The Japanese Journal of Special Education
Online ISSN : 2186-5132
Print ISSN : 0387-3374
ISSN-L : 0387-3374
Volume 4, Issue 1
Displaying 1-13 of 13 articles from this issue
  • NOBUTAKA IGARASHI
    Article type: Article
    1967 Volume 4 Issue 1 Pages 1-9
    Published: March 31, 1967
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    One of most important purposes in educating the partially seeing is to develop their visual perception. So it is necessary to clarify the qualities of visual perception of the partially seeing. This study was carried out to clarify the qualities of letter perception of partially seeing children. The visual objects used in the experiment were Japanese alphabets "hiragana" and figures. And the scores obtained were discussed with reference to near vision, intelligence, and visual experience. The subjects of this experiment were 103 partially seeing children of age from 6 to 15 in schools for the blind. The main results obtained are as follows: 1) Letter pereception of partially seeing children is remarkably influenced by their visual acuity. So ability of letter perception of partially seeing children is almost determined by their visual acuity. 2) One letter recognition is influenced only by visual acuity. 3) When the number of letters given increases, influence of intelligence and visual experience becomes more effective. 4) Intelligence has greater influence upon perception of meaning syllables than upon perception of meaningless syllables. 5) In visual perception of meaning syllables, children with higher intelligence perceive them better than children with lower intelligence. 6) Visual experience also has a little influence upon letter perception. 7) These results indicates that the more complicated the objects perceived are, the more effective influence of factors other than visual acuity becomes.
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  • KOHEI SUMI
    Article type: Article
    1967 Volume 4 Issue 1 Pages 10-23
    Published: March 31, 1967
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    In order to verify the generally alleged "rigidity" of thinking in the deaf child the author carried out a comparative examination of deaf and normal school children. On the model of Luchins's test and with necessary modification of its principles for his purpose he prepared four series of test questions with Chinese characters as test materials, Each series contains five questions, which have a common feature (principle) to them, and in each question there are given six Chinese characters, of which one is different in its form from the others, which have a certain feature common to them. The examinee is required to find out the different one. (Fig. 2, 1). The subjects were of two groups, one from ordinary schools and the other from schools for the deaf, their ages ranging 10 to 16. They were all pupils in Germany and France and did not have any knowledge of Chinese characters (Table 1). In both groups the switch ratio, which is indicated by the ratio of the time needed for switching the principle to answer each question series, increased gradually in accordance with the increase of age of subjects, then declined (Table 13). In the normal group the ratio was highest in the pupils of 11 and 12 years of age, while in the deaf group the highest point was reached in the pupils of 13 and 14 years of age (Fig. 8). The disparity seems to mean that the deaf pupils are retarded two years in mental development. After reaching the highest point the ratio curve declined, as was just mentioned in both groups. The significance of ratio curve seems to be that every pupil, whether deaf or ncrmal, finds some difficulty in shifting principles in the transit period when he matures out of the concrete into the abstract way of thinking. But the rise of the ratio curve is to be interpreted to indicate that the pupil is gaining the ability to think in conceptual level. In the present investigation the two aspects of cognitve functions, perceptual and conceptual, were examined with subjects in sorting tasks without employing any experimental material, which facilitates conceptualization, so the two years's lagging of the deaf pupils in their development of abstract thinking should be attributed not to their limited command of language but to their undue dependence through deafness on visual perception. In comparison with the normal the deaf seem to rely on perceptualization more and longer than on conceptualization in abstract thinking in form of concrete operation.
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  • SHIGERU SAITO
    Article type: Article
    1967 Volume 4 Issue 1 Pages 24-34
    Published: March 31, 1967
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    The purpose of present study was to examine by the WISC to determine the relative difficulty of subtests and by the Suzuki-Binet Scale to ascertain the extent of "Chirabari," the number of first failure to last success in the intelligence test, about brain damaged, epileptic and normal children. Subjects were 118 normal (male 67, female 51) and 79 epileptic children (male 52, female 27) on the Suzuki-Binet Scale, and were 38 brain damaged and epileptic children (male 34, female 4) on the WISC. The results were as follows: (a) "Chirabari" scores on the Suzuki-Binet Scale increase with the ages for both groups, and the scores of epileptic group increase more earlier than non-epileptic group, (b) it is not probable that the epileptics easily pass the items of numerical or verbal immediate memory, vocaburaly, and performances, but the test performances in the elder epileptics tend to reach on the normal level, (c) the WISC Scaled Scores on the level of the higher I. Q. or the elder mental age do not show a charactristic scatter pattern of subtest scores for organic as a group, except the subtest of coding which is most difficult to achieve, (d) in the comparison between the Verbal Scale I. Q. and Performance Scale I. Q., it is not found that there is a significant discrepancy between both of the Scaled Scores, but the Performance S. S. tend to be scored significantly higher than Verbal S. S. on the 7 to 9 years old on the mental age or otherwise the 90 to 109 levels on the intelligent quotient, and (e) the faster improvement of intelligent defects is found on the Performance Scale in the organics as well as the epileptics.
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  • SUSUMU MIYAKE
    Article type: Article
    1967 Volume 4 Issue 1 Pages 35-42
    Published: March 31, 1967
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    ?1. The purpose of this report is to study the characteristics of the conditioned reflex in the mentally retarded children and to discuss about the porality of excitability and inhibitability. Each group consisted of 17 mentally retarded children (average IQ 50) and 13 normal school children. In this study, the results of a positive conditioned reflex of the GSR (galvanic skin reflex) in the mentally retarded children (experimental group) are compared with those given by the normal subjects. 2. The procedure of experiment is as follows; (1) CS-light flicker stimuli (25ps) and UCS-strong pure tone (500ps). (2) The experiment was divided into the following five stages. a) adaptation period b) UCS test period c) re-adaptation period d) reinforcement period e) extinction period In addition, three test trials are randomly placed in reinforcement period. 3. On the patterns of response-wave and also the changes of the orientating reflexes in adaptation period there were no apparent differences between two groups. 4. Concerning the percentage of the subjects who attained the conditioning-criterion, i. e., two responses out of 3 test trials, the control group showed a higher percentage than the experimental group. And the percentage of the subjects who attained the extinction-criterion was superior the control group. From these results, we conclude that in the mentally retarded children, it is more difficult to establish the conditioned reflex. 5. It was proved, however, that in the experimental group the magnitude of the response was larger than that of the control, and it clearly indicates the superiority of conditioning: especially the rise of the curve at the 3rd testtrial is suggesting us the firmly established conditioned reflex. It is suggested, therefore, that the mentally retarded children are more easily conditioned than the normal. 6. The mentally retarded children may be devided into three groups, concerning the establishment of the positive conditioned reflex: a) In the first group, belonging to the inhibitary type, conditioned reflex can not be entirely formed. b) In the second group, it is also imposible to form the conditioned reflex, but this group is different from the first group in its excitability, that is, the Ss in this second group shown more orienting reflex than the first. And c) in the last group, the conditioned reflex can be formed differently from that of the normal group.
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  • JUJI HASHIMOTO, TATSUYA MATSUBARA, KUNIO HAYASHI
    Article type: Article
    1967 Volume 4 Issue 1 Pages 43-58
    Published: March 31, 1967
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    The purposes of this study is ( I ) to compare the development of social competences among four types (Paraplegia, Quadriplegia, Hemiplegia and Triplegia) of cerebral palsied children, (II) to find developmental differences in social competence between cerebral palsied children and children with poliomyelitis, and (III) to investigate individual difference in social competences among the above-mentioned crippled children. Method: The Questionaire which contained 180 items on social maturity was used. The items were grouped into the following seven aspects on "Occupation", "Locomotion", "Communication", "Socialization", "Spontaneity", "Self-control" and "Fundamental habits" (cleanliness, toilet habits, dressing, sleeping, and feeding oneself). The questionaire was filled out by 588 mothers or guardians with cerebral palsied children and 98 mothers or guardians of children with poliomyelitis who were attending 10 primary schools for crippled children in representative cities of Japan. The age of the crippled children was between 6 and 13 years. Cerebral palsied children were divided into four groups of Paraplegia (PG), Quadriplegia (QG), Hemiplegia (HG) and Triplegia (TG). Results: The result of this study was summarized as follows: (1) The Comparison of social competence between PG and QG was made. QG was greatly inferior to PG in such performances of "Occupation", "Cleanliness", "Dressing" and "Feeding oneself" as affect directly on activity of daily life, but there were little differences between both groups in "Communication", "Socialization", "Spontaneity" and "Self-control". (2) Referring to social maturity, cerebral palsied children at almost all ages were inferior to children with poliomyelitis both in social competence and in fundamental habits. In this respect, on one hand it is observed that in case of children with poliomyelitis life experience is wider and locomotion remains higher than cerebral palsied children, on the other hand, it is considered that the social development of cerebral palsied children is retarded because of severe multiple handicaps as the result of brain damage. The average SQ of cerebral palsied children was 57 and that of children with poliomyelitis was 101. The mean SQ of the above-mentioned crippled children was 64. (3) There was distinctly individual difference among crippled children in the development of social maturity as compared with normal children because of various degrees of physical involvement and the like. Individual differences among cerebral palsied children were greater than those among children with poliomyelitis.
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