I Problem: To examine the influence of the factor of an area and a family upon the effect of a film. II Purpose: To analyze the factors that influence the attitude change of the children for viewing TV through the film "The Boy Who Was Embarrassed by TV". III Working Hypothese: (1) The film "The Boy Who Was Embarrassed by TV" will bring about the attitude change of the children for viewing TV. (2) This change will be influenced by the factor that the people in that area participate or not in the movement of using TV programs on adult education. IV Procedure: (1) Subject : i) 199 children of 4th grade of 4 elementary schools and their parents in Daitoh Town, 30.8 % of parents participated in the movement of using TV programs on adult education. ii) 115 children of 4th grade of 2 elementary schools and their parents in Higashiyama Town, 10.9 % of parents participated in that movement. (2) Research Content: i) Measurement of the scale value on viewing attitude and the amount of viewing TV of the children. ii) Family research (the number of their family, amount of vewing TV of their family, habits of their family of using educational TV programs etc.). (3) Sequence: April 21, '78 Pre-test and family research April 27, '78 Film and measurement of the scale value (Post-test) April 28, '78 Measurement of the amount of viewing TV (Post-test) May 12, '78 After-2-weeks-test June 9, '78 After-6-weeks-test V Result: (1) Comparison between 2 areas' children (*: difference between Pre-T. and another T.) [table] (2) Study on the heavy viewer by analysis of variance (5 dimension) (omission) VI Conclusion: (1) Film could change the attitude of the children for viewing TV, in Daitoh's case, the scale value and hours, and in Higashiyama's case, just hours. (2) The factors that influence the attitude change of heavy viewer for viewing TV are the following; (for the scale value) i) as a main effect: 1) the area, 2) the effect of the film, 3) the personality of the children, 4) the achievement score of mathematics and social studies, 5) the habit of their family of using the educational TV programs, 6) the amount of viewing TV of their family, 7) the conversation in their families about TV viewing, 8) the role of their mother. ii) as 2 or 3-factor interaction: the experience of the participation of their parents to adult education using educational TV programs. (for the amount of viewing TV) i) as a main effect: the effect of the film. ii) as 2 or 3-factor interaction: 1) the area, 2) the sex, 3) the achievement score of mathematics and social studies, 4) the role of their mother, 5) the amount of viewing TV of their family, 6) the conversation in their families about TV viewing, 7) the experience of the participation of their parents to adult education using educational TV programs.

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This is the preliminary report of the research on aptitude-treatment-interaction. The author note on children's preference for inner symbolic processes, imagery and verbal. He concerns on interaction between this preference and teaching with non-verbal materials. Several aspects of verbal process in viewing nonverbal materials are measured. The ability to name figures, verbalize picture, abstract and represent the characteristics of figures, cluster pictorial items and use verbal mediators in paired-associate-learning of low image-value-term are measured. The results are compared between grades, sexes, levels of intelligence. Factor analysis (varimax method) reveals the similarity of factorial structure between 4th and 7th graders. Naming figures and verbalizing picture load the same factor, but the other variables are mutually independent. The results sugest that to make one index of verbal process is not reasonable. It seems to be true in the case of imagery process. At present, the author is undertaking experiments on imagery process in learning with non-verbal materials, he decides to make subcategories of both verbal and imagery process and to identify the types of children's preference for symbolic processes using these sub-categories.

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This study is to examine the long-term effect of TV programs, broadcasted by the Tateyama Educational Broadcasting Center, on English for the 6th graders. The 165 first graders of I Public Junior High School in Tateyama are selected as the subjects. 65 out of the 165 subjects were exposed to the English program for one year when they were in the 6th grade of elementary school (group E) while 100 were not exposed (group C). Their scores of English and Mathematics tests during the first year in the Junior High School are collected and compaired. The mean scores of group E in English and Mathematics are compaired separately with those of group C. In English, the mean scores of two groups are significantly different while there is no such difference in Mathematics. When the two groups are compaired in the English scores which are predicted from the Mathematics scores by the regression analysis, group E tends to get higher English scores than group C, especially among those who got low scores in Mathematics. However, this difference diminished with time. This tendency is more salient among the lower half of subjects in the total of achievement scores.

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