(Fig. 4).
Result: Many of them drew it as a square, the edges of which had colours of the surfaces of the original cube,(Fig. 7&8).
Consequently we can conclude that they drew the cube, but not its surface.
Experiment III. Problem: Was it because they did not know the way of expressing by the adult, that they drew the cube in such a way?
Method: The experimenter instructed them to copy a perspective figure of the cube drawn on paper.
Result: They drew it as before; namely they showed their special way of expression.

Experiment IV. Problem: Is this special way of expression chiefly conditioned by the special nature of perception of children? Did they express the cube as a square, because they perceived it as square?
Method: The experimenter instructed them to mould a cube with clay after the model as before.
Result: They moulded cubes, but not squares.
Experiment V. Problem: Was it simply because of tri-dimensionality of the material that they made it solid objects?
Method: A square board was shown as a model to mould after.
Result: They moulded it as two-dimensional, although the material was capable of tri-dimensional. Accordingly we can conclude that they did not perceive a cube as square.
Experiment VI. Problem: Did they draw the cube as square owing to the weakness of their memory?
Method: The experimenter showed them a cube, and, after several hours, made them draw and mould it from memory.
Result: The drawn were square, but the moulded were cubic. We can say, therefore, that their special way of expression is not the direct consequence of the weakness of their memory.
Experiment VII. Problem: How do children draw tri-dimensional objects? Can we not find out a general principle in their way of expression of them?
Method: The experimenter instructed them to draw a cylinder, prisms (triangular and quadrangular), a cone, and pyramids (triangular and quadrangular) shown before them in turn.
Result: The cylinder and the prisms were very often expressed as rectangles (Fig. 11. a, 12. a,&13. a), and the cone and the pyramids as triangles (Fig. 14. a, 15. a,&16. a). Occasionally their bases were expressed as circles, triangles, or squares attached to the above-mentioned figures (Fig. 11. b&c, 12. c, 14. b, 15. c, &16. d). Many children emphasized the totality, and a few laid stress on characteristics in various parts. They both drew orthoscopically, and very few drew perspectively.
Conclusion: Children have a tendency to express an object in its whole feature, drawing orthoscopically its contour. Perception or memory is not a chief condition of their drawing. Other characteristics of the drawing of children are the vagueness of the whole, the incoherence among parts, the remarkable emphasis on some part, etc., which the characteristics of children's expression in general may involve. Orthoscopical drawing is the general tendency among them for some time, but in the course of their development perspective drawing is also added partially.

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Problem: Although we have many statistical investigations of the problem of socalled environmental influence, we may say that most of them are phenomenological descriptions of the human conducts that are assumed to be variable under the environmental inuences.
I intended, therefore, to study what functional significance the phenomena, such as human conducts which are assumed to vary parallel to various kinds of environment, have in the mind of each conductor, especially among school-children.
This problem aims to step beyond the assumption by common sense concerning the so-called environmental influence on the mental development of the child.
Experiment: Two sorts of subjects (800 boys and girls in all, from 9 to 12 of age) were selected according to their social standings from the economical point of view.
Group A. Children from the upper classes whose parents are rich and well educated.
Group B. Children from the lower classes whose parents are poor labourers.
They were told to write freely of their desires and prospects after they would have been grown up.
Interpretation of the results: Most children seem to express the social and practical ideas and the childish and playful interests together so that the contradiction between both of them gives a curious aspect to their descriptions.
(a) Preliminary statistics
The descriptions of our children are, in this place, regarded as their own opinions and preferences of occupation.
Results:(1) Group A desire general accomplishments or intellectual professions.
Group B prefer practical labours as occupation and means of livelihood.
(2) What sort of value children attach to them, in the preference of these occupations or accomplishments,-
Group A. Fame, culture, social morality, their own tastes, etc. Group B. Money and livelihood.
(b) Psychological interpretation
The description of our children are here regarded as only symptom or index to show us their trend of minds, that is to say, every word written by them are interpreted in the term of their own meanings, and it must be researched what they are truly interested in. From this point of view, the thoughts described by them are not always their own ideas. The results of the preliminary statistics must be criticized by the following results.
Results:(1) Some of young children prefer the objects (occupation, accomplishment; etc.) among their surroundings from wholly childish and playful purposes.
(2) The children who writes of the social or practical opinions have neither comprehension nor interest in what they say. They describe blindly, at least with vague understanding, the results of the suggestions by the adult in their daily lives. We can assert that what they are truly interested in are the childish and playful desires which they describe in spite of the contradiction with the adult-like speaking.
We find that some conducts or thoughts of children who live in different social environments apparently differ, but these must be investigated, furthermore, in their functional significance in the mind of children in order to be taken as facts concerning the environmental inflfluence.
The fact that the adult suggestions work in such manner on the children (result 2 in b.), is interesting with regard to the problem of the effect of education.
After what experiences the children become able to understand such adult thoughts is an important question concerning the effect of the social environment upon the mental development.

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Die Grundlage der vorliegenden Albeit bilden Schülerantworten (9-11 jährige Volksschulknaben) auf folgende 5 Fragen: 1) Was willst du wetden? 2) Warum? 3) Nenne möglichst viele Berufe, die du weisst. 4) Was ist dein Elternberuf? 5) 1st dein Elternberuf dir gefäillig oder missfällig? Und Warum? Das Milieu, ans denen diese Knaben stammen, sind die typische mittlere Klasse unsexes Bürgerstandes, voiwiegend Angestellte, kleine Geschäftsleute und Gewerbetreibende.
Folgendes sind ars Schluss diesel Albeit erwähnt:
1) Berufswünsche diesjähriger Knaben sind höchst verschiedenartig. Vor allem ist es merkwürdig, dass ihre Wünsche nach intellektuellen Berufe und Militärdienst stark konzentriert sind. Militärdienst sind am häufigsten erwünscht.
2) Mindestens 50% ihrer Berufswüusche stellt sich ars Einfluss des Milieus dar und ungefähr die Hälite derselben steht unter der Wirkung des engeren häuslichen Milieus.
3) Berufswünsche der vom häuslichen Milieu beeinflussten Knaben sind am besten differenziert, und Konzentriertheit nach intellektuellen Berufe und Militärdienst ist hier gänzlich verschwunden. Bel anderen Knaben sind sie undifferenziert, diffus und nut ideal, und schreiten das real Mögliche weit hinüber. Die oben genannte Konzentriertheit ist meistens von den letzteren veranlasst und zeigt hier ihre Unverbundenheit mit der Lebensnotwengigkeit an.
4) Unter den Motiven der Berufswahl treten die selbst-bewusste, selbständige Stellungnahme (Interesse, Eignung oder ökonomische Motive) init relativ kleineren Prozentsatz (17.2%) auf. 24.4% aller Motive befinden sich ars Einflüsse des häuslichen Milieus. Übrigens sind sie meistens phantastisch und diffus. Das soziale oder staatliche Bewusstsein, die als Motive der Berufswahl am häufigsten (34.4%) auftreten, ist nur Anschein, keineswegs echt soziale oder staatliche. Das ist nichts anderes als das Nachsprechen der vom Lehrer, Erwachsene usw. häufig gelehrten Sätze und zeigt niemals vom kindlichen Bewusstsein hervorspringende spontane Auffassung. Darum ist es dem Einfluss des Milieus anzurechnen. Kenntnisse an der sozialen Funktion der Berufe sind bei diesen Kanben ganz dürftig.
5) Kenntnisse an verschiedenen Berufe dieser Knaben sind völlig in Schranken ihres realen Lebenskreises beschränkt und meistens der ober-flächlicher Natur. Kenntnisse an den Tätigkeiten der Elternberufe sind auch oberflächlich. In beiden Fällen tritt de soziale Funktion der Berufe völlig aus ihrem Gesichtskreis zurück. Das oben genannte Fehlen des sozialen Bewusstseins am Berufe ist auch hier betätigt und ihre Bildung ist vor allem zn fordern.
6) Gefälligkeit an Elternberufe sind von vielen Kindern (rund 67 %) gesprochen. Und als Gründe ihrer Stellungnahme (gefällig oder missfällig) zum Elternberufe erwähnte Sätze zeigen zum gewissen Grade ihre reflektierende, selbst-bewusste Einstellung, im Vergleich mit der Fälle der Berufswünsche. Aber Erkenntnisse der sozialen Seiten der Berufe ist auch hier unsicher.

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