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No.4 (1960/12) >

Title :小学校入学時のCAとその後の知的発達について
Authors :東江, 康治
与那覇, 松助
Authors alternative :Agarie, Yasuharu
Yonamine, Matsusuke
Issue Date :Dec-1960
Abstract :Studies by P. P. Blonsky and R. Pinter show that children born in the spring and summer are somewhat superior in intelligence to those born in the fall and winter. Studies made in Japan, however, show an opposite tendency. As explanation of the relationship between months or seasons of birth and IQ, variables such as the temperature. the length of day-light, infantile mortality rates, and birth rates have been pointed out, but none of these has been proven to be an adequate explanation. The writers, therefore, suggest children's CA at the time of entering elementary school (TEES) as a probable explanation. It is quite possible that the inconsistent results of the previous studies may be due to the fact that the school year begins in the fall in the United States whereas it starts in the spring in Japan. If a negative correlation should be found in both countries between CA at TEES and IQ, then seemingly inconsistent results of the previous studies could actually mean to be the same. In order to observe the relationship between CA at TEES and SS or T-score, which may be regarded as synonymous with IQ so far as the purpose of the present study is concerned, the writers administered verbal and non-verbal group intelligence tests to 4,031 school children from the third through the sixth grade. The children were classified into 17 CA groups according to their CA at TEES, and their mean SSs were correlated with their CAs. The Spearman's rank-order correlation coefficients on verbal and non-verbal tests were found to be -.877 and -.762 respectively. These figures, however, were suspected to have been exaggerated by a certain selective factor. When the factor was eleminated the coefficients dropped to -.366 and -.416 respectively. These latter figures are not statistically significant. The writers believe. however. that these coefficients are large enough to suggest the existence of a low. negative correlation between the two variables. The findings of the study were discussed in terms of equalizing effects of the school curriculum upon the mental development of children with varying CAs. In short, the school curriculum, due to its lack of proper means to cope with individual differencs. equalizes the MAs of children with varying CAs within the same grade. and this will result in a negative correlation between CA at TEES and IQ.
Type Local :紀要論文
ISSN :0485-7801
Publisher :琉球大学教育学部
URI :http://hdl.handle.net/20.500.12000/19151
Citation :研究集録 no.4 p.55 -63
Appears in Collections:No.4 (1960/12)

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