The purpose of this study is to develop the effective curriculum on the base of the results of brain sciences on child development.
First, on the development of children from the age of zero to t hat of twelve the classical Piaget's theory might be mostly restressed by Professor K Fischer, Harvard University, and in addition, Professor Nakagaki discovered the'jump or stage'around the age of 9 in'change of phase'whether children can distinguish the real world from the possible world, based on the change which we can make a more'general developmental stages'that has been wondered so fat Moreover, Dr. J.Giedd (NIB) and his group found that new neurons should be produced to make the neuron network renewal around the age of 9, the early adolescence.
Second, Dr. Sakatsume is eager to invent a good method of assessment of developmental disorder children from the viewpoint of higher brain functions, in terms of neuropsychology and clinical psychology. He developed a manual of assessment method and instructional method in practices.
Third, Professor Mio tried to collect a lot of data from his experimental lessons for teachers who had 10 years experience, and he got a temporal system of Immersive VR which could make us show a better instruction in terms of the result of brain sciences than before.
Finally, Abiko could make sure that his theory' Shifting interest and need center theory(SINCT)'and his development of curriculum through school years had an appropriate theoretical basis from those results of his colleagues research above, and he has more confidence that the 6-3 school system should be reformed to 4-2-3 system which must be more effective to develop children's abilities in education.

The following knowledge was obtained as the results of this research.
1 The process of self-organization in cognitive development was far more robust and autonomous than we had imagined before. This seems to mean that the process of self-organization is guided by the endogenous mechanism.
2 Piaget considered that cognition is a compensatory system against cognitive perturbations and cognitive contradiction originates from imperfect compensation between affirmation (positive aspect of cognitive perturbation) and negation (negative aspect of cognitive perturbation) (Piaget 1974). It was shown that this view is very effective in the conceptualization of our experimental results. But it was also shown that what is affirmative or what is negative is dependent on experimental contexts with which subjects are confronted.
3 It was possible to reverse affirmation and negation in the subject's cognitive system through adequate experimental procedures. Accordingly it was suggested that we can facilitate self-organization in cognitive development through these procedures.
4 The role of contradiction was restrictive in self-organization of cognitive development. Many subjects are hardly conscious of contradiction in their modes of thinking and reasoning. Moreover, even subjects who are conscious of contradiction through experimental procedures and become aware of error remain unaware of why and where they made a mistake. Consequently, although contradiction in cognitive system motivates self-organization in cognitive development, it is not a direct factor for facilitation of self-organization.
5 We observed rapid self-organization in the acquisition of logico-mathematical knowledge when subjects have already elementary tools necessary for self-organization. In these cases it was possible to facilitation self-organization in cognitive development simply through subjects' active participation into the task. It seems to show the importance of immanent thinking activity for self-organization.

In this project, four experimental researches were conducted to elucidate the role of cognitive contradictions in the acquisition of logico-mathematical knowledges. Research tasks concerning ratio-comparison, reversibility of artithmetic operations and interpretation of disjunctive sentences were administered to elementary school children and one research task concerning conditional reasonings to high school and colledge students. Main results of this project were as follows.
(1) Two qualitatively different types of cognitive contradictions are identified in a cognitive system making possible logico-mathematical knowldges. One type of contradictions is external to this system and imposed by contingent situatoins and the other is internal to this system and sensed as such.
(2) When contradictions are confirmed externally to a cognitive system, it is easy for a subject to identify their existence itself but difficult to clarify their origin and their reason because of their externality. So, to eliminate them, the cognitive system is obliged to have recourse to trial-and-error. As a result, these external contradictions cannot have enough power to reorganize the cognitive system.
(3) When contradictions are internal to a cognitive system, the sensitivity to these internal contradictoins is dependent on subject's cognitive level and if the subject is in a lower cognitive level, he or she cannot even realize their existence. In other words, cognition of cognitive contradictions is the product of cognitive development. If the subject senses contradictions as such, the cognitive system is already implimented with the cognitive instruments (conceptual schemas) enough to detect contradictions. In this case, these internal contradictions could be a facilitative factor for reorganing the cognitive system.
It is possible to facilitate the acquisition of logico-mathematical knowledges, profiting from cognitive contradictions, but some guide for orienting reorganization of a cognitive system will be needed in an instruction-learning setting, because contradictions do not in themselves ensure the cognitive system for leading to a better organization.

In this study, developmental processes of disjunctive logical reasoning were investigated. Two reasoning tasks concering disjunctive sentence, that is, a disjunctive four-card-problem in the first year of this research project and a disjunctive syllogism task in the second year, were administered to the second, fourth, sixth and eighth granders, 20 students in each grade.
The results of both tasks showed that most of the lower graders were unable to access these tasks and even the sixth or eighth graders had much difficulty in reasoning logically. As predictedat the first stage of this project, disjunctive logical reasoning skills were acquired in preadolescence, namely, at the stage of formal operations, and not in childhood. Based on these results, it was concluded that disjunctive logical reasoning is not a precocial reasoning schema as indicated by Braine & Rumain (1981), but one of late-acquired formal operations as predicted by Inhelder & Piaget (1955).

The main purpose of this study was to analyze and to clarify interrelationships between syntactic development and cognitive development of the children of different ages.
The main results are as follows:
1) The follow-up study on language and cognitive development of 1-2 years old children.
In this experiment we followed up the language and cognitive development of three children from the age of 1 year and 2-4 months for 18 months. As the results of analyzing the data concerning of emergency of syntactic sentences, we got the following findings: 1) the period of emergency of syntactic sentences differed from each other among children to a great degree and it did not correspond temporally with the periods of transition in cognitive development measured by the cognitive development scales.2) But the temporal correspondence between the development of symbolic play and language development was observed in all children.
2) The development of awareness of syntactico-semantic structure of sentences in 6 years old children:
In this study we gave to twenty 6-years old preschool children the task of constructing the model of syntactico-semantic structure of verb predicate sentences using the symbolic figures,which represent interrogative words corresponding to syntactico-semantic components of sentences. As results we got the following findings:
1)About half of 6-years old children could analyze and construct the model of the structure of given sentences. 2)Even the children at the pre-operational level in cognitive development could construct the model of sentences and high correlation was not observed between development of sentence awareness and cognitive development.
3) Developmental study on interpretation of conditional sentences and conditional reasoning in children: In this study about 70 school children of the second, the forth, and six grades were given the task of interpretation of conditional sentences and conditional reasoning. As the results we got the following findings: 1) Four types of interpretation of conditional sentences, reduced,disjunctive,bi-conditional and condtional interpretation, were observed and the development proceeds in this order. 2)Even the children being unable to do conditional reasoning could interpret conditional sentences correctly and developmental decalage was observed between the development interpretation of conditional sentences and that of formal logical thinking in children.

　割合観念の獲得における自己組織化のメカニズムをくじびき課題を用いて調べた（くじ引き課題というのは、当たりとはずれをいくつかずつ含む袋を二つ用意し、いずれかの袋からくじを一回引く場合、どちらの袋からくじを引いた方が得かどうかを判断させる課題である）。具体的には、都内の調査協力校に赴き、小学校 1,3,5年生各学年20名、合計60名の被験児に対して、個別的に児童に面接して臨床的にくじ引き課題を提示する個別面接方式で調査を行った。　初めに、通常式くじ引き課題で各被験者について、割合観念の到達水準を明らかにし、この結果に基づいて各被験者にとってのチャレンジ課題を、変数式割合課題、形象的布置変更課題、当たり外れ変更課題、割合等化課題などを用いて提出し、割合観念に関する被験者の自己組織化の可能性を調べた。　以上のような調査から次のような知見が得られた。第１の知見は、自己組織化をリアルタイムで誘発させることはなかなか困難であり、散発的な向上反応はしばしば観察することができたものの、それを安定的に維持することは多くの場合難しかった。　第２の知見は、被験者が安定的な自己組織化を示した場合、その変化の多くは割合観念に関する認知システムにおける下位システムの再体制化であって、上位システムにおける自己組織化は稀であった。　第３の知見は、調査者にとって自己組織化を図る上で特に困難が感じられたのは、第一に、割合判断における差異方略と倍数方略が同じ被験者に共存している場合、差異方略を放棄して倍数方略を一貫して使用するように仕向けること、第２に、変数式課題などで小さな攪乱要因に対しては妥当な方略を採りうる被験者に対して、攪乱要因を大きくしていっても、同じ方略を適用し認知システムの均衡を維持させることであった。