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Volume 11 (1973)
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Volume 11, Issue 1
Displaying 1-5 of 5 articles from this issue
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YOSHIFUMI MINAMIDEArticle type: Article
1973 Volume 11 Issue 1 Pages 1-6
Published: June 01, 1973
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThis paper is one of the studies to develope the evaluation and the trainig method of the lip reading without giving the lip movements as the stimuli. The circles (compared to the lip shapes) which changed their size at the various rate (=gliding) were used in this study. The subjects were 20 pupils (15 males and 5 females) with the normal IQ, the normal sight. and the severe hearing loss. The circles, which increase (or decrease) their size at two different rate, were shown on the 8 mm film. The subjects were asked to select which changed the size faster. The DL values were obtained by the method of the constant stimuli. As the result of this study, it was found out that the gliding time and the size difference of the circles before and after the glide were the functions of the DL values. Also, the data obtained indicated there were two mechanisms involved in the gliding rate; one for the short gliding time and the other for the long one.View full abstractDownload PDF (559K) -
TERUO KURIHARAArticle type: Article
1973 Volume 11 Issue 1 Pages 7-13
Published: June 01, 1973
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of this study is to clarify what relationship exists between musical sensitivity and other four psychological tactors (CA, MA, IQ and intelligence structure) in mentally retarded children with the musical Aptitude Test. Results were as follows. 1. In normal children, correlations between musical sensitivity and other three psychological factors (CA, MA and IQ) are respectively low. But, in mentally retarded children, correlations between musical sensitivity and other two psychological factors (MA and IQ) are respectively pretty high. 2. Modalities of relationships between musical sensitivity and other four psychological factors (CA, MA, IQ and intelligence structure) are fairly different between the brain-injured mentelly retarded and the nonbrain injured mentally retarded. These results are thought to besuggestives. But, some methodolological problems seemed to require further examination.View full abstractDownload PDF (734K) -
TAMIE HAMASHIGEArticle type: Article
1973 Volume 11 Issue 1 Pages 14-21
Published: June 01, 1973
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThis experiment was designed to examine the effects of reinforcement rates on simple discrimination learning in normals and retardates of same M.A. < Experiment I > A series of pictures was projected on the wall. Each picture had two figures in which different numbers of black circles were pictured. The Ss were asked to choose a figure in each picture which they thought was correct and to push the button in front of the fig ure. Each right response was reinforced at 100%, 75% 50% and 25% rate suited to four experimental groups. The Ss were run until the criterion of eight successive correct responses. The Ss were allowed to make 60 trials at the maximum. After S met the criterion, he was not reinforced all responses. The extinction process was discontinued after a wrong response, and after 30 correct trials. The results were as follows: (1) In the both groups of retarded and normal Ss, there was the significant reinforcement effect on acquisition process. (2) The average number of responses needed to extinct the correct response increased with decreasing percentage of reinforcement. Retarded Ss required more responses to extinct the correct response than normals. <Experiment II> Exp. II consisted of two tasks. The materials of Task 1 was the same with that of Exp. I. The materials of Task 2 was 12 cards consisted of two figures which differed along two dimensions: shape (circle, triangle and square) and size (big and small). In Task 2 the relevant dimension was size. Only Ss who met the criterion in Task 1 wese assigned Task 2. Each right response on Task 2 was reinforced at 100%, 66% and 33% rate suited to three experimental groups. The criterion for acquisition in both tasks were six successive correct responses. Ss were allowed to make 30 trials at the maximum. The results were as follows: (1) Only normal children who learned relatively faster Task 1 were not influenced their acquisition by different percentages of reinforcement. (2) The result on extinction process was the same with that in Exp. I.View full abstractDownload PDF (786K) -
OSAMU NAKAYAMA, TOMIE NAKAYAMAArticle type: Article
1973 Volume 11 Issue 1 Pages 22-30
Published: June 01, 1973
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSFor a few years, we have been applying a speech training program with operant procedures to mentally retarded children. This paper presents a case study of this program applied to the mentally retarded who need explicit remedial speech training. The case is a three years and four months old boy with hyperactive, autistic behavior and a few vocalization. The training procedures, containing making puzzles, motor imitation, speech sound imitation and word imitation were used. Chocolate were used as a reinforcer. The speech therapist also intended to reinforce the desirable behavior such as sitting quietly in a chair and attending to simple tasks. The results were as follows: (1) His vocalizations increased. (2) He learned to imitate speech sound such as the discriminative signal of the therapist. (3) He acquired imitative speech such as "papa" "mama" (4) He acquired responsive speech such as "yes," "bye bye." (5) He began to show more interest toward the therapist, his family members and neighbouring persons. This case will be needed to have more extensive training such as receptive vocabulary, naming, phrase imitation and so on.View full abstractDownload PDF (806K) -
MITSUYA KOMIYAArticle type: Article
1973 Volume 11 Issue 1 Pages 31-38
Published: June 01, 1973
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIn this study, the performances on copying the figures are compared between children with Down's syndrome and physiological men tally retarded children. We have selected 17 Down's syndrome children and 12 physiological mentally chidren children, matched for MA, CA and IQ. The mean MA for Down's syndrome were 5.1 yr (range 3.0 to 8.7) and thet for physiological mentally retarded children 5.7 yr (range 3.6 to 8.5) respectivley. The mean age of Down's syndrome children was 11. 10 yr (range 9.2 to 14.11) and of physiological mentally retarded children 12.1yr (range 9.4 to 14.8) respectively. The mean IQ for Down's syndrome children was 42.24 (range 30 to 65) and the mean IQ for physiological mentally retarded children was 45.33 (range 33 to 63) respectively. None of these group differences were significantly observed. Examination for copying the six figures performed without time limit. The results were shown as follows; with regard to the mean copying score, there were no significant differences between Down's syndrome and physiological mentally retarded children. It was shown the tendency that children with Down's syndrome have a little better scored than physiological mentally retarded children, regardtng with the copying ability for figure composed with oblique lines.View full abstractDownload PDF (847K)
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