Psychological and defectological approach for developmental and break down process of cognitive functions.

每个研究小组的主要发现如下：1）脑损伤研究小组：研究发现，面孔失认症患者更喜欢他们以前看过但不能明确识别的面孔。同时通过对进行性失用症的分析，发现了不属于任何常规失用症类别的新型失用症，并提出了解释任何失用症的新模型。2）先天性盲和低视力研究组：先天性失明女性在9岁时接受手术并于15年前复明，将透视图视为二维图形集合，3）发展迟缓研究小组：本研究假设自闭症儿童保持自立、闭环交流，不发展与他人的开环双向交流。在本研究的指导下，通过打破封闭式沟通，建立开放式沟通的教育方案，发现开放式沟通使环境认知发生了分化、有序和整合，反过来又促进了开放式沟通，从而带来了与他人的相互关系和情绪稳定。在另一项研究中，发育迟缓者接受假名阅读训练，很明显，命名每个假名字符并不需要moraic意识，但阅读理解需要moraic意识。

Main findings by each research group are as follows ;1) Group for Brain Damaged Research : It was found that the prosopagnosics prefer faces which they look at before but could not recognize explicitly. Also through the analysis of progressive apraxia, it was made out that new type apraxia was found which did not fall under any convensional apraxia categories, and new model was presented which made account for any apraxic disorders.2) Group for Congenital Blind and Low Vision Research : Congenital blind female, who was operated and got sight fifteen years before at nine year old, perceive perspective drawings as 2-D figure assemblies, not as 3-D objects, and recognize shadowed paintings as blot, not brought about 3-D effect.3) Group for Developmentally Retarded Research : It was hypothesized that autistic children remain self-supporting, closed-loop communication, not develop open-loop bidirectional communication toward others. Under this thesis, educational programms which break closed-loop communication and establish open-loop communication was carried out, and it was found that open-loop communication made environmental cognition segrigated, ordered, and integrated, and it in turn promoted open-loop communication, thus mutual relationships with others and emotional stability were brought. In other investigation developmentally retarded was trained kana reading, and it was made clear that moraic awareness is not requisite for naming each kana characters, but is was required for reading comprehension.