The purpose of this study was to investigate the effects of cognitive framework on sentence comprehension of the hearing impaired. Subjects were 55 hearing impaired children, aged from 6 to 12. This experiment consisted of the two tasks; picture arrangement and sentence comprehension. Subjects were asked to arrange picture in the correct order and act out the meaning of the indicated sentence. The results obtained were as follows; (1)There was no significant differences between the groups with the cognitive framework in picture arrangement. (2)There was a significant difference between the level of picture arrangement ability and sentence conditions in the tasks and a significant association between them. It was concluded that there is a parallel relationship between cognitive framework and sentence comprehension in the hearing impaired.

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The effectiveness of a sorting task on the free recall of 40 mentally retarded children and 40 nonretarded children was investigated. The Ss memorized a training list and a transfer list A or a transfer list B. Each list was made up of 4 words from 4 different categories. The categories for the training list and the transfer list A were animals, insects, musical instruments, and vegetables; for the transfer list B, the categories were fruits, vehicles, flowers, and footwear. The children in the trained condition were asked to sort the stimulus materials of the training list and were instructed to use the grouping strategy while the control Ss were only instructed to remember the materials. The results indicated that the trained mentally retarded (MA 4-year-old Ss and MA 6-year-old Ss) and the trained 6-year-old nonretarded children showed enhanced clustering and recall in the training phase. The trained 4-year-old nonretarded children did not enhance recall. Only the trained MA 6-year-old mentally retarded children showed enhanced recall with the transfer lists in the transfer phase.

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Two experiments were carried out to study the ability of autistic children to retain stimuli by using visual and auditory cordes. The purpose of the first experiment was to find out whether autistic children had difficulty in using an auditory code for a visual stimulus. This experiment used two kinds of stimulus sets. One stimulus set was used to investigate their ability to use a verbal code, and the other was used to investigate their ability to use a visual code. A differential matching task was adopted with three conditions (successive, 10 sec. delay, and 30 sec. delay). The subjects were ten autistic children and thirteen 3-year-old normal children. The results of this experiment were as follows: (1) The autistic children had no difficulty in using an auditory code to retain a stimulus regardless of the input modality. (2) The autistic children had more difficulty in using a visual code to retain a stimulus than normal children. The second experiment had two purposes. The first purpose was to find out whether autistic children have difficulty in using a dual coding system. This experiment also used two kinds of stimulus sets. The stimulus sets were the same as those in the first experiment. In this experiment, however, both stimulus sets were presented randomly. Therefore, the subject had to retain the stimuli by both visual and verbal codes to respond correctly. The second purpose of this experiment was to compare the performance of autistic children with that of mental retarded children and normal children matched with mental age. The subjects were twelve autistic children, twelve mentally retarded children and twelve normal children. The procedure was same as in the first experiment. The results of this experiment were as follows: (1) The autistic children and the mentally retarded children both showed difficulty in using a visual code to retain a stimulus as in the first experiment. It can be concluded that this difficulty is not specific to autistic children. (2) Most of the autistic children could use a dual coding system as well as the normal children. Therefore, it was suggested that the specific cognitive dysfunctions of the autistic children were due to a dysfunction at the processing level which includes long term memory.

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The purpose of this study was to investigate human relations and job factors of severely physically handicapped. employees in industry. Two questionnaires were used; one constructed for physically handicapped employees and the other designed for the employers. Both questionnaires consisted of 31 items. These items were designed to assess the handicapped employee's human relations with his superiors, human relations with his colleagues, and job factors (job skill, attitude toward work, job satisfaction, morale). The questionnaires were sent to 302 employers and 168 employees. Of these, 92 employers and 114 employees responded. Eventually, 90 employer's answers and 99 employee's answers were analyzed. The assessment of that items were conducted on 6-point rating scale. The results obtained were as follows; 1. There was seldom a difference in the score between employers and employees. The employee's human relations and job factors in industrial organization were good in most items. But, in some items, human relations with superiors were not good in informal situations. 2. The scores of the physically handicapped employees were divided into 4 attributes and then analyzed. The attributes were the number of colleagues, job changes, kind of school graduated, and use of wheelchair. The employees working with under 10 colleagues had better human relations and job factors than the employees working with over 11 colleagues. The employees who had changed jobs in the past had better human relations and job factors than the employees who had not. The employees who graduated from schools for special education had worse human relations and job factors than employees who graduated from regular schools. The employees using wheelchairs had positive human relations with their superiors in informal situations. 3. The principal component method of factor analysis was applied to a 30×30 correlation matrix, and 6 factors were extracted. Factor 1: job performance factor Factor 2: trust Factor 3: affinity Factor 4: morale Factor 5: obedience Factor 6: job skills The mean rating of each of the 6 factors were calculated.

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