Problem The delay in the language development is one of the characterieristics of the mental development in the children who are institutionalized in the early life after the birth. This problem has been discussed as "hospitalism." The purpose of the present study is to verify the possibiliy of prevention of the language delay by reinforcing socially, and of the normal language development in such institutionalized children. Methods (1) Subjects: Three male infants aged 3 months, 4 months, and 5 months were institutionalionalized within one month after the birth. (2) Procedures: Six-day experiment is devided into the following three periods : Base line period (first two days) : The experimenter still beside the infant's bed, and looks at infant's face without any expression on her face. Conditioning period (next two days) : The experimenter gives kinds of rewards to the infant's vocalization. The rewards as follows: (a) broad smile right after the vocalization, (b) three soft utterances of "yoshi," and (c) light touch on the infant's face. Extinction period (last two days) : The experimenter stands still beside the infant's bed without any facial expression like base line period. In each period, the observer records the vocalization and facial expression of the infant in detail. Main measure is vocalization shown by the infant, and smiling and emotional reactions are also observed in terme of frequency. Results 1. Frequency of vocalization in conditi oninf period was significantly higher in any infant at the 1 % level of significance. 2. Vocalization inereased at the most in conditioning period and the tendency remained in extinction period. 3. Increasement of vocalization in conditioning period differred in each infant. The difference seemed to ce associated with the over-all development of the infant. 4. Smiling response, like vocalization, highly increased in frequency in conditioning period. 5. Two infants showed high correlation and smiling response.

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The purpose of this study is to alleviate symptoms of a mentally retarded child like obsessive compulsive neurosis by the application of the operant conditioning technique. In this paper, the focus is especially upon the procedure which enabled this child who was unable to enter the treatment room by obsessive ideas to enter there voluntarily. Since his anxiety has been learned and conditioned, it is expected to be eliminated throngh reconditioning, and his behaviors will be altered. The counterconditioning as systematic desensitization, however, was not applicable on account of the intellectual defect, and the operant conditioning technique was employea to alleviate the anxiety through experiences gained by manipulating the environments that actually caused it. It was observed that the anxiety of this child was apparently generalized and his responses of avoidance covered a rather wide area centering around the treatment room. The avoidance was too severe to make him enter directly into the room, so that such a method was taken as extinguished the generalized responses from the weakest at first and then to the stronger by means of strengthening incompatible responses. This method was proved to be effective because the incompatible response enough to be directly competitive generalized and affected not only the target response but other avoidance ones. In other words, as he was approaching to the treatment room, his avoidance should be expected to increase but, on the contray, the reverse was the case, so that it was unnecessary to strengthen the reinforcers to be delivered gradually. Furthermore, neither persuasion nor solicitation wer etried. His behaviors were modifiedjust by the reinforcers contingent upon them.

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We intend to classify the mentallyretarded by the Skin Potential Reflex (S.P.R.) Method devised by Niimi & Yamazaki (Waseda University, Japan). It has often been discussed whether the Mentally Retarded Child' s ability of habituation is better than the normal or not, but the result had not yet been obtained. As a most important factor in this problem, we agree with Luria's hypothesis concerning the orientation reaction of the Mentally Retarded (M.R.) Discussing the habituation ability of M.R., we must discuss the orientation reaction. S.P.R. was demonstrated by Niimi, Watanabe, and Yamazaki to be a useful indicator of habituation ability, sympathetic arousal level, and orientation element in higher cereebellar function. In this study we have succeeded in measuring the habituation ability of M.R. by using the S.P.R. and classified M.R. in to high, middle and low reactivity groups, as compared to a normal group. At the same time we tried to clarify the orientation reaction of these groups by analyzing the positive waves of their S.P.R, As the most convenient index, we picked the trial number of the S.P.R., which shows maximum voltage in the positive S.P.R. waves We named this trial number the "Fixed Orientation Score" (F.O.S.) AS a result, the high reactive group is 4 F.O.S. ; the middle reactive group is 2-3 F.O.S. ; the low reactive grotp is 0 F.O.S. ; and the normal group is 1 F.O.S.

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Edouard O. Seguin is called "apostle of idiots" and said to be one of the most prominent educators who tried to educate idiots systematically in 19th century. The object of this study is to place his thought in the history of education for idiots according to the following points, 1) to clarify his view and definition of "idiocy" in relation to the problem of idiots in those days and the works of pioneers in French psychiatry, 2) to research his thought of education for idiots, especially physiological education, in connection with those of modern educators, Rousseau, Saint-Simonists, Pereire and Itard. According to him, idiotic children consist of various kinds of children from the sererely handicapped to the mental retarded. His concept of idiotic children like this related to the problem of idiots which came out socially in 19th century. One of his great contributions to education is that he proposed a program of educating such children neglected by people as the incapable and tried to embody it in order to guarantee the right to education of all human beings. His method of physiological education seems to have two principles. The first is a principle of harmonious and overall development of idiotic children. It rests on the basis of Rousseau' s negative method of education and the trinity theory of Saint-Simonists. The second principle is that training of senses is important means of intellectual culture. Much influence of Pereire and Itard on Seguin can be found here. Seguin's view that work and lador play important rolls in their development also characterizes his educational thought.

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This study was intended to show what acoustic componeneuts were used at percieving a intonation of a speech, and to discuss how they are used in the acquisition of language. The components treated in this study were an amplitude and a pitch of a speech, as a linguistic signal. I thought that they made a intonation of a speech and an accent position was a mathematic pole of the intonation. Identified the ability of a listening of the accent position was a mathematic pole of the intonation. I defined the ability of a listening of the accent position was that of the intonation. I examined whether ten subjects could listen an accant position of words and sentences with a frequency distortion or an amplitude distortion. A frequency distortion was made through a 425Hz low-pass filter, and an amplitude distortion by a original AGC circuit. Tts rise time of the operation was less 1 msec, and its fall time of it was approximately 0.1 sec. It was examined whether an accent position of eleven words and ten sentence were listened constantly in twice by each subject, and whether those with a frequency distortion, and an amplitude distortin, were listened identicaly them with no distortion (original sounds). This result was as follow: [table] Non identical numbers of an accent position of words and sentences between listenings of a subject in twice. This table indicated that an accent was listened by a pitch of a speech We could know that an accent position was listened in pitch more than sound pressure, and the speech trainer could have a low frequency a AVC circuit but not cut all over a gain at (100-400 Hz) which was not useful for the recognition of the phoneme. I thought that some impaired hearing children could not speak in grammaticaly because some hearing aids were made with a nonlinear distortion at low frequency, referring Lievermnn's book and Lenneberg's paper.

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