脳性マヒ児の視覚構成行動、特に空間定位の特徴を明らかにすることを目的として、比較的単純な視覚構成行動を要求する実験課題をもちいて、2つの実験を行った。実験Iにおいては、脳性マヒ児が正常児よりも視覚構成課題で劣った成績を示し、特に刺激図版の背景の枠と再生用紙のそれが異なっている課題では、回転的再生を行なうものが脳性マヒ児に多く認められた。実験IIにおいては、刺激図版の背景と再生用紙の組合せを種々に変えたが、実験Iから予測されたような回転的再生を、脳性マヒ児はあまり行なわなかった。刺激要因として色彩を加えたことが、図形の正確な再生に促進的効果を与えたと解釈された。また、実験結果におよぼす年齢差、性差、障害の程度等の被験者の要因の重要性が指摘された。

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1. Purpose: This aimed to study the basic learning processes for the possibility of the measurement of visual accuity with Landolt's ring for partially seeing children with mentai retardation. 2. Subjects: A ten year old girl who was guessed to be on the level below the mild one. This was inferred to be because of the impossibility of utilizing a standardized intelligence test. She shows partiall sight on the basis of the inborn abnormality. 3. Method: The learning prosesses have been daily conducted an hour a day for nearly two months. These are; to develop the perception of forms (acircle, an equilateral triangle and a square) and of positions (above and below, right and left) mainly through the primary control learring of tactual movements, and thus to master the positions of breaks on Landolt's ring with the verbal responses. 4. Results: The sight of this girl could be measured through the conceptualization of forms and positions. This was assumed to be because of the mastery of forms and positions on the basic of the primary learning for controlling tactual movements. The author believes that the measure ment of visual acuity could be successfully conducted with Landolt's ring, because of the gradual steps with the minimum units of the learning processes.

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On analyzing educational expenditures, we use two economical methods. One is input-output analysis by which educational investment theory is discussed, and the other is the consumers' choice analysis which is micro-economics. The latter is profitable when we consider householders' educational expenditures. Thus adopting the method of consumers' choice analysis, we positively analyzed educational expenditures paid by parents of pupils attending schools for the blind and pursued the problems of education for the visual handicapped from this economical standpoint. The following investigation, as one means to attain this research aim, was utilized. The subjects of investigation were all visual handicapped pupils attending schools for the blind in Japan, and questionnaire used consisted of the total annual incomes of their households, and the sums and items of educational expenditures. The questionnaires were sent by mail, and completed by their parents. Considering the result of the investigation and summary of the findings, we can point out the following. 1. Total educational expenditures paid by parents of visual handicapped pupils are not as large of an amount as those paid by normal pupils. 2. As the number of schools for the blind are few, most visual handicapped pupils must travel greater distances to attend school. Thus, parents of visual handicapped pupils spend a larger amount of money on the cost of transportation. 3. On home educational expenditures, parents of visual handicapped pupils spend less than those of normal pupils. 4. In the case of visual handicapped as well as normal pupils, the elasticity of income of school educational expenditures is higher than that of home educational expenditures. 5. The elasticity of income of home educational expenditures of visual handicapped pupils, is lower than that of normal pupils. Educational expenditures paid by parents of visual handicapped pupils are less than those which are paid by parents of normal pupils. The higher their incomes are, the larger the difference is between them. It is not unrealistic to assume that other reasons besides incomes could be considered; e. g. the personality of parents, and various factors of this society. One could further assume that the latter reasons might be more important than the former. Consequently, it might behoove us, hereafter, to examine the problems of educational expenditures for the visual handicapped, using sociological or psychological methods.

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1. This study aims to clarify the gualities of self-help activities of preschool blind children and to develop the training method in their self-help activities. 2. This paper consists of the following sections. I. Introduction II. Areas of self-help activities III. Training goals of self-help activities for preschool blind children IV. Standardization of Test of Self-Help Activities V. Qualitative analysis of self -help activities of preschool blind children VI. Contents of the training of self-help activities for preschool blind children We conclude that the following six areas of self-help activities are the most desirable for preschool blind children. 1) Habits for eating 2) Habits for toileting 3) Habits for clothing 4) Habits for cleanliness 5) Habits for sleeping 6) Habits for health 4. The gualities of self-help activities of preschool blind children clarified in this study are as follows. 1) Self-help activities of blind children are on a lower developmental stage than those of seeing children. 2) After 3years of age, there are great individual differences of self-help activities among blind children. 3) Blind children appear to be retarded in self-help activities from the very early age on. 4) After age 4, self-help activities of blind children develop very slowly. 5) Self-help activities of blind children are apt to be on an incomplete independence stage. 6) Retardation of self-help activities of preschool blind chilren is very remarkable in the areas in which they need manual operations. 5. According to gualities of self-help activities of preschool blind children clarified in this study, in six areas each training plan was made in detail.

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The recend trends in the fields of education and welfare have become significant in trying to understand various levels of social adjustments of the mentallyretarded as social beings in contrast to the previous trends of regarding them as physical and mental defects. The retarded should be helped for their self-realization and human growth in societies, on the basis of human rights and democracy. For this purpose, the activities of education, welfare and medical care should be promoted in order to modify their human behavior. Their patterns of attitudes and of behaviors are inclined to be biased on the basis of their physical and mental defects and others' attitudes in their family and community. Thus, we should be concerned with levels of social adjustment for their human life required by the spirits of the times and of societies. In other words, the retarded should modified the pattern of social adjustments being acted on their recognition mainly through the conditioning based upon a psychotherapeutic principle, whereas the attitudes of their family and people in the community should be modified in the directions of social values to estabtishing the human life of the retarded.

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To transform the WISC profile into a diagram so that we may diagnose not only the intelligence structure but also the life and personality factors of a child is the purpose of this paper. Eight categories are used in our diagram. Each category is evaluated on the data of each set of the WISC subtests shown in Table I. In each category the positive and the negative scores (Ss) of the average deviation of the W1SC subtest's WT. S. are totalled separately. When absolute values of the sums are over I. 6 (in the categories of family circumstances and skillfulness) or 3.I (in the other categories) , something unbalanced in the area concerned is suggested. It must be noted that in such a category the positive Ss are treated as the negative ones and added up to the sum of negative Ss. In the other categories the positive and the negative Ss are regularly figurep up. This is the total score (TS) of each category. Then TS is divided by the number of subtests belonged in each category. The quotients obtained are diagrammed. When the quotient is less than -I. 6, it is suggested to be something disturbed in the categorized area in question. The diagnosis on the diagrammatized data of the WISC in this way is in high concordance with the teacher's daily observations of the child.

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