The present study was conducted to assess the differential muscular relaxation ability of mentally retarded children in a hand work and to improve their ability through training. The subjects were five mentally retarded boys, aged 12 and 13 years, ranging in IQ scores from 44 to 69, and the control subjects were five nonretarded boys with comparative age range. The task was repetitive hand grasping in response to the rhythmic sound signal which was presented on a predetermined tempo. EMG of flexor carpi ulnaris during the test work was recorded using surface electrodes in tempos as 60, 80, 100, 120, 138, 160, 184 and 200 times per minute. The time duration of relaxation phase in one flexion-extension cycle was measured from EMG records. Mean percent value of relaxation phase in five cycles was used as an index of a subject's relaxation ability. In the nonretarded group, the average relaxation level was 79.8% (SD=3.1) at the tempo of 60 times/min, and it decreased with the repetition velocity (60.6% (SD=5.5) at tempo 184 times/min). The retarded group showed significantly lower relaxation ability in all tempo conditions, and no one was observed within the area of -2 standard deviations of the nonretardeds in any tempo condition. Their average relaxation level at tempo 60 times/min was 56.4% (SD=12.9), and at tempo 200 times/min, four of five retardeds showed 0% value in relaxation level. The level difference between the groups was greater in fast than in slow tempo conditions. The retarded group was then given 20 days (15 minutes a day) work training, the procedure of which was identical to that in the test work. After training, an excessive muscle tension which had appeared in the pretraining test work decreased, and their average relaxation level rose to 67.0% at tempo 60 tempo 60 times/min. Greater improvement was observed in the faster tempo conditions, and the maximum work velocity, at which relaxation level reached 0%, was significantly increased. The results were disscussed in terms of relaxation control training in timing, spacing and grading.

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We have so far reported on the developmental diagnostic test for the handicapped children. This diagnostic test can be used for the children whose developmental levels are from birth to three years old. The test was designed and standardized to aid the planning to encourage the progress of the child's development. It contained 324 elements of optimal activities, and provided information about five domains: emotion,locomotion, manual act, language, and daily-life habits. Nine developmental level were set. We now report on the optimal activities of the children aged 1 to 1 1/2 years. This developmental level contains 17 optimal activities which consist of 52 elements. The study is designed to find out the core of the optimal activities and also to investigate the elements relating to the core activities; consequently we may find how to use the diagnostic test effectively. Statistical method was employed. Four handred and forty-two children between 1 and 1 1/2 years of age were evaluated. After the evaluation, we counted Cramer's measure of associations. Then we carried out a hierarchical cluster analysis using the average linkage between merged groups. The analysis showed us that there are five optimal activities which form the core: climbing, walking, keeping balance, throwing, and using instruments. Climbing means that a child climbs up and down a box, or walks up stairs holding a handrail. Walking is that a child walks with a toy in his hand or pulling it behind him. Keeping balance is that a child walks on a inclined board. Throwing means that a child throws a ball. Using instruments means that a child uses a spoon to eat. These optimal activities are those in the domain of locomotion and manual act. The core activities, the analysis also revealed, are somewhat related to the optimal activities in the domain of language, such as vocabulary, word recall, and comprehending word meanings. These activities are fostered by the communication between the child and the people around him. The development of language may not directly orientate the development of locomotion and manual act. However, if the adult talks to the child and encourages him while he is playing actively, the child may become even more active and thus the development of locomotion and manual act may be further promoted. Therefore the development of language can be said to be a contributive factor to the development of locomotion and manual act. The child's development of locomotion and manual act goes hand in hand with his physical growth. To aim at the furtherance of the development, however, we must remind ourselves of the importance linguistic stimulation. When we work with a child of this developmental level, we should talk to the child as often as possible and encourage him in his activity.

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In the previous study published by this journal (Niimi & Uemura, 1980; Uemura & Niimi, 1981), we reported that we had developed the scale for measuring stresses on the mother of handicapped infant and it had been constructed by five factors named as follows. That is, they were F I: stress caused by human relations of outside of family, F II: stress caused by her infants maladaptive behavior itself, F III: stress caused by anxiety about present and future conditions of development of her handicapped infant, F IV: stress arised from marital relations with her hasband as regards the problems surrounding their handicapped infant, FV: stress caused by obstructedness of selfactualization in her everyday life. The purposes of this report are to classify the stress patterns on the basis of each individual's factor scores calculated from five factors and to find a clue to the psychological intervention for each type through describing the characteristics of this. Data used in this analysis were those of five kinds of handicaps (autism, AUT: Down's syndrome, DOWN; mental retardation except Down's syndrome, MR; multiple handicap, MUL; severe mental and physical handicaps, SMP) among the data reported in previous study, and they were analized by Q-mode cluster analysis for each handicap. As the result, they were clusterized between 8 and 6 groups for each handicap, and we named each of these clusters "type" (Table 1). Next, with respect to these total 34 types, cluster analysis among them was done by using mean factor scores of each type. We obtained 19 clusters finally, and 8 of the 19 contained more than two kinds of types in these clusters (Fig. 1). We named each of these 19 clusters "core type". At the time of describing the characteristics of these core types, we took up the above-mentioned 8 core types common among the kind of handicap and 4 core types showing the stress pattern pecurior to the kind of handicap, and analized background factors of each of them by selecting the representative cases being included in each of these core types. The characteristics of stress pattern of each core type and the kind of handicap constructing one are as follows: 1. High stress factor (H) II, Low stress factor (L) I, IV, V; AUT, MR, MUL. 2. (H) III, (L) V; AUT, DOWN, MR, MUL. 3. (H) III, V (L) II, IV; MUL, SMP. 4. (H) IV, V, (L) I, II; MUL, SMP. 5. (H) I, II, V (L) IV; DOWN, MR. 6. (H) I, III, V (L) IV; DOWN, MUL, SMP. 7. (H) I, II, III, V (L) IV; AUT, MUL. 8. (L) I, II, III, IV, V; AUT, DOWN, MR, MUL, SMP. 9. (H) I, IV; AUT. 10. (H) II, V (L) I; AUT. 11. (H) IV (L) II; MUL. 12. (H) I, III, V (L) II; SMP. Finally, we discussed from three points of view with respect to these results and next step of this study in perspective; (1) on method of extraction of type from each handicap, (2) on method of extraction of core type from total 34 types, (3) on points of the description by using representative cases of each core type.

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В данной статье предпринимается попытка выделить взгляд воспитания дефективных детей Л.С.Выготского. При исследовании использовалсь метод анализировать и рассматривать статьи Л.С.Выготского следующими точками: 1. В каком течени времени Л.С.Выготский разработал свой взгляд воспитания дефективных детей? 2. Какой понял Л.С.Выготский основную дефективностью детей? 3. Чему искaЛ Л.С.Выготский подход для исключения и преодоления дефективности? 4. Какова та теория воспитанияз которой Л.С.Выготский попытал разришать вопросдефективности? Результат показывает следующие. Л.С.Выготский выделил то состояние недостатка, которое возникнуло теми или иными причинами. Эти первичный недостаток и вторичный недостаток. Первичные недостатки обусловлены органическими нарушениями. Вторичные недостатки обусловлены социальными факторами, своеобразием положения ребенка в социальной среде. В частности он сосчитал вторичныи недостаток важным вопросом. Л.С.Выготский испытал разришать вопросы недостатков детей не биологическим подходом, но средством на основе теория развития. Он подчеркнует одинаковость закономерности развития нормальньIX и дефективных детей в основе той теория условного рефлекса, которая установлена И.П.Павловым. В связи с процессом развития Л.С.Выготский разработал ту мысль, что основное своеобразие детского развития заключается в сплетении культурного и биологического процессов развития. При отсутствии или недостаточном биологического развития возникает неадекватное, неполное слияние обеих систем активности, как бы смешение или сдвиг одной формы. Эти образы развития дефективных детей. Относительно теория воспитания он предложил, что специальная школа надо основывать то социальная воспитание на принципом воспитания, которое намечает связи с общественной жизнью. Такая идея согласна с теорей интеграционной воспитания, так как он видит главную задачу в общением с школами для нормальных детей.

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To know how stuttering is perceived by the listner and in general what kinds of reactions or attitudes the stutterer meets in our society should lead us to a better understanding and insight into the problem of stuttering. In this investigation we intended, first of all, to clarify what it was meant by the kanji "kitsu" in ancient times of China, and also in the days before the Meiji era of Japan. In the Chinese-Japanese Dictionary by Minamotono Shitago (911-983), which is the oldest dictionary we can find today, kitsu was put under the heading of classification of "maladies" with the name of "Kotodomori" and described as "reitrative" utterance of the beginning words or difficulty in getting a word out in an attempt to speak. We also tried to look up the word in the Index to the Taisho Tripitaka (50 volumes in all, but only 30 volumes have been published so far). Thus we did find only a few accounts, however, supposedly written about stuttering, whereas the words for blind, deaf, and mute appeared so frequently. It was mentioned here in Daizokyo that stuttering was regarded as one of the 64 kinds of abusive karma and that with stuttering it was impossible to become a bonze. We are still not certain of its true meaning, however. Secondly, we cited the examples of stuttering used as an object of a silly laugh or ridicule from old dramas. In such dramas a stuttering character did not take a role in any significant way but merely appeared to heighten the stage effect a little funnier. In any cace, attention had been centered around the overt features of stuttering for a sheer curiosity and the lack of insight into the nature of stuttering problems was strikingly obvious. Thirdly, we have discussed on the stuttering that is subject to criticism, discrimination, and rejection, which is of special interest to our present study. To cite but one example from the most outstanding writings we ever found on this issue by Kin Kakuei: ".....The little boy of the 6th grade stuttered severely while reading a newspaper for his illiterate father. The father soon spit his words impatiently at his son, 'Gosh! You've gotta do something about that damned stuttering!'...." The comment as such illustrates well a typically common reaction given to the stutterer by the listner either overtly or covertly in daily life. In conclusion, we think that it desrves special emphasis that the listner's patience, understanding, and acceptance toward stuttering be most helpful and enable the stutterer to adjust himself to social situations and that consequently he will lead a better life.

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Many investigations have carried out the short-term memory (STM) in the Hearing Impaired. This paper reviewed the results of these experiments, especially the encoding of memory processing. By comparing and evaluating these results, the following seven points were discussed. First, it was considered to construct a model of process, which seems to play such an important role in memory as evidenced by the current experiments data. It showed that recent models of memory were two categories: Multi-store models and information processing models. Secondly, it was concerned with results from experiments using a techniques by the serial learning. These investigations showed no difference between the Hearing and the Hearing Impaired. Thirdly, the results of paired-associate learning task showed that the kinesthetic similarity judgements based on overt dactylic gesture differed qualtatively from confusions arising from covert gesture or deaf Ss used idiosyncratic or at least various, rehearsal and encoding procedures. Fourthly, it was concerned with results from experiments using a techniques by the free-recall learning. These results suggested that acoustic-linguistic mediation was crucial for deaf Ss free recall of verbal materials and information about sequential order could been retained in a posticonic visual store independently of spatial cues. Fifthly, the issue of Conrad's research were discussed about the encoding in the memory process. Main results of these researches showed Hearing Ss made a number of systematic recall errors which could be shown to be acoustically similar to the correct letters, while Deaf Ss also made certain systematic errors but these were not acoustically related to correct letters. Sixthly, this part dealed with manual sign of memory. It was conclued that deaf children encoded categorically in STM suggesting a normlly functioning ability to think abstractly and to process information without acoustic mediations and sign facilitated the recall of the words. Seventhly, this part was concerned with the role which encoding might play in information process of the Hearing Impaired. Based on the results above, it was discussed the problem of verbalvisual memory research. It was suggested the follwing points: the examination effected the factor on the visual memory, the deaf ability about memory, the relation between the material and strategy in the memory, dual-encoding.

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