Using the English version of the programs and instruments to evaluate the audio-visual literacies that developed in 1981, we tried to compare the children in Srilanka and Singapore. The following programs were used, i) 'Blinkity Blank', animation film. Made in Canada, ii) 'Nesting of the Cranes', animation film. Drama. Made in Japan, iii) 'Eskimo's Winter Sea Ice Camp'. Documentary film. Made in America, one of the series of 'Man A Course of Study'. Using these three programs, we evaluated 'Image', 'Making-story', 'Attitude toward the different cultures' and 'Understanding the program contents'. The followings are the main results. (1) The actual condition of TV-watching : In regard to the TV-watching time at home, there was no difference between the Japanese children and the Srilankan ones. About the kind of programs, most of the Japanese children watch the entertainment programs, but most of the Srilankan ones watch reporting and the educative programs. And, about the motive for watching TV, children in Japan do it because the TV programs are interesting ; but those in Srilanka do it because the TV programs teach them lots of the unknown things. (2) Image (In this study, imaginative power of real objects from the films): There was no difference both qualitatively and quantitatively between the Japanese children and the Srilankan ones. (3) Making story (In this study, ability to make a follow-up story when the film is stopped midway) : The Japanese children can make story best. Looking at the inclination of made-up stories, the heroes in the stories made by the Singaporean children take positive and independent attitude toward the difficulties ; but the heroes by Srilankan take negative and dependent attitude. We cannot understand why this difference happened, but this result is interesting. (4) Understanding the program contents (In this study, understanding of the Eskimo's housing and tools in the program) : There is a significant difference about the understanding of the 'Eskimo's housing' between Japan and Srilanka, but there is no difference about the 'Eskimo's tools'. (5) Attitude toward the different culture (In this study, attitude toward the Eskimo's eating habits and plays) : There is no difference in attitude toward the Eskimo's plays between Japan, Srilanka and Singapore. But there is a significant difference about the Eskimo's eating habits. The Singaporean children and the Japanese ones clearly took a rejecting attitude toward it, the Srilankan ones took an acceptable attitude. In brief, there is no cultural difference about image and understanding of TV-programs, but the cultural differences appeared clearly in regard to making-story and attitude toward the different cultures that contained the affective aspects and values.

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Recently, it has become to equip with all kinds of audio-visual materials in every school. However, many teachers show less interest in the study of using of audio-visual aids in the classroom than before. It is because it has been not examined the relationship between to traditional instruction and audio-visual instruction. Attention has been not paid to the use of blackboard as audio-visual materials up to the present. The purpose of the article is to clarify the role of using blackboard for teaching from the standpoint of the expansion of audio-visual education. That is, we intend to examine the problems, peculiar to use the blackboard which is highly essential for the teaching each subject. We administrated the questionnaire to 516 teachers at 21 elementary schools in Ehim prefecture from October to November, 1983. According to the data (436 teachers) collected, we can point out four characteristics for teaching skills on use of blackboard as follows : (1) Even in the present day when the many teachers can make use of audio-visual aids. A textbook, a piece of chalk and a blackboard remains as the commonly used teaching aids in the classroom. In addition, teachers make use of audio-visual aids like Over Head Projecter and small blackboard. The use of blackboard has evaluated for the stand point of it's effectiveness for teaching and conveniences of it's utilization. (2) Though it has been evaluated, many teachers have mastered their skills insufficiently. The teachers skills of the use of blackboard have related to the subject matters and the teacher's ability to promote child's learning. (3) Not all teachers regard the planning of blackboard in their preparation sheet for instruction as important. Teachers expect the blackboard to be include references to cognitive effectiveness and to affective outcomes. (4) We intend to explore the relationship between teacher's blackboard and child's notebook to clarify the aim of using of blackboard.

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I. Purpose of the Study The primary purpose of this study was to investigate the differences of effect between a TV program with the eg-rul construction and one with the rul-eg construction. The secondary purpose of this study was to ascertain whether Trait-Treatment Interaction of learning effects were found between learners who received different types of treatment. Hypotheses were as follows : Hypothesis 1 : Treatment 1 (eg-rul construction) can be differenciated from treatment 2 (rul-eg construction) in concept learning, in this case the learning of the laws of dynamics from television. Hypothesis 2 : The interaction of learning effects can be found in the relation between the treatment types (eg-rul and rul-eg constructions) and the characteristics of learners (eg. IQ, previous achievement etc.). II. Method of the Experiment 1. Stimuli of the Experiment: As learning tasks, the law of action and reaction as the qualitative concept, and the law of falling as the quantitative concept were selected from the fundamental laws of dynamics taught in high school level physics. To present these laws, TV scenes where an instructor did not appear and only graphs and figures were shown were edited from "NHK High School Science Series I" in order to construct the eg-rul type and the rul-eg type program. Commentary was dubbed in to each type of program, back-ground music was not used. The "Law of Action-Reaction" program was approximately 11 minutes in length, and the "Law of Falling" program was approximately 18 minutes. 2. Subjects: The subjects were 177 junior college female students (19-20 year-old). 3. Date and Place: The experiment was conducted on December, 1982, at a Junior College. 4. Procedure : After a pre-test was conducted, learners viewed the "Law of Action-Reaction" program, followed by a post test 1. Then after viewing the "Law of Falling" program, learners took a post test 2. The entire procedure lasted approximately 80 minutes. III. Results 1. The IQ scores of the two subject groups were confirmed homogeneous. However, the scores of pre-test did not show clear homogeneity between the two. 2. The t-test was employed to find the differences in learning effects between the two different types of treatment. The analysis of variance (F-ratio) was employed on the scores of learning effects to clarify the interaction between IQ and treatment types. 3. The results were: (1) In the concept learning of physics (dynamics) laws through TV programs, the rul-eg construction can be expected to be more effective than eg-rul construction. (2) In the case of a quantitative learning task, rul-eg construction was found to be more effective than eg-rul construction. (3) As well as the difference of treatment, the level of the learners IQ also had an effect upon final learning effects. (4) The IQ level had less effect on the qualitative learning task, while it had more effect on the quantitative learning task. (5) In this experiment, trait-treatment interaction was not found between the differences of treatment and IQ. According to the results stated above, Hypothesis 1 was supported while Hypothesis 2 was not supported.

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The main aim of this research is to develop the methods for the evaluation and measurement of audio-visual literacy in children from 7 to 11 years of age. As we have already mentioned in our research (1), we have hypothesized three factors to compose audio-visual literacy. They are memory, understanding and imagination, all relating to TV programs. This time we applied a two-dimensional approach for our source of information; the two dimensions utilized are the form of information and the volume of information, including time length. As the style of the TV programs is closely related to the method of evaluation and measurement, we made 2 programs; one is demonstratory, and the other is of a story-telling nature. For each of these styles of TV programs, we made ten different questions and used them with children from 7 years old to 11, 1000 of each age, totalling 5,000 pupils. The evaluation and measurement had to be done by visual tests prepared on video tapes. Through these experiments, we have succeeded in finding the following: (1) This method of visual measurement and evaluation can discriminate between each step, i.e., memory and understanding, of perception of TV programs. (2) This method is effective for measuring and evaluating the development of children's literacy in accordance with increasing school age.

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