In some factor analytic studies of the WISC, it was pointed out that the intelligence structure of mental retardates were different qualitatively from that of normals. In the other factor analytic studies, the difference between the two groups was not found. The aim of the present study was to investigate the intelligence structure of mental retardates and that of normals. Three groups studied were as follows: mentally retarded children (10 to 15 years old), mentally retarded adults (20 to 45 years old) and normal children (10 years old). Data on the WISC of three groups were analyzed. The matrices of intercorrelations among the WISC subtests were computed for two retarded groups. For normal group, the matrix of intercorrelations among the subtests given in the WISC Manual (Kodama & Shinagawa, 1963) were used. Intercorrelations of three groups were separately analyzed by the method of principal component analysis. The results of three principal component analyses were discussed. The same three factors were extracted from the retarded children, the retarded adults and the normal children. In each group, the first three factors accounted for more than 65 percent of total variance. The three factors were interpreted as (1) the factor of general intelligence, (2) the factor separating verbal subtests (Information, Comprehension, Similarities and Vocabulary) from all other subtests and (3) the factor separating numerical subtests (Arithmetic, Digit Span and Coding) from all other subtests. In contents of factors, there was no clear difference among three groups. But the factor of general intelligence was most strongly present in the normal group. The other two factors were more strongly present in two retarded groups.

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The present paper is to investigate experimentally whether the responses for tactual and visual discrimination of children with Down's Syndrome is effected by different presentations of the stimulus figures. Two experiments were conducted: Experiment I deals with the tactual discrimination and Experiment II deals with visual discrimination. Each experiments was performed by using the same sensory modality. For each of the two experiments, two different conditions of stimulus presentation were set as follows. 1) The condition of successive presentation: the subject observes tactually or visually a stimulus figure with his dominant hand and after that discriminates tactually or visually from among several figures with his dominant hand the same as the stimulus figure. 2) The condition of simultaneous presentation: the subject performs tactually or visually to look at the stimulus figure and to discriminate the same as the stimulus figure from among several figures, at the same time. For tactual discrimination task, six geometrical figures made of plastics were provided as experimental material. The experimental figures are isosceles triangle (in height 7cm, in base 14cm), semicircle (in diameter 12cm), diamond (in long axis 11cm and in short axis 8cm), square (in side 8cm), cross shaped (vertically and horizontally 9cm and in width 3cm), rectangle (7 by 10cm). For visual discrimination task, six figures as stimulus material were given which were drawn with black feltpen on a 25×20cm white card. The number of the subject children were 40 Down's Syndrome, 40 Non-Down's Syndrome and 40 normal children. The subjects of each group were separated into two groups of Experiment I and Experiment II. After that again they were divided into subgroups (one group 10 in unmber) according to the condition of stimulus presentation. Both groups of Down's Syndrome and Non-Down's Syndrome were matched in MA and IQ and the average CA of normal children was equaled to the MA of Down's Syndrome. The performances in children with Down's Syndrome were compared with those made by both Non-Down's Syndrome and normal children. The subjects were run individually. The test was performed without time limit. The results were as follows. 1) The children with Down's Syndrome were significantly deficient to both Non-Down's Syndrome and normal children in making the tactual discrimination tash by successive and simultaneous presentation. However, the effect of discrimination responses by different types of stimulus presentation was not distinctly marked in children with Down's Syndrome. 2) The children with Down's Syndrome were as well as in Non-Down's Syndrome and normal children on visual discrimination task of simultaneous presentation. But, the children with Down's Syndrome were inferior in performances of successive presentation to that of other groups. From the results mentioned above, it will be suggested that children with Down's Syndrome were influenced by the experimental situation where the figures were presented of the stimulus presentation.

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This paper consists of the following two studies by Junko Ishii (1978, 1979) and Yuji Tsumagari (1978, 1979). Both of their research papers explored the over-all general coditions of school buildings for the mentally retarded. There appeared to be a major problem of sorting out plans concerning ammendities for the mentally retarded. Results of the above studies were as follows: (1) Some of the schools started by using old buildings which had been originally built for other purposes, other schools were designed specifically for the mentally retarded. The latter type of school far exceeded the former in number. The make shift schools had many disadvantages. There were many poor ammendities, for example, smallness of classrooms and decrepitude buildings. There appeared little consideration as compared with many of the schools which were chosen for the mentally retarded, and were totally unsuitable for educational purposes. (2) Although the study had found many of the main schools in reasonable condition, it did find the branch schools in much need of renovation. There were no plans for extensions or major reconstruction of their schools. (3) According to the data obtained from check list which consisted of 15 items concerning space and location, the plans of building were divided into ten stages. These stages were different depending on area and basic ideas of initial planning of the school buildings. (4) Ramps were not included in school design for the mentally retarded until 1974. The number of schools which had dining rooms and behavioral observation rooms were not increased until 1973, 1975, respectively.

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Purpose of the study This study was to examin the development of self-concept in non-handicapped and intellectually handicapped children, and to analyse the difference in self-concept between the two groups. The subjects were selected from the second grade and fifth grade levels from elementary school, 59 children from 2nd grade and 74 from fifth grade. There were 38 2nd graders from junior high school. There were also 31 intellectually handicapped children selected. The average chronological age (C. A.) was 16.6, but, they had only a mental age (M. A.) 7.1. A questionnaire consisted of forty seven items were given to each of the subjects. These items were designed to assess the following five aspects of self-concept: intelligence and ability (11 items); body appearance (7 items); social aspect (11 items); emotional aspect (5 items) and characteristic (13 items). The subject's task was to select one of five alternatives for each item ranging from "very true of me" to "very untrue of me". Main results of the study were as follows: I. Factor analysis on the results revealed five major factors: 1. learning, knowledge. 2. characteristic. 3. appearance. 4. friendship. 5. school. On the relative variance of each factor, the factor of learning, knowledge was the highest percentage (19.15%). II. Factor score of each subject on the five factors was calculated separately. Mean factor scores for four groups were differnt: 1. learning, knowledge: second grade in junior high school students were lower than other groups. 2. characteristic and appearance factor: second grade in elementary school children and intellectually handicapped children were higher than other two groups. 3. friendship factor: second grade in elementary school children were higher than other groups. 4. school: intellectually handicapped children were higer than other groups. III. Discriminant analysis using factor was only a moderate success, as they only correctly discriminated 50.7 percent of the subjects. IV. There was developmental trend. Intellectually handicapped children were more similar to second grade in elementary school children than other two groups on the profile of 47 items. From the above results, it was suggested that the level of self-concept in intellectually handicapped children corresponded with their M. A. level, but, when we investigate self-concept in intellectually handicapped children, we had to consider their past experience in community living.

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The purpose of the present study was to examine the relation between the recognition and the ability of the motor regulation. To clarify this problem an experiment was designed employing the standing broad jump. The subject was instructed to jump as far as possible, and then he was asked to jump its "half" distance. Beforehand the recognition level of "half" concept in the length was investigated toward all subjects. The subjects were 45 normal children with CA from 2:10 to 5:5 and 47 retarded children with MA from 2:10 to 5:4. The results were as follows: (1) Generally speaking, both the normal and the retarded who acquired the higher recognition level showed the better ability of the motor regulation. (2) The subjects who did not recognize the "half" concept in the length at all (level 1) could regulate the distance of their standing broad jump somewhat. (3) On the ability of the motor regulation in the same recognition level the retarded was inferior to the normal. The additional examination was designed to study the ability of the visual motor regulation by setting up the objective line. The results were as follows: (1) The older subjects showed the better ability of the visual motor regulation. (2) On the ability of the visual motor regulation, the retarded was inferior to the normal. (3) In the same age, the subjects who acquired the higher recognition level showed the better ability of the visual motor regulation.

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The purpose of this report is to examine the assessment of the results of stuttering therapy from the behavior therapeutic point of view. When we try to assess the results of stuttering therapy, we must confirm the fact that the changes of both stuttering behavior and other aspects of stuttering occurred in the treatment situation should be generalized to diverse situations and maintained over time. The recent trends of assessment of the results obtained by stuttering therapy are as follows: (1) To assess not only observable stuttering but also communicative attitudes of stutterers. (2) To introduce the covert assessment in addition to the overt assessment. (3) To introduce the qualitative assessment in addition to the quantitative assessment. The problems to be left for future research are as follows: (1) Assessment of the results of stuttering therapy should not be treated by itself, but be considered in connection with the techniques adopted for stuttering therapy. (2) Reliable and valid scale for assessing communicative attitudes should be developed quickly. (3) In short, assessment of the results of stuttering therapy is to ascertain the generalization and maintenance of therapy effects attained. Accordingly, the stuttering therapy program intended for generalization and maintenance, from the first time, is necessary to be adopted. In case of stutterers whose primary target is attitude modification, the techniques of attitude modification, such as systematic desensitization, assertion training and Morita therapy, which can be regarded as one of the behavior therapy, should be adopted.

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