The writer studied the Audio-Visual Education from the standpoint of Information Theory: first, the reaction of primary school pupils at the time of televiewing was searched by utilyzing program analyser or paper-analyser method, and the values of their Y. N. reaction were got. Then the results were plotted on the trilinear co-ordinates. The above research shows that these results are useful in deciding whether before-and-after guidance for TV programs in televiewing is necessary or not. These results, however, are different according to classes or the content of different programs. It is also shown that when the value of M-reaction (between the values of Y and N reaction) begins to decline after having risen to maximum, in most of the cases, the value of Y-reaction rises, while the value of N-reaction rarely rises. This fact being considered from the standpoint of Information Theory, the value of entropy for information was calculated: from this result it is understood that when the value rises to maximum, the eagerness for learning of the children is highest. Then the value decends, while the value of Y-reaction rises: this phenomena can be explained that the effect of learning has risen, and that the integrated value of entropy by the axis of time may have a meaning as the mass of learning. In this treatise as shown in the above, the writer searched for the value of the Y-N reaction of the pupils at the time of their televiewing. Then utilizing trilinear co-ordinate and the value of entropy in the information theory, the writer considered the result to be one of the methods in deciding the necessity of before-and-after-guidance for TV programs, and in considering the eagerness for learning and the effect of learning of the pupils. Hereafter further examinations concerning the results as these will be done with various examples.

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G. A. Miller (1956) showed that there were some limitations in capacity of information processing in absolute judgment and immediate or short-term memory. And he suggested the span of absolute judgment and the span of short-term memory were much different kinds of limitation imposed upon human capacity of information processing. Teichner and his collaborators (1961, 1962, 1963) analysed the difference between the span of discrimination and the span of identification using the alphabetical multisymbol displays. Present study was performed with the tachistoscopic presentations of Japanese syllabary. Four experimental variables were operated. (1) The amount of information (increasing of the number of categories: the number of different kinds of letter, 3-9 letters). (2) Density, the repetitions of the same letters. (1, 3, and 5.) (3) Exposure time. (0.5, 1, 2, 3, and 5 sec.) (4) Response sets. 48 undergraduate students were divided into four groups of different response sets. They were requested to perform the judgmental task with the projected stimuli by means of 210 slides which were changed in categories and densities. Slide was presented with randam order. Main results were as follows: (1) The information transmitted increased with the amount of input information, but there were some limitations. The mean channel capacity under the three response sets was about 2.3 bits (5.3 categories) in the identification (naming of the letters), while about 2.5 bits (6.3 categories) in the discrimination (counting the same letters). See Fig.7. (2) Densities did not show the positive effect in this experiment. See Fig.1. (3) Amount of information transmitted increased with the exposure time, but percentage correct decreased with the number of categories. See Fig.4. (4) Under the sets of naming only (identification only), counting only (discrimination only of the number of the same letters), naming first and then counting, or counting first and then naming, the percent correct or the number of correctly reported was greater in the discrimination than the identification (Fig.7.). It was found out that also with Japanese syllabary there were the limits of the span of discrimination (perception) and the span of identification (immediate or short-term memory), and the span of perception was larger than the span of short-term memory.

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I. Problem and Purpose The school broadcast for moral guidance should aim not only to promote the acceptance of the advocated value, but also to let the children grasp the meaning of its content, differing from other persuasive means of communication, such as propaganda and commercial advertisement. The purpose of this experiment is to examine how the four combinations of the two factors-treatment of the content and utilization of the program-will affect each other and to see the most ideal combination for the realization of the best acceptance of advocated value. II. Hypotheses (1) A "self-contained" program which draws the conclusion explicitly is more valuable for the acceptance of its advocated value. However this type of program, accompanied with group discussion, will decrease the acceptance of advocated value. On the other hand, it is expected this type of program interferes with the children being able to consider and draw conclusions by themselves so they do not grasp the real meaning of the content. Also the discussions will not supplement this shortage. (2) An "open-end" program which intends to make an audience consider and draw the conclusion (advocated value) will promote both the acceptance and the understanding with discussions following. Without having discussion it will be inferior to a "self-contained" program on both effect. III. Procedures a. Subjects: 291 (8 classes of) second grade boys and girls of the Forth Musashino Middle High School and the Kitatama Komae Middle High School took part in the experiment. b. Subject groups (1) Discussion Group I - who listened to the "self-contained" program with the classroom discussion after it. (2) Discussion Group II - who listened to the "open-end" program with the discussion after it. (3) Non-discussion Group I - who listened to the "self-contained" program without discussion after it. (4) Non-discussion Group II - who listened to the "open-end" program without discussion after it. c. Procedures (1) Transcribed programs: the original version ("self-contained" program) and the revised version ("open-end" program) of "Akirameyoka" in a series of "Aozorahan Note (Our Group Activities)" presented by NHK. (2) Moral test sheets (3) Sheets for the test after listening to the program Those tests were conducted in April and May, 1964. IV. Conclusions The hypotheses on the acceptance of advocated value for it were all supported. On the other hand, those hypotheses on the understanding of the program content were not clearly proved because the desirable understanding was acquired by only a considerably few. But it was found that in the case of "openend" group with discussions (Discussion Group II) the discussions decreased the "undesirable" understanding and increased the "ambiguous" understanding of the program.

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I. Purpose To examine effectiveness of the parallel type of the use of instructional TV programs - a learning course taught with instructional TV runs parallel to a course taught in the conventional method - in terms of the progress of knowledge, thinking abilities, interests in and attitudes to learning science. II. Procedure Comparative experiments with before-after design were used. The subjects of experiment consisted of the 6th graders of an elementary school and the 1st graders of a junior high school. Experimental groups were formed of one class of those 6th graders and two classes of those 1st graders, and control groups were made up of one class of the elementary school and one class of the junior high school. Each class selected for control groups was eqaulized with those belonging to experimental groups of each school in terms of intelligence and achievement in science. In each of the experimental classes one hour out of 4 or 5 hours per week for science lessons was exclusively devoted to a TV lesson through a year. The series of programme employed there was "Science Classroom" for each graders produced by NHK. In the control class all lessons were given in the conventional method. In each school both groups were taught by the same teacher. After one year of experiment two groups were compared in terms of total number of hours which were necessary for teaching subject matters required by the course of study, thinking ability, interests, attitudes, sub-elements of intelligence, ability to understand pictorial presentation, and activities in the class. III. Results and conclusions 1. In the case of this type of lessons which employs TV programs there was no trouble about the shortage of time. 2. In the elementary school group the experimental class was found superior to the control class in the progress of knowledge and reasonning ability, but in the junior high school group no difference was observed. 3. Experimental classes were found to get active in teaching process than control classes in both groups. 4. In the experimental groups more progress in the ability to understand pictorial presentation was found than in the control groups.

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I. Problem In carrying out the research on the effective use of television science programs, the following points are considered: Children tend to remember the content of the program in fragments. It seems too difficult for them to put the partial elements together and grasp the whole picture of the program. It is suggested that in the process of perception, as visual cues become strong, the association of the visual cues with language is weakened. Reinforcement after viewing an instructional TV program is suggested as one of the solutions to these problems. Reinforcement will be the most effective aid to learning when the TV program is used as the main teaching material. From these points of view, the following three working hypotheses were made. II. Hypotheses 1. Reinforcement which requires overt responses after viewing a TV program is an effective teaching method. 2. Reinforcement after viewing a TV program is more effective when conducted by a teacher in charge, rather than reinforcement by programmed "sheet". 3. How do the effects of the reinforcement after viewing a TV program relate to differences of children's intelligence level and each school's quality? III. Procedure The fifth grade children of an elementary school in Tokyo with TV viewing experiences (S) and of an elementary school without TV viewing experiences (M), totaling 192, was selected. After viewing a kinescope film of the instructional TV program for the fifth grade children, "All About Sounds," the first group was given the programmed "sheet" to reinforce the viewing effects (PS), and the second group was given reinforcement by the teacher in charge (L). The third group was used as a control group. No reinforcement was given to this group after viewing the program. Each of these six groups was divided into two sub-groups according to the children's intelligence score (High and Low). After that an analysis of the three variables (method, school and intelligence) was done. A comprehension test concerning the content of the program (after-test) was given on the following day. One week later a retention test was given. IV. Results 1. After-test results showed no sifnificant differences between PS and L groups. In excellence order, however, there was a tendency of PS>L>C. In the retention test, a significant difference was found between PS and C groups (PS>C, P<.05), but not a significant difference between PS and L, L and C groups. 2. There was no difference between L and C groups, although the reinforcement was carried out by an experienced teacher. This result raised the question of reinforcing by an ordinary man. 3. There was no difference between the school with TV viewing experiences and the school without having them. TV viewing experiences are not an influence on the viewing effect of a TV program. 4. The interaction between method, school, and intelligence score was not found. This shows that the effects of the reinforcement after viewing a TV program are not necessarily dependent on the school or on children's intelligence.

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