PURPOSE; C.E. Osgood made factor analysis of semantic structure in regard to various concepts by means of the semantic differential method of his own device, and thereby extracted the three factors of evaluation, potency, and activity which exist in a fairly stabilized state as common factors in various subject groups. According to his method, meaning of concepts is rated with graded scales between polar opposite adjectives. H. E. Maltz tried to analize semantic structure of primary school children adopting the method individually. After him G. A. Rybolt employed the same method for the study on mentally deficient children. The purpose of this study is first to improve what is not complete enough in G. A. Rybolt's research, and then to pursue the characteristics of mentally deficient children by means of factor analysis of their semantic structure adopting the semantic differential method. METHOD: Study subjects were asked to rate per each concept with 25 pairs of polar opposite adjective scales which were made out on the basis of free association system after having selected 20 concepts out of Kent-Rosanoff's list of stimulus words for free association. The test was made in an individual method and rating was made in 5 grades for respective scale. Various reactions of the subjects were summed up according to each of the scales, and factor analysis was made. STUDY SUBJECTS: 70 mentally deficient children, whose ages ranged from 10 to 15 and whose IQ ranged from 50 to 80, were picked up for the test. Besides, as control groups, 120 normal children ranging from 4 th year of primary schools to 3 rd year of junior high schools were also chosen. RESULT: 1) In the case of the groups of normal children, evaluation factor as a first factor and potency factor as a second were respectively extracted. The very result corresponds with the results of researches up to now. 2) Out of the groups of mentally deficient children, evaluation factor as a first factor and potency factor as a second were respectively extracted, but their difference was little. This is due to the fact that the percentage of their evaluation factor in the total variance is lower than in the case of normal children. The fact that evaluation factor, which is considered to be most closely related to operational thinking out of the three common factors C. E. Osgood has found, is relatively small in the case of mentally deficient children makes the writer construe that a fringe of characteristics of their thinking faculty is perceivable. 3) In this study, with regard to both normal and mentally deficient children, the writer was unable to clarify explicitly activity factor which was extracted as a third factor in the studies heretofore. Even in comparative philological studies, activity factor is not much clearly defined in culture zones other than English-speaking culture. In C. E. Osgood's study, too, the percentage of activity factor in total variance is around 6%. 4) Since as a result of this study, both the evaluation and potency factors were extracted in the case of mentally deficient children, it is considered that semantic differential method will offer us an effective clue to researches on mentally deficient children.

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PURPOSE; It is said that crippled children had so many other attended handicaps in addition to physical ones that they were inferior to normal children in their background experiences. Therefore, two following studies were aimed.(1) to study in what kind of things and phenomena crippled children were inferior to normal children in their background experiences for the learning of social subjects. (2) to study experimentally whether or not the quantity of experiences and the brain damage have an effect on the conceptual thinking. METHOD; (1) The experimental method of the first aim: forty items were selected from the standard textbook of social subjects from 1st to 3rd graders. They should be; 1) relatively important in the study of social subjects. 2) general materials. 3) able to be easily visualised so that they can be photographed for slide films. 4) carefully taken from the following each leld; politics, daily life, traffic, correspondences, commerce, industry, agriculture and forestry, fisheries, history, geography. While these slides were exposed one by one the screen to children, the quantity of experiences and the knowledge of pictures were reseirched. Subjects were pupiles of 1st grade in six primary special schools for crippled children and in one normal school in Tokyo and Kanagawa. They were divided into three groups; normal group , celebral palsygroup and polio group. As each group were consisted of ten boys and ten girls, the total number of the pupils examined was sixty. Subjects were mached three following conditions; 1) sex, 2) CA, 3) MA. 27 The experimental method of the second aim: "Picture-Object Test" was used as the experimental method of the conceptual thinking. Namely, ten pictures for each object (swimming, fishing, fire station, temple, post-office.) were exposed to subjects. After that, subjects were required to connect related pictures with each object. Their pictures consisted of the essential and the unessential. The number of subjects was also sixty. RESULT; (1) Crippled children were inferior to normal children in outdoor experiences (for example, fishing, picnic, police box, festival dancing.). (2) The normal girls were superior to the normal boys in indoor experiences. But, such a difference was not found between boys and girls in crippled children. (3) The more experiences normal and polio children without brain damage have, the more conceptual thinking they intend to do. Cerebral palsy children with brain damage can not do the conceptual thinking well, even if they come to have more experien ces. We have found that brain damage has bad or undesirable effect on the conceptual thinking. Therefore, though celebral palsy children have as many experiences as normal and polio children, they cannot catch the essential concept for the objects of swimming, fire station, post office, and they select less essential pictures for such objects.

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This is the report on the legibility of Kana letters when they are read by those handicapped in sight. The threshold of the legibility has been measured by the method of exposing momentarily the square and cursive forms of Kana in No. I Ming type. The handicapped condition of 0.3 in visual acuity was experimentally given to the subjects who are students of normal sight by covering their eyes with neutral filters The main results are as follows: 1) It takes undoutedly much more time for the subjects when they are handicapped to make out the letters, and the threshold of legibility is seven times as high as that found in those when they are not. This threshold gets higher in the order of voiceless, voiced and semi-voiced sounds from the nature of a voice. From the forms of letters, the cursive ones are deciphered more easily than the square ones. 2) The letters easy to make out for the subjects, whether they are of normal sight or of visual acuity 0.3, are arranged as given below; a. In the casc of square forms, the following letters have high positions :「リ」,「イ」,「セ」,「ト」,「ヘ」,「ム」,「ル」The following have low positions:「ヨ」,「ウ」,「ユ」 b. In the case of cursive forms, the letters of high position are as follows:「へ」,「り」,「れ」,「ん」,「い」,「し」,「す」,「や」 The following are of low positions:「ま」,「ち」,「さ」,「も」,「う」,「せ」,「め」 c. The letter of「ワ」,「あ」,「と」「わ」take high positions when they are deciphered by those who are given normal sight, but when they are examined by the handicapped of partial sight they take low positions. d. In the case of the fonms expressing a voiced sound, the「ダ」,「じ」,「げ」have high positions and 「ヅ」,「ビ」,「ぢ」,「ぼ」have low ones. 3) The errors in reading are much more when read by the handicapped than when read by the normal. From the form of a letter corresponding to the nature of a sound, the rate of the mistakes goes up higher when it is of a voiceless, voiced or semivoiced sound in this order. The errors in mistaking the letters of semi-voiced sounds and those of voiced ones are mostly made by not telling one added mark of a letter from the other. Moreover, both the marks of voiced letters and those of semi-voiced letters are likely to be dropped in reading. On the other hand. when the voiceless letters are given, they are often confused with the other letters which carry no added marks.

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PURPOSE: The purpose of this study is to investigate some characteristics of intelligence of cerebral palsied children. MATERIALS: The data of Tanaka-Binet Intelligence Scale(1954)were used. Tests have been administrated to 144 cerebral palsied children and 135 other kinds of physically handicapped children(non-CP)for last 5 years at Kirigaoka School for Crippled Children and Youth. No modifications were made in each items such as allowing for length of time or number. The age range of the subjects was from 6-13 years and the I.Q. range was from 70-129. METHOD: These data were divided into four big groups according to age, each of which has three groups according to I. Q. Here are examples of grouping in case of C.A.6-7., group I C.A.6-7 I.Q.70-89., group II C. A.6-7 1. Q.90-109., group III C. A.6-7 1. Q.110-129., and the like. The group of C.A.12-13 I.Q.110-129 was not made because the number of cases was very few. In each group, there were two sub-groups, CP group and NON-CP group. Then, The percentages of success were calculated for each items of the scale on each sub-groups. RESULTS: The following are the items on which statistically significant difference (P<0.05) was seen in their percentages of success between CP group and NON-CP group. the items on which CP group showed lower percentages of success stringing beads, copying a bead chain, copying a diamond, counting blocks, memory for disigns, reading and report, word naming, sentence building, words with same intial letter, problem of fact, minkus completion. the items on which CP group showed higher percentages of success difference, memory for sentence, picture absurdities, response to picture, similality, comprehension. CONCLUSION: From the above result, we can say that cerebral palsied children are inferior to noncerebral palsied children in such psychological abilities as discrimination of visual stimulus, perception of spacial relationships, visuo-motor coordination, memory for designs, attention span, fluency of word naming and/or vocabulary and they are superior in following abilities, adjustment, thinking, and rote memory for sentence.

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