The effect of serial position and word association values upon retention by Mongoloid (Down's syndrome) and non-Mongoloid was studied. Twenty-nine retardates with an MA range of 2. 6 to 5. 3 were divided into three groups of nine or ten subjects each, corresponding to each of familial (FG), epileptic (EG), and Down's syndrome (DG) retarded children group. Their performances were compared with those made by normal children group (NG) of ten subjects (Table la, b). The methods of reconstruction, retained members, and paired-association by the presentation of pictures vere employed. Each stimulus picture was presented for two seconds. The subjects were instructed to read the stimulus cards aloud as they appeared by the paired-association method. Recall interval per trial was ten seconds and then Ss were to recall the cards for a duration of forty seconds. The names of the materials were well known to each of the Ss before the onset of this experiment. The results showed that: (a) the effects ofinitial serial position by reconstruction method and of last serial position by retained members method were significant on mentally retarded children's retentive process as well as the normals (Table 2, 3., Fig. la, b): (b) by the repetitive reproduction method the delay of recall had a significant effect upon the short-term retention; especially there was a great difference between zero second delay interval and sixty seconds delay interval with DG and EG (Table 4, 5): (c) word associative strength had a significant effect on the retardates' short-term retention process at the ten seconds retention interval for high and low association values (Table 6). The implications of the above findings are that retarded children with Down's syndrome were relatively more handicapped than the familial retarded or the normals on the level of performace, but that the factor of immediate feedback and the use of meaningful materials should play an important role in the retention with Mongoloid as well as non-Mongoloid.

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The living guidance in reform and training schools has been developed embodying various activities and viewpoints such as general guidance, composition class and education based on group principles, and has recently come to particularly resort to the theory and technique of group guidance. However, there has not yet been established an integrated technique of group guidance, though each of the activities composing the living guidance has its own merits and credits of effects. In this study, informal groups were observed to grow more and more formal as the result of official assignment of the members in charge of various duties; the process of the group formalization was analysed with the way of assigning the leader, his status and his awareness of it as main themes of analysis, and then a consideration was given to the method of group training. The primary groups, i.e., co-living, dormitory groups, were re-organized through the following steps: 1. Meetings were arranged for contemporaneous admission groups; 2. Official assignments were made as to routine works in the dormitory room; 3. Deliberations were given to monthly reorganizations of dormitory groups, which were based on the results of Guess Who Test and Sociometric Tests, and re-formations were so made as to harmonize the groups in terms of strata of the duty-role system; 4. Dormitory group activities were encouraged, particularly as to issuing newspapers of the room, and having room meetings; and 5. The committee of leaders, i.e., representatives of rooms was invested with a certain amount of authority, and a high standard of activities was expected of them. A hypothesis prerequisite to the expereimental guidance (May, 1966-March, 1968) was that the guidance would produce the following changes in the group and the members: 1. Leaders would come to be aware of direct and realistic problems of the group; and 2. The existence of a leader would become indispensable for the group. With the data of observation and interviews, the hypothesis was reduced to the following statements. 1. As groups grow formal, the members come to seek status in the formal group. 2. Leaders of formal groups develop the capacity to grasp the problems of the group from a wide and impartial standpoint. 3. When the role of the leader involves difficult duties, though it is invested with some authority, sub-leaders are prone to be reluctant to take over the leadership. 4. Followers tend to have stronger longings for the leadership, when it involves authority as well as difficult duties.

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This study attempted a test of the short-term memory hypothesis by the factor analysis on the results of WISC. The scores on ten subtests of the WISC (Digit span and Mazes excluded) were obtained from three retarded groups. Intercorrelations between the subtests were factor analyzed by the Thurstone's centroid method, and rotations were made with oblique rotation by radial method. Four factors were extracted and identified as General, Verbal. Performance and M factor. The M factor loaded commonly on Coding in all groups, and the other subtest configuration of M factor of the subnormal groups was different from that of normals. In mentally retarded groups, the M factor loaded mainly on Coding and Picture arrangement. The Verbal and the Performance factors were highly and positively associated in the normal groups, but negatively associated in the subnormal groups. On the basis of these results, it was generaly concluded that (A) The intellectural structure of the mentally etarded differs qualitatively from that of normals. (B) The M factor structure in mentally retarded groups was similar at many respects to the results of previous factor analystic studies of the WISC performance of intellectually subnormal. (C) The M factor in mentally retarded may be interpreted as supporting the trace theory of Ellis which suggests that the mental retardates have a short-term memory deficit, however, there should be needed further studies on the validity of M factor.

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Purpose: The purpose of this research is to study the learning efficiency of the cerebral palsied children through the utilization of the Labyrinth Test, referring to the methods adopted by Nielsen and others, with the main emphasis placed on the following items. 1. The learning efficiency of cerebral palsied children, i. e., number of trials required before solutions are obtained on the Labyrinth Test. 2. Course of the learning process: Whether the learning curves are regular or not? 3. Regression: Number of trial failures of "after success" and number of such children. 4. Whether they will adopt a systematic search system in solving the task or not? 5. Whether they will show apersevering tendency or not? 6. Learning abnormality as observed through the analysis of test performance. Method: For the experimental group, 10 children, 4 boys and 6 girls (average CA 8:10, average IQ 111.4, S. D.=12. 3) were selected from the schools for the handicapped children located in Tokyo, of these children 6 were spastic with, the remaining 4 of athetoid. As for the control group, 10 children, 5 boys and 5 girls (average CA 8:9, average IQ 108.1, S.D.=8. 33) were selected from the school children of the primary schools in Tokyo. In selecting the examinees from the cerebral palsied children, the cases of the peri-natal impediments were chosen and those children suffering from convulsion or excessive visual acuity defects were excluded from the selection.As for the test material, the Labyrinth Test, which had been devised by Rey, was modified somewhat so that even a seriously handicapped patient can perform the task of removing the pegs from the boards. As a way of presenting the Test, the 4 boards were arranged in front of the examinee and one by one each board was given to the examinee at the predetermined order of sequence. And on each of these boards there are nine identical pegs, one of which is fastened to the board while the other eight are loose, and the fixed peg has a different position in each of the 4 boards. In this Test, an examinee is to locate the pegs which cannot be lifted, and the number of pegs pulled off are to be considered as the number of errors. Results: 1. The experimental group required more trial number in order to solve the Labyrinth than the control group were 16.9 and 9.9 respectively (p<.05). 2. In comparison with the L-shaped curve of the control group registering a downward trend of the number of errors with the increase of the trial number, the learning curve of the experimental group was irregular with many rises and falls and more number of errors. 3. At a certain stage of trial an examinee was able to localize the fixed pegs correctly and with one or two more trials the course of the learning process was to be terminated, then the examinee made mistakes in the succeeding trials. When number of children who showed such regression were checked separately by groups of the experimental and control, there were 8 and 4 respectively (p<.05). 4. There was no significant difference between the both groups as far as the method they used in solving the problems. 5. The experimental group showed a greaterdegree of persevarance as compared with the control group. 6. The experimental group, in comparison with the control group, produced more errors and revealed more disorders of spatial orientation and temporal sequence.

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This article is based on the cross-cultural investigation of attitudes toward education and physically disabled persons under the supervision of Dr. John E. Jordan, Professor of Michigan State University. In consequence of his request for the co-operation in Japan, we translated the set of questionaire and gathered responses of designated occupation groups as follows. Dr. William Conrad Cessna, Asbury Theological Seminary, Wilmore, Kentucky, who investigated these data for his doctoral dissertation, sent us this article. We translated in brief for him, because he is not a member of Japanese Association of Special Education. Variables of the study Attitudes Toward Physical Disability. 15 of the 20 attitude items are statements of differences between disabled persons and those not disabled. Attitudes Toward Education. A relationship between progressive attitudes toward education and positive attitudes toward education and positve attitudes toward physical disability in Asian countries. The Intensity Scales. To ascertain intensity of attitudes. Interpersonal Values. To measure "asset" orientation to others and "comparative" orientation to others. Personal Contact Variables. 4 items were related to educational contact, 9 to contact with physically disabled, 1 with mentally retarded, 1 with emotionally disturbed. Religiosity. 3 questions were oriented toward religion, the degree of conformity to the rules of his religion. Institutional Satisfaction. Whether respondents would be satisfied with the institutions (schools, business, labor, government, health services, religion) in doing their particular job. Change orientation. Attitudes toward change Attitudes toward change in such areas as health practices, child rearing practices, birth control, automation, political leadership and self change. Collection of Data The following instruments were administered: 1. Definitions of Disability 2. Attitudes Toward Education 3. The Survey of Interpersonal Values 4. The Personal Questionaire 5. Attitudes Toward Handicapped Persons 6. The Personal Questionaire-Handicapped Persons Research Population Occupational Groups Number Special Education and Rehab ilitation (SER",Group 50 Elementary and Secondary Education Teachers (E) Group 41 Manager/Executive (M) Group (includes 50 Government Executives) 84 Laborer (both white and blue collar) (L) Group 36 Total 113 males and 98 females 211 Summary The significant findings of this study may be summarized in the following statements: 1. High frequency of contact resulted in high intencity scores for attitudes toward disabled per sons. 2. High frequency of contact with disabled persons, if accompanied with alternative rewarding opportunities, enjoyment of contact, and ease of avoidance of contact resulted in positive attitudes toward disabled persons. 3. High Leadership value scores resulted in high traditional attitude toward education. 4. High Recognition value scores were not related to the attitude scores.

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