A growth function of intelligence (MA=CA^<εo>) was derived from the assumption that the growth rate of MA was proportional to the degree of mental retardation. In this equation a parameter, εo, characterizes individual retardates. To test whether the equation could fully describe the actual growth of the retarded, two steps were followed. First, based on longitudinal data from 51 subjects who had been tested twice with the Suzuki-Binet, individual parameter values were calculated. No difference was found between the mean MA (73.73±18.89) of the second test and the mean MA (74.93±20.96) predicted by the equation. Im addition, coefficient of similarity which provides an index of suitability was extremely high (0.8346). Second, within 15 years the theoretically predicted curves of the retarded agreed very well with the experimental results reported by Kuhlmann. Therefore it was suggested that the intellectual growth of the retarded is be well described by this equation.

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Total communication arised at the end of 1960's and had rapidly developed for 1970's in the education of the deaf. The author previously examined the issues of total communication concerning its arising, the factors of arising, its philosophy, the process of development, its practice and results, and its problem in future. Recently the author analized the issues of "Evaluation of Manual Method in 1950's" and "Introduction of Fingerspelling to Young Deaf Children in 1960's". The purpose of this paper is to clarify the issues of (1) position of oral method and oral-manual mthod in the education of the deaf in 1960's, (2) evaluation and critique to oral method by advocates of oral-manual method, (3) advocacy to importance of communication by advocates of oral-manual method of communication. The results studied are as follows: (1) Concerning position of oral method and oral-manual method in the education of the deaf in 1960's, 1) For one hundred years had continued "oral-manual controversy" ("method controversy") in the education of the deaf in U.S.A.. In 1960's on the one hand there were those who strongly advocated only oral method for the deaf children, and on the other hand there were those who prefered to adopt forms of manual communication. 2) The former maintained that the handicap was minimized with the attainment of functional speech, speechreading, and acoustic skills. The latter maintained that for many students these skills were presently unattainable, so manual communication represented the best alternative (Stuckless, E.R.). The oral-manual controversy was not yet settled. There were no completely convincing scientific data on which to base an objective conclusion, and no useful purpose was served by laboring the arguments (Silverman, S.R. et al.). 3) Controversy had centered primarily on the preadolescent and adolescent deaf students, but in 1960's the educators began to have much interest in early manual communication of the young deaf children. (2) Concerning evaluation of oral method and advocacy to importance of communication by advocates of oral-manual method of communication, 1) Almost deaf children could not attain good oral skills, but they could learn easily manual forms (fingerspelling and signs).2) Because the oral method made the deaf children feel frustration in communication, it was not evaluated as a natural, congenial method of communication. 3) Oral method and manual communication worked in hormony and not in opposition. It must be combined operation. 4) Oral-manual method of communication supplemented oral method, and early manual communication to the young deaf children promoted language ability, mental development, academic achievements and social adjustment of the deaf. There were some essential opinions about methods of communication in 1960's. The author think that these opinions had great influence on the development of total communication in 1970's. These opinions are as follows: (1) Not all children can profit from the only oral approach, so teachers must utilize all avenues of communication available (Falls, C.). (2) It is of paramount importance that all school members do communicate with the deaf children. The communication modes necessary are of but secondary importance (Lloyd, G.T.). (3) A basic precept for successful effective child care and welfare should be that of effective communication, without communication there can be no education. Without education there can be only limited success in life vocationally or socially (Lloyd, G.T.). The author conclude that these evaluation of oral method and advocacy of manual method of communication made great influence on the arising of total communication at the end of 1960's and development of total communication in 1970's.

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A verbal instruction method is used for improving the performance of discrimination reversal-shift learning for mentally retarded children. This method is devided into verbal labeling and verbalization. The many studies on the effect of the verbal instruction have taken up either verbal labeling or verbalization. The purpose of this study was to make clear the effects of both verbal labeling and verbalization on the post-shift learning in mentally retarded and normal children. The Ss were 45 normal and 45 mentally retarded children without any remarkable speech disorders. The MAs and the IQs ranged 4:7〜7:9 and 100〜139, in the normal, and 5:6〜8:0 and 41〜78, in the retarded groups. Each of these groups was subdevided into three groups; verbal labeling and verbalization (L+V), verbal labeling (L) and non-verbal instruction or control (C). The materials were consisted of two dimensions, shape (circle and triangle) and color (blue and yellow). The relevant dimension was counterbalanced among all subjects. The main results were as follows: 1. In the normal mean number of trials of the post-shift learning significantly decreased according to the order of C, L, and L+V. The percentage of fast learners (the number of trials of pre-shift≧that of post-shift learning) was less than 50% in Group C but 80% in Group L+V. 2. In the retarded, mean number of trials in post-shift of Group L was fewer than that of Group C, but there is few remarkable difference between L and L+V groups. The percentage of fast learners in Group L+V hardly increased in comparison with L and C groups. 3. The percentage of fast learners who could report verbally relevant cue of post-shift learning increaced according to the order of C, L, and L+V in the normal groups. In the retarded however, there was few remarkable difference among three groups. From the above results, we found that mentally retarded children easily react through dimensional mediation by means of verbal labeling as well as normal ones. We might point out, however, that most of the mentally retarded children cannot control selective reaction by using verbalization that connect relevant verbal label with overt response, so that verbal labeling and verbalization instruction was not effective for them.

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