著者

渋沢 久 渋江 孝夫

出版者

日本特殊教育学会

雑誌

特殊教育学研究 (ISSN:03873374)

巻号頁・発行日

vol.7, no.1, pp.30-38, 1969-09

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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.