特殊教育学研究
Online ISSN : 2186-5132
Print ISSN : 0387-3374
ISSN-L : 0387-3374
3 巻, 1 号
選択された号の論文の13件中1~13を表示しています
原著
  • 谷村 裕, 宮内 鈴子
    原稿種別: 本文
    1966 年 3 巻 1 号 p. 1-5
    発行日: 1966/03/31
    公開日: 2017/07/28
    ジャーナル フリー
    In a series of studies on the vision of partially seeing children, of which this is the first, we propose to present the nature of visual acuity in early age, together with some remarks about the method examing the visual acuity of children. The visual objects used in the test were each independent Landolt's "broken ring." The Landolt's ring was the most suitable to measure the only resolving power of eyes based on the minimum separable. It was quite possible for the children of preschool age to rejoin the direction of the break of the test ring by rotating the model plate held in their hands. Moreover, letters had to be singly shown for the visual tests to get rid of psychic influences. Most of the children aged 4 showed the visual acuity 1.0 or more than that, and it is considered that it has almost attained the area of the visual acuity of adults. And in the children before age 6, however, the development of the visual acuity in average could be recognized though gradually. As for the children aged 6, those of the visual acuity more than 1.0 covered as high as 96% having statistically the peak of 1.5 in visual acuity.
  • 松岡 武
    原稿種別: 本文
    1966 年 3 巻 1 号 p. 6-12
    発行日: 1966/03/31
    公開日: 2017/07/28
    ジャーナル フリー
    Purpose: To clearify what conditions affect the cognitive ability of Mentally Retarded Children by the experiment where the subject is asked to recognize concrete forms, after given fragmental stimuli in a series with various intervals of time, in comparison with the experiment-results in normal children. Method: Spots which construct each of 5 figures shown in Table 1 are projected in the size of 9 cm of diameter, appearing and disappearing one after another, on the screen (120cm x 90cm), by using an 8 mm cine-film. The subject is asked to follow the spots projected on the screen one by one and to answer the figure which he formed in his mind, first by the reproduction-method, and then by the recognition-method. (1) Experimental Conditions: A series of spots which construct each figure are projected only one time. under the 4 conditions which are different in_ projecting-time, and projecting-way (continuously or discontinuously). The subject should answer the figure recognized, immediately after the series of spots are projected. (2) The subject: Experiment-group: 69 children of special class with MA 4-9, and CA 8-12. Contrast-groups: 263 normal boys and girls at from kindergarten to 6 grade of primary school. Results: (1) The results differ according to the kinds of figures to be recognized, and to the projecting-way and the projecting-time, of spots. A series of spots projected in short time, or continuously, or virtically and horizontally, are well recognized in common to both groups: mentally retarded children and normal children. (2) Recognition improves with MA and CA in the case of normal children. (3) Recognition by mentally retarded children are different from that by normal children in the following: (a) Recognition has little correlation to MA and CA in the case of mentally retarded children with over MA 6 and over CA 9. (b) Recognition by mentally retarded children is significantly better than that by the normal children of the same MA as mentally retarded children. (c) Recognition-ability of mentally retarded children is determined other factors, especially by character, than intelligence, at the early time. It is necessary for the development of recognition-ability, consequently, to foster good character which has emotional stability.
  • 伊藤 隆二
    原稿種別: 本文
    1966 年 3 巻 1 号 p. 13-19
    発行日: 1966/03/31
    公開日: 2017/07/28
    ジャーナル フリー
    An experiment was designed to determine the role of speech in the regulation of behavior of mentally retarded children from the mental developmental view-point, and to testify the meaning of MA measured by Binet-Intelligence-Scale as developmental stage of retarded children. Four groups (Table 1) of retarded children graded in MA were chosen as the subjects for the experiment of the formation of motor conditioned reflexes and voluntary movements through verbal reinforcement, and the results were compared with those of A.R. Luria's findings in normal children which assumed the parallel relationship between the mental level or chronological age and interaction of the first and second signal systems. The main results were as follows: (1) the increase of the responses in both speech and motor in the conceptual level with MA was confirmed, but (2) the function of speech as conditioned inhibitors in these retarded children did not confirm up to MA five, and (3) interaction of the first and second signal systems in feebleminded children was more retarded than in normal children and formed over MA seven, and (4) when we compared the content of speech of retarded children with that of normal children, we could disclose some quatitative characteristics of the retarded which were not identified by MA; e.g. the dominance of the mechanical words or absurd speech which was unsupported by the proper generalization or conceptualization of the speech.
  • 松坂 清俊
    原稿種別: 本文
    1966 年 3 巻 1 号 p. 20-25
    発行日: 1966/03/31
    公開日: 2017/07/28
    ジャーナル フリー
    It is a important problem to establish more effective teaching methods of various tasks in educating the retarded children. This study was carried out to gain some sources of this kind. Namely, exploring both the effect of experimental condition (verbal instruction, material situation) and it's developmental aspects in colorform sorting tasks were the aim of this study. In present experiment, sorting tasks consisted of 1) sorting according to a vague instruction, 2) color or form selection in simplified material situation, 3) "color" oriented-selection, 4) "form" oriented-selection, 5) sorting according to an example, and 6) color and form naming test.Ninety six mentally retarded from 2 years to 9 years of mental age and 98 normal children from 3 years to 5 years of chronological age were used as subjects in this experiment. Some results indicated that performances of the retarded were facilitated by concrete verbal instruction and simplified material situation. But some limitations existed in effects of verbal instruction to the retarded with lower mental age (or lower IQ) They were able to say carelessly "phonetic" name of the object, but they could not use properly the name as symbol of the object. Their inadequate performances would also occur from that they often understand more general concept ("color", "form", …etc.), but they do not understand correctly it's sub-concept ("blue", "yellow", …etc.). Especially, the retarded from 2 years of MA were not oriented by "color" or "form" and also were not oriented correctly by it's sub-concepts ("red", "blue", …"triangle" "square" etc.). Even in 5 and 6 years of MA level, difficulty of shifting from "color" response to "form" response vice versa was found. This is a matter of rigidity, but in the present paper the author did not intentionally discuss on it the mentally retarded with more than 7 years of MA were able to perform according to verbal instructions. Normal children with same MA were superior to the retarded in all conditions. However, it was suggested that we need to investigate the complex relation between intelligence levels (IQ, MA) and various performances of these tasks.
  • 西谷 三四郎, 堅田 明義
    原稿種別: 本文
    1966 年 3 巻 1 号 p. 26-32
    発行日: 1966/03/31
    公開日: 2017/07/28
    ジャーナル フリー
    Now in our country the great interest in the research of the mentally retarded is focused on the early education, being motivated by Kirk's work in his field. In our Otsuka School for the Mentally ret arded attached to Tokyo University of Education, the kindergarten classes for the mentally retarded were founded in 1960. So we have had six years experiences on this education. Young children enter this class at four years of age and are educated for two years. The curriculum of this education is constructed of three mains areas as follows: 1) free play 2) life unit plan 3) fundamental habit formation.The content of curriculum is tabulated in "The Experience Contents". Purpose: To explore the effectiveness of the early education for the mentally retarded. Method: Subjects are divided in two groups; Experimental group (6 persons, C.A. 6:5 (mean), I.Q. 67 (mean)) and Control Group (7 persons, C.A. 6:3 (mean), I.Q. 68 (mean)). Evaluation of effectiveness of this education was made by following three directions: 1) The Experience Content 2) Evaluation Reports from the parents and teachers 3) Evaluation School Book. Results: 1) The advances of the mental and the social development were more conspicuous in the experimental group than in the control group by each evaluation. 2) The advance was the most remarkable in "Life Experience" and then was next both "Health Experience" and "Felling Experience" to "Life Experience" . The advance of each aspect of Social Interest, Group Life and Varbal in "Life Experience" was especially conspicuous. 3) These advances take part in intelligence, that is, the high intelligence group reached to high level of the curriculum of life unit plan, but the low intelligence group was superior to the high intelligence group on the degree of advance by early education.
  • 川村 秀忠
    原稿種別: 本文
    1966 年 3 巻 1 号 p. 33-39
    発行日: 1966/03/31
    公開日: 2017/07/28
    ジャーナル フリー
    To understand the corobral palsied, we must appreciate the symbolic defects which are directly associated with the brain-damaged conditions as well as the motor dysfunctions of the cerebral palsied. And moreover, the author considers linguistic dysfunctions, intelligence, and personality, to comprehend the aphasic condition of the cerebral palsied. In the present studies the following two cases were conducted: one case was child (Y.M. 12:8) with mental retardation who was looked upon as symbolic defects in appearance and another case was a child (S.H. 15:2) who had chiefly the aphasic defects of writing disturbances, to understand the internal disabilities of the cerebral palsied. Suggesting directly from the above results, the author presented that slow learning was caused by mental retardation and emotional disturbance in case of the former and was occured chiefly by the aphasic disabilities in the expression of ideas through the use of written linguistic symbols in case of the latter. The speech disturbances of the cerebral palsied are manifested to some degree in internal symbol processes as well as in external symbol processes. Cerebral palsied children have aphasic defects as well as articulation disorders. Therefore, to understand their speech disturbances and slow learning, the aphasic dysfunctions in thinking, in speaking, in reading or in writing should be appreciated.
feedback
Top