This paper examined the difference between the normal children and the functional deficient children of articulation for the recall of the sentences, on what ground it was dependent on the cognitive ability of the sentence. In the experiment, Ss listened to a sentence on speech and immediately repeated it orally as it was presented. The test sentences were 22 Japanese sentences which consisted of the words, which primary school children have known, and their characters were specified by the number of the independent words and the number of the tree diagram's grade which could be generated by the phrase structure grammar. There were two groups of the subjects, one of 25 functional deficient children of articulation and the other of 14 normal children, and both aged from 7 to 12. We corrected the syllables of the misarticulations in the recalled sentences and processed them in the two terms of the grammatical sentence (a) and the serial stimuli of word (b), and these results were the recall scores. The recall scores of the normal children are 91% in (a) -process and 57% in (b) -process, and of the functional deficient children of articulation are 77% in (a) -process and 57% in (b) -process. The significant difference was tested between the normal children and the functional deficient children of articulation. (t=3.74 and 2.64 p<0.05) When the sentences were grout ed by the number of the independent words and the number of the tree diagram's grade, the normal children had higher score than the functional deficient children of articulation on any group of sentences. As this recall score is related to the cognitive ability of the sentence, we assume that the functional deficient children of articulation were retarded statistically on the cognitive ability of the sentences. Therefore they must be tested for it on speech therapy.

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The evoked reflex movements of eye produced by a simple light stimulus and the objective measurement of the visual field of the mentally retarded children were studied. The subjects were 77 children (MA 2 to 10), belonging to the special school for the mentally retarded. The stimuli presented were the small luminous points arranged in the hemispherical bowl. Eye movements were measured with electro-oculographic technique. The findings are as follows: 1. Three different types of reflex movements are classified, and each type is correlative with particular stages of MA. (A) The very high frequent reflex movements were produced in the children with MA 3 to 5. (B) The frequency increased remarkably as the light stimuli were signalized (Remarkably found in the children with MA 5 to 6). (C) The children with MA over 7 showed the rapid inhibition of the reflex under the all conditions of the experiment. 2. The objective visual field on the horizontal meridian could be obtained from all of the subjects. 3. The reflex movements of eye was proved to be a useful indicator for the objective measurement of the visual field of the children with MA 2 to 6.

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AAMD Adaptive Behavior Scales consist of two parts. The Part I is to measure the functional aspect of adaptive behavior and the Part II is to assess the aspect of behavioral problems or maladaptive behavior for the mentally retarded. In our previous reports on factor analytic studies based on 27 subdomain scores in Part I and 13 domain scores in Part II separately for each group of 1971 retarded children younger than 13 years old and 4121 retarded adolescents or adults of 13 years of age or older, three orthogonal primary factors in Part I and two primary factors in Part II which were common to these two age groups were uncovered. The factors revealed in the analysis for part I were named "Personal Independence", "Social Adjustment" and "Personal-Social Responsibility", and the factors in Part II were defined as "Antisocial-Aggressive Behavior" and "Self-Stimulative Behavior" from the subdomains or domains having relatively large loadings for each of them. In order to reconfirm these factor structures in two parts of A. B. Scales and to study the relationship between the factor structure of functional aspect of adaptive behavior measured by Part I and the structure of maladaptive behavior measured by Part II of the Scales, further factor analytic studies were carried out on the basis of 40 variables from these two parts together. This is a report of the studies. As results of factor analyses by complete centroid method (Table 3 and 4) and principal factor method (Table 10) on these 40 subdomain and domain scores of the Scales for each of two age groups, five significant primary factors common to these groups were disclosed. After rotation along to varimax criterion, it was found that these five factors were the same as ones emerging repeatedly in our previous analyses in each of two parts (see from Table 3 to 10), and that these factors were retained without mixture of the two parts of the Scales. Therefore, the functional aspect of adaptive behavior and the aspect of behavioral problems or maladaptive behavior are considered as independent of each other in the orthogonal factor space. In addition to these findings, the change-over in the order of contribution between the factor of "Personal Independerce" and "Social Adjustment" according to increase in age level was also replicated in this analysis. Although the orthogonal factor structures in this series of analyses are not necessarily simple according to Thurston's criteria, we can conclude that the functional aspect of adaptive behavior is made up from three components and the aspect of maladaptive behavior has two latent components, and that these two aspects are completely independent of each other.

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Zusammenfassung Das Ziel der padagogischen Arbeit d.h. die Forderung nach Allseitigkeit der Personlichkeitsentwicklung gilt notwendigweise auch fur die geschadigten Kinder. Man stellt ihm in DDR die Aufgabe, die geschadigten Kinder zu allseitig entwickelten sozialistischen Personlichkeiten zu erziehen. Aber die sonderpadagogisch zu betreuende Population muβ bestimmt werden mitBezug auf die Anforderungen and Moglichkeiten des jeweiligen Bildungssystems, wobei das Bildungssystem stets Ausdruck des Stand der Produktivkrafte and Interessen der herrschenden Klasse ist. Die Population, fur welche die sonderpadagogische Betreuung organisiert werden muβ, ist eine gesellschaftliche (vor allem schulpolitische) determinierte Kategorie.

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The Frostig Developmental Test of Visual Perception and Frostig Progam for the Development of Visual Perception are about to be used widely in schools and clinics in Japan. However, some cautions should accompany the use of these materials, since theoretical and practical questions have been raised by American researchers. Most questions are focussed on the indepndence of the Frostig subtests in terms of factor analytic studies. While Corah and Powell initially extracted two general factors, intelligence and developmental changes in perception, most studies reported that the Frostig five subtests measure a common perceptual function. These findings may lead one to a serious question of the validity of the test. Yet, since the question of the subtest independence has not been resolved, one could expect PQ of the test to measure the whole process of a child's visual perception. The relationships between the test scores and the school readiness are also controversial issues. It is understandable that most research failed to find significant evidence of the relationship between them, because school achievement is made up of various psychological and educational functions. Thus, one should regard perceptual skill as one of the settinge necessary for school achievement. In a similar way the literature showed little evidence that perceptual training using the Frostig Program for the Development of Visual Perception had significant effects on academic improvement. In contrast to this negative evidence Halliwell and Solan demonstrated the positive effects of perceptual training on reading improvement. They attributed this success to the fact that their experiments were carried out with more instructional time, more comprehensive programs, better trained personnel, and smaller groups of students than any of the studies reporting insignificant findings. The Frostig Test shows up a scoring problem in which a poorer raw score would receive a higher scale score and succeedingly a higher PQ at a certain age level. The misuse of the conversion table standardized in the Unied States of America. should be corrected by using the forthcoming Japanese standard. The present writer concludes that although the Frostig Test is an incomplete instrument we can utilize it accompanied by other diagnostic techniques.

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