Although a large number of studies have been made of make-believe play, little is known about the child's cognitive differentiation of fantasy and reality. A decade ago, Kayo(1981)proposed a new experimental method towards this problem. However, from the developmental point of view, much still remains to be done. This paper is intended as a further investigation of developmental change in this area. In experiment I, the experimenter began asking a child in play, "What are you doing?", and received the answer of an imaginary name or role, for example, "I'm making a pudding"or"I'm salesman". Later, the experimenter called the child or the pretend object by it sreal name, for example, "But this is sand, isn't it?"or"But you are Ryuji, aren't you?". The following results were obtained : None of younger food really as the experimenter had done. From these observatins, we can say with fair certainty that the mental movement of children(2:0-2:6)in play children(1:11:0-3:6)could make a valid objection. Older children(3:7-6:6)sometimes could make a valid objection. Based on these observations above, we can conclude that especially over 3 and a half years old, a child's psychological state in play is usually moving, changing and returning inside of make-believe. In experiment II, after the experimenter received play food, such as a "a pudding", from a child in play, he immediately put it into his mouth. The results were as follows : most of the older children(2:6-6:0)were startled and some of them burst out laughing. However, on the one hand, most of younger children(2:0-2:6)were not obviously startled, but on the other hand, many of them looked hard at the scene. Some of them actually began to eat the play lies between the two fixed states of makebelieve and non-makebilieve.

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Этот трактат имеет целью выяснть, какое влия ние на создание психологической теории Л.С.Вы готского оказали исследования об интеллекте ант ропоидов(шимпанзе)В.Келером. Главное значение исследований В.Келера состоит в том, что ими впервые было дано фактическое что человекоподобные обезьяны способны к изобр етению и употреблению орудий. При различных способах употребления орудий чело векоподобными обезьянами Л.С.Выготский подтве рждет несомненные зачатки, психологические пре допосылки, нз которых развилась трудовая деяте льность человека. Но вместе с тем, исследования В.Келера указали также на глубокие разлиуия между антропоидом и человеком, на границы, отделяющие самую выс окоразвитую обезьяну от самого примитивного обоснование и подтверждение эволюционной теории в области развития высшего поведения человека. Они показали ту несомненную истину, что зачатки разумной деятельности человека заложены уже в животном мире. Говоря конкретно, В.Келеру удолось показать, человека. Л.С.Выготский считает, что к такому глубоко му различию привело развитие трудовой деятельнос ти в человеческой истории. Опираясь на то мнение К.Маркса и ф, Энгельса, что труд создал самого человека, он анализирует трудовую деятельность и выделяет в ней не толь ко фазу владения внешней природой с помощью орудий, но и фазу владения самим человеком, соб ственными процессами поведения при помощи знак ов(речи).

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This paper discusses the several researches in human development for the purpose of clinical practice. I have emphasized specific difference between developmental psychology and clinical psychology among many viwpoints or many theories. At first, I here summarized about the theory of hierarchies and stages on the reversible operations in human development(developmental theory in so-called "Hattatsuhoshoron"), which is our valuable foretune established in our country. As compared with other developmental theories, it is better than other's. For example, I put it above Piaget's as a developmental theory. But, I have raised a few questions about the theory. Secondly, I presented some developmental theories of modern psychoanalysis. They are ego psychology, such as E.H.Erikson's, A.Freud's and object relation theory, such as M.Klein's, D.W.Winnicott's. They all emphasis about ego development and objectrelation from infancy in human development. Thirdly, I presented the new trend of psychoanalysis called"Infant psychiatry". It is necessary that we learn those different theories for the purpose of better prectice in education or clinical psychology.

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