Recently the task of education for the disordered children has been more and more complicated and difficult on account of the increasing number of multi-handicapped children.
In the past the main purpose of education for the disordered children was, first to train children's everyday conduct, to train their communication behavior based on the spoken language, and then to make them overcome their handicap.
In the future, it will be necessary to improve radically the contents and methods of education with due regard for the formation processes of human behavioral organization. Now to seek such new methods of education for the multi-handicapped children is badly needed, methods forming the basis for the integrated human behavior of a high order.
Through our longitudinal study on the formation processes of the integrated behavior in the various types of the disordered, it was experimentally tried to devise the various kinds of training methods and we succeeded in establishing respective aboriginal or constructive sighs. From now on it will be helpful to establish the essentially new training method of education for the multi-handicapped.

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Tactual perception of length (or distance) is said to be inferior to visual one in its clearness and its steadiness. To test this assumption, we tried some ex-periments on the visual one in various circumstances.
Experiments: Four manners of presentation of length-(or distance-) stimuli were used. They were: M₁-Straight light-line (2mm wide); M₂Track of a running light-spot (2mm² in size, 3cm/sec or 7.5cm/sec in speed); M₃-Distance between two light-spots (2mm² in size) simultaneously presented; M₄-Distance between two light-spots (same size as above) successively presented in various time-intervals.
In each case, they were presented horizontally, as high as the O's eyes, and 1.8m apart from him.
O was to compare the two lengths (or distances) both presented in the same manner to each other, which were given successively at almost the same position (time-interval between them was always 3 sec).
Procedure was Wirth's method of “complete series” Standard was 15cm, variables were nine kinds (from 9cm to 21cm, differential by the step of 1.5cm).
Results: (1) In M1 and M3, length (or distance) was perceived, even in the complete dark room, as clear as in daily circumstances, and the comparison was also executed very easily and decidedly.
(2) In M₂ and M₄, the length-experience was poor and lacking in clearness, no matter whether the stimuli were given in the complete dark room, or on the homogeneous wide-spread plane. All O's felt uncertain with their own judgments, processes of which were rich in variety. Sometimes, especially in M₄, judgments were wholly dependent on the abstracted time-relation between the two stimuli.
(3) But, even in such disadvantageous manners as M₂ and M₄, the more differen-tiate the circumstances around the compared were, the more easily the com-parison was executed.
On the basis of such data as above mentioned and some others, we investigated the phenomenal factors determining the appearance of length.

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The present paper concerns with the way how the congenitally blinds perceive tactually the compound figures in which two or more kinds of simple geometrical contour-figures are overlapped.
In the first Experiment, the congenitally blinds were presented with sixteen overlapped contour-figuers (see Fig. 3), and asked to touch and scan freely each of them and to report what kinds of figures could be found there.
The results obtained are as follows; In general, the blinds perceive these compound figures in the different manner from that of the adults with normal sight. While the normal sees a compound figure as that consisting of two or more simple, relatively large figures (in a way, called α-type segregation for convenience), the congenitally blinds perceive tactually it as though it consists of many fragmental parts (in another way, called non-α type segregation) (see Figs. 4, 5 & 6).
In Experiment II, the adults with normal sight, closing their eyes, were presented with those compound figures and required to perceive them tactually; it was found that α-type segregation comes out almost always in their tactual perceiving of the overlapped figures. In Experiment II a, the same kind of compound figures were presented to those who had acquired blindness. Mostly those subjects attained to recognize the compound figures in the similar manner as that of the normal (see Table 2). From these results, further explorations of what psychological factors had brought about these differences in types of segregations were demanded.
In order to determine if the subject with normal sight can always attain to α-type segregation in even tactile-motor perceiving, younger children with normal sight were used as subjects in Experiment III. Various kinds of non α-type segregation was found to come out (as shown in Table 3). It therefore seems that normal sight and visual experiences are not necessarily sufficient conditions which generate the attainment of α-type segregation.
Experiments IVa and IVb were designed to examine whether or not non-α type segregation is obtained, only when a compound figure is perceived through tactilemotor system. Younger children were required to recognize stimulus-figures by peeping them through the tiny hole cut in the center of a sheet of black paper and to report what figures were hidden under the black paper. It was found that non-α type segregation would be obtained in such a situation as described, even when scanned by sight (see Fig. 10). It therefore seems not only that non-α type segregation is not specific to tactual space, but also that α-type segregation would be obtained in tactual space per se.
The final series of Experiments was planned to examine if the congenitally blind's non-α type segregation could be disorganized under the following conditions; (1) where a compound figure is presented in such a stimulus context as shown in Fig. 12 (Exp. Va), (2) where size of a compound figure is varied (Exp. Vb), (3) where new kind of a compound figure consisting of complete and uncomplete figures is presented (Exp. Vc), and (4) where one of the overlapping figures is made of noticeably different contour-line from anothers (Exp. Vd, Ve). Results of these Experiments showed that the congenitally blind's segregation, non-α type ones, was weakened, though slightly. It was discussed that further study on what determines α-type segregation would be needed.

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The term “familiarity” is conceived, by Arsenian, as same as that of “being structured of situation.” So far as we understand it in this way, it is a functional conception, not a phenomenal description. In this approach, I will take up the problem from its phenomenal aspects. Here I want to follow the process of the transformation of an unfamiliar space to a familiar one. This process may be expressed in behavior. This experimental approach shows that the transformation is expressed in decreasing of the amount and kind of responses within a given time.

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　　The purpose of this study was to investigate junior college students' cognition pattens concerning gender roles in social contexts and family situations. Based on their cognition pattens junior college students have been divided into the following 4 groups: Traditional-Rigid type (TR), Traditional-Flexible type (TF), Nontraditional-Rigid type (NR), and Nontraditoinal-Flexible type (NF).

　　Hypotheses in this study were as follows: (1) NF-students recognize more information concerning gender roles than TR-students do, (2) NF-students have more knowledge about the roles of women and men in social situations than TR-students do, and (3) NF-students have more experiences of household sharing in their family than TR-students do.

　　48 junior college students were investigated using a questionnaire which this author made. It included measures of awareness of gender roles, knowledge of terms related to gender roles and social role-taking of women and men, and role-taking in the family, feeling within the traditional gender roles, sensitivity to topics regarding gender in mass communication, and household sharing in the subjects'own family.

　　The remarkable results are as follows.

　　1. NF-students feel more uncomfortable when they receive information concerning traditional gender roles than TR-students. Moreover, NF-students often try to reduce their discomfort by collecting more information about gender roles.

　　2. NF-students have more knowledge about women and men social situations than TR-students. But in general, many students still lack sufficient knowledge.

　　3. In the NF-students’ family, the children and fathers have more experiences of household sharing than in the TR-students'. role-sharing in household is more flexible in the NF-students' family than in the TR-students'.

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2 severely handicapped cerebral palsied Ss (Y. K. & T. N.) who could hardly control their limbs voluntarily nor articulate speech sounds were given a systematic training for the formation of verbal behavior. Y. K., in addition to severe paralysis in his speech apparatus, had a hearing loss in high frequency bands; therefore, letters were selected as the medium for both receptive and expressive system. In T. N., vocal sounds as the receptive medium, and configulational patterns consisting of seven dots as the expressive medium were used respectively. To use these signs as media, essential learning process necessary for the differentiation of receptive system and for the formation of expressive system by voluntary movement was explored, and then, several steps were taken to facilitate the correspondence of the sign system to phenomenal objects or behavior system.

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Generalized Departure Time (GDT) is a response function of travellers who are appointed the place and time for arrival to the operational characteristics of transit systems. This paper describes an attempt to apply the concept of GDT to the airport access travelling. Human behavioral property in non-daily travelling depends on the amount of the information on the dispersion of travel time and therefore it depends on the personal experience of travel. This paper also presents the method to take account for the individual difference caused from the differense of frequency of travel experience.

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コミュニケーションは、人と共に過ごすあらゆる状況（食事、運動、遊び、休息、医療的ケアを受ける時等々）で必要となるため、重症心身障害を有する子どもたちとの教育では、最も重点がおかれるテーマの一つです。子どもたちが表すかすかな表情や動きの変化を見逃さず、その意味を推測し、適切に応え、子どもたちの発信する力を高めようとする努力。あるいは子どもたちに分かりやすい語りかけやサインを用いて、関わり手の意図することを伝えようとする努力。子どもへの感受性を高め、教材に工夫をこらし、コミュニケーション支援機器等も学び、教員のみなさんは日々努力を重ねていることと思います。 　ここでは、少し視点を変えて、子どもたちが置かれている「環境」がコミュニケーションに及ぼす影響についてお話したいと思います。表題のなかの「コミュニケーションと環境」には二つの意味が込められています。一つは、子どもからのコミュニケーションが生じやすくなる環境とはどういうものかという意味です。なお、環境には子どもを囲む物理的な環境と人的な環境の両方が含まれます。 　もう一つの意味は、子どもたちに分かりやすく語りかけてくれる環境、言い換えると、環境そのものによるコミュニケーションとは何かという意味です。学校というのは、本来、子どもたちにとって分かりやすく、結果として主体的に活動しやすい環境であってほしい場所です。しかし、学校とはこういう場所だという私たちの先入観から、環境を子どもたちの視点から問い返すことや改善する取り組みが生まれにくいように思います。 　ここでは、「どこ」、「なに」、「だれ」という三つの基本的な情報に分けて、コミュニケーションと環境について整理し、可能な改善方法について皆様と共有していきたいと思います。 　なお、重症心身障害を有する子どもたちの多くには、何らかの視覚障害があることが知られています。国立特別支援教育総合研究所において研究協力を得ていた三校の肢体不自由特別支援学校の調査をしたところ、それぞれ約45％、48％、57％の在校生に視覚に何らかの課題があるという結果が得られました。コミュニケーションの困難さから、何が見え、何が見えないかを確かめにくいため、多くの子どもたちは「聴覚優位」と位置付けられ、視覚を通した係りが放棄される傾向があります。後半では、「中枢性視覚障害」の特徴についてご紹介し、残っている視覚の確認のしかたとともに、有効な活用事例を紹介し、コミュニケーションと環境の理解につなげる方法を提案したいと思います。 略歴 国際基督教大学教育学修士。在学中にの盲ろう教育の実践研究に触れ、盲ろうおよび重複障害を有する子どもたちの教育研究を志す。1982年に国立特殊教育総合研究所（現独立行政法人国立特別支援教育総合研究所）重複障害教育研究部研究員となり、教育相談、研究、教員研修を担当し、また、国際交流担当として海外調査研究等を担った。2010年から2012年まで、中央教育審議会下の「特別支援教育の在り方に関する特別委員会」委員として、障害者権利条約の理念を踏まえた特別支援教育の在り方について審議に加わった。研究所を2011年に退職、私立横浜訓盲学院の学院長となり今日に至る。学院は3歳から21歳までの、視覚障害と他の障害を重複する幼児児童生徒に特化した教育を行っている。

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ここに掲載する要約は, 文部省科学研究費補助金を2か年間継続して受け, 1976年3月に完了した教育心理学関係の研究において, 研究代表者に報告を依頼し, それに応じて寄せられたものである. なお, 一般研究・試験研究中には上記の条件に該当する研究がなかった.

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Generalized Departure Time is a response function of travellers who are appointed the place and time for arrival, and GDT gives their departure time as a function of the operational properties of transit systems. Virtual Time Consumption, the time interval from departure time to appointed arrival time, is obtained as a probabilistic quantity by the application of this concept to commuters behavior. This paper describes that station catchment area, i. e. distribution of commuters who use the station, is obtained by the propababilistic comparison of VTCs calculated for respective routes via available stations.

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教育実践を、係わり手と子ども相互の見方と行動の革りをたすけあう過程として捉えていく、という立場から、常同行動を示し、コミュニケーション活動の初期状態にあった、運動障害を合せ持つ一女児(M)との約10年にわたる係わり合いの経過を取り上げ、そこから得た知見を報告した。当初、Mの行動観察から探索活動が極めて不活発な状態にあることに着目し、探索活動の促進を目的とした係わり合いを開始したが、間もなく働きかけに対する明確な拒否が生起するようになった。そこで方針を再検討し、係わり合いにおける問題は相互信頼関係の形成であると捉え直して実行したところ、関係が進展するにつれ常同行動が減少し、逆に探索活動が活発化していった。この経過から、常同行動、探索活動、相互信頼関係の三者関係について検討を加えた。さらに相互信頼関係における「柔らかな接触と声掛け」による呼応の役割、カウンセリング的視点の必要性について整理した。

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    A simple test was designed to detect the disorder of vigilance, and its efficiency in clinical use was examined. The subject was instructed to tap a table continuously at the rate of once per second with a pencil held in his normal hand. The examiner, relying on a stopwatch, counted the number of tapping sounds per block of ten seconds for a duration of five minutes. As the index of this task, the mean and SD values of tapping sound numbers for thirty blocks (i. e., five minutes) were used.
    It was expected that performance of the task would fluctuate if vigilance was disturbed. For clinical examination, this task was applied to patients having left unilateral spatial neglect (left USN), who tend toward distraction and poor concentration in their daily life.
    In contrast to the control group, many patients in the left USN group showed a high mean and a large SD value.
    These results show that this task reflected the behavioral features of the left USN patient stated above. They also suggest that left USN patients cannot adequately control their own behavior continuously (i. e., sustained attention or vigilance disorder).

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