In the latest factor-analytic study on the ratings for 1971 children of 12 years or younger and for 4121 adolescents or adults of 13 years or older, it was uncovered that the largest contribution appeared for the factor of "Personal Independence" in children and for the factor of "Social Adjustment" in adolescents or adults, while the factor-structure of the three factors for Part I of Adaptive Behavior Scales were apparently common to these two separate age groups. To clarify the nature of the change in the order of contributions in more detail, we carried out further analyses for each of the 17 groups divided on the basis of age or measured intelligence level (MIL) shown in Table 1. The groups consisted of 4 age and/or 5 MIL groups in children, and 3 age and/or 5 MIL groups in adolescents or adults. The analyses were executed by the complete centroid method, the principal factor method and the method of varimax rotation. The results are as follows: 1) The weight of contribution for "Personal Independence" factor decreases gradually with age. On the contrary, however, the Vp % for "Social Adjustment" factor increases gradually. For the factor of "Personal-Social Responsibility", the Vp % remains almost unchanged. Thus, the factor of the largest contribution among these three factors is "Personal Independence" for the younger age level and "Social Adjustment" for the older age level. The change-over in the order of them appears at the age of about eleven or twelve years (Fig. 1). Though the similar tendencies in the order of these two factors appear in the analyses for groups divided by MIL (Fig. 2 and 3), the MIL at which the change-over takes place is lower for the older retarded than for the younger. Based on these observations, it can be concluded that the change in factor structure of the adaptive behavior of the mentally retarded is a developmental phenomenon. 2) The changes of mean factor scores are consistent with the tendencies in the Vp % mentioned above. The factor score for "Personal Indepencence" increases in younger age and/or lower MIL, but the factor score for "Social Adjustment" increases in older age and/or higher MIL (Fig. 4, 5, 6 and 7). As for "Personal-Social Responsibility", slight change in factor score approaching zero (the mean score) with age are recognized. 3) Analyzing ratings for Part II of Adaptive Behavior Scales by principal factor method, two psychologically significant factors were uncovered (Fig. 8 and 9). These are the factor of "Antisocial-Aggressive Behavior" and the factor of "Self-Stimulative Behavior" which have been reported in the last paper. For these two factors, factor scores seem to change with age rather regularly.

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In the previous survey, the styles of instruction, from the viewpoint of motivating methods, were classified into two types; "Teacher-incentive-type" and "Pupil-subjective-type", and the former type could be found more than the latterone in instructing the mentally retarded. The purposes of the proposed study were to investigate the mutual relations between the motivating methods and the conditions of classes…that is, IQ, life age and number of pupils, and clarify the effect of these motivating methods upon the motivated activities aroused in pupils. The employed groups were of three special classes for the mentally retarded which differed from each other in IQ, life age and the number of pupils, They were as follows: Class G had a larger number of pupils whose IQ and life age were both high. Class A consisted of a smaller number of pupils who were low both in IQ and life age. Class I was a class with a smaller number of pupils whose IQ and life age were both high. Three teachers instructed those classes; one of them taught only class G, and the others taught all of the three classes. The chief content of the lesson was "how to calculate money", and the teaching plans of the teachers were similar to each other. The data for the observati on were obtained from two lists made in advance. One was the list about the motivating methods containing fourteen items, and the other was about the motivated activities with sixteen items. Those lists were conducted by five of our stuff, and their marks in each item were given at threepoint-mark. The major findings were as follows: 1) The instructor who changed his motivating methods frequently was inclined to teach the class A -the pupils lower in both IQ and life age by means of "Teacher-incentive-type", and to make more use of reinforcements in the class G -the larger class in number of pupils. 2) There was a difference between two instructors who treated three classes, with regard to the degree of changes fitting their motivating methods to three kinds of school classes, that is; one instructor varied his methods very often but the other didn't. 3) Each instructor in the class A and I used different motivating methods in teaching pupils, while the mentally retarded in both classes hardly changed their motivated activities. In the class G, three instructors made little difference in their motivating methods, and the pupils in the class didn't change their motivated activities at all.

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[in Japanese]

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