Visual experiences through the televised visual field may be different from realistic viewing conditions. To us the televised visual field seems a "middle" visual world between the real world and the photographic world. However it may involve perceptual phenomenon similar to real situations. Based on this, transformation of shape or shape constancy, presented on TV media was measured by the comparative stimuli series method and the reproduction by hand writing method. Eleven undergraduates worked under normal viewing conditions and five undergraduates under televised conditions. The standard stimulus object was a white square with vertical and horizontal diagonals of 20cm each. The standard square was slanted at 50, 20, 80, 40, 5, 60, 10, 70, 30 and 90 degrees to eye level. The series of comparison stimuli consists of eleven transformed diamonds with vertical diagonals of 1, 2, 4, 6, 8, 10, 12, 14, 16, 18 and 20cm. The standard and the comparison stimuli were laterally separated by 45°. Viewing distance was two meters. Under TV conditions the standard object and a TV camera were set in the audio-visual control room, and the subject observed the televised stimulus of test objects in an adjacent audio-visual studio. The experimental results under normal and the televised conditions are shown in Fig.1. In the televised, almost complete shape constancy existed at 70°, 80°, and 90°, but constancy did not appear when the slant was less than 50°. As for theoretical interest, the scheme of perceptual development as defined by Solley and Murphy (1960) was discussed. A process of "trial and check" seemed to be less active in the TV situation than in the real situation. In normal space "trial and check" may facilitate to differentiate the response system.

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Inexperienced teachers often endeavor to make pupils tell, probably for the purpose of securing adequate observations on the part of the pupils, the details of the facts that have been presented before their eyes. This is an inadequate teaching effort which exists mainly due to the belief that the ability of mentioning minute details is of definite advantage to securing, efficiency of observation. The belief seems to be more obstinate in the case of untrained teachers using audiovisual materials. But experienced teachers know that such efforts are no good. It is necessary that experimental results obtained from situations similar to that of classroom teaching be able to defeat the wrong beliefs of the inexperienced teachers. The writer contrived a scheme of experiments in which he made use of simple cases of collision of elastic bodies - collisions which children must have seen, but perhaps have never confirmed their truth in their daily life. He obtained from his experiments two kinds of pupil responses: detailed accounts of the phenomenon on one hand, and descriptions of what had been conceived through observation of the same phenomena on the other. The writer had assumed that the 4th grade would definitely predominate over the 3rd grade both in detailed accounting records and efficient observation records. But in comparing the record percentages statistically, he found that the ability to mention minute details did not appear as being very different between the two grades. Accordingly, he tried the same comparison, first between the 4th grade and a college students' class, and then between the 3rd grade and the college students' class, respectively, and found that the only significant difference was the one between the 3rd grade and the college students' class. That is to say that children's ability in mentioning minute details does not achieve much progress. The writer then proceeded to examine the other data, that is, the sort of responses which had been presupposed to imply productive moments of observation. The results were very clear. The 4th grade predominated over the 3rd grade comparatively well, and the college students' class predominated over the 4th grade quite definitely. That is to say that efficient and fruitful observation is attained far more easily than mere ability in mentioning minute details. Moreover, further examination made it clear that there was no more than a very slight correlation between the two kinds of ability. From these results, the writer concludes that there may be almost no value in the audiovisual teacher endeavoring to require his or her pupils to mention every detail of what has been presented to them.

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I. Purpose First the writer wanted to work out the differences of learners in multi-grade classes composed of students of two-school-years difference or three, and then to establish an authentic form and condition regarding instruction types in multi-grade classes. II. Procedure a. Programs used and ways of watching TV 1. 1965 (1st year): "Countries in the world", social studies program of NHK-TV was viewed eight times in succession. 2. 1966 (2nd year): NHK "Science Program" for 6th graders was viewed ten times in succession. 3. The classes scheduled to watch during the two years were six 5-6-grade multi-grade classes and six 4-5-6 grade multi-grade classes, respectively totalling twelve in all. In the first year all the pupils watched (including different graders) together. In the second year, they watched both as different graders together and as different graders separately. b. Methods of investigation were as follows: To investigate right after watching how much of the program was perceived, to make a record of the teachers' observations, to give an objective test three weeks after to give as little guidance as possible before watching - no other guidance being given at all, and to let all the pupils sit for an intelligence test ana a test of standard ability. III. Results Perceptional differences of TV programs: 1. Contents of records watched Social studies - in general sixth graders were more able than forth or fifth graders Science - in general little difference was noticed between fifth and sixth graders 2. Results of tests Social studies - in general little difference was noticed between fifth and sixth graders Science - in general definite achievemental difference was recognized between the different graders. 3. Types of curriculum and differences in perception In both social studies and science, a clear difference was not noticed when the achievements based upon the perception of TV program were compared in two curricula, one of which was identical programs, the other of separated classes. 4. Perceptional differences based upon types of hearing and viewing In the sixth graders no strict difference was recognized in science program between the two types, different graders combined or separated.

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The major purpose of this study was to explore an effective method for large group instruction for students majoring in general engineerings, by means of closed-circuit television, large transparencies, and video tapes. This report, the second part of a three-year project, mainly deals with the analysis of students' test results and their attitudes toward audio-visual techniques used in the course of Fluid Mechanics. A total of 465 freshman students were enrolled in 1966, and divided into two classes, from which 268 were selected as final subjects. The investigation compared the attainments of 92 students instructed by CCTV - though video taped programs were used in the last two of the ten chapters (TV class), with those of 176 - the rest of the total - instructed with the use of an overhead projector (OHP class). The difference in number between the two classes was caused merely by enrollments. Both classes were taught by the same professor. The course consisted of one period (90 minutes) per week over a semester of 15 weeks. To compare the relative effectiveness of OHP and TV teaching, multiple-choice test items were developed from the view point of basic subject matter understanding (20 items for the Before Test and 30 for the After Test). The indexes of test reliability and item validity were calculated. A questionnaire was also filled out by each student as part of the final examination. Findings of the study included the following: 1) With respect to the understanding of factual information, as a whole, OHP and TV teaching appeared to be equally effective. 2) Partial use of video tapes in teaching showed promising consideration as a medium for large group instruction. 3) Audio-visual techniques used in this study were accepted favorable by a majority of students in the two classes (more than 70%). However, there was a statistically significant difference in attitude toward A-V teaching (students using OHP scored higher than those using TV). 4) In the TV classes, there appeared to be some quadratic correlation (not linear) between the after test scores on students' achievements and their attitudes toward class participation and A-V method, whereas OHP class showed no such relation. That is, as for interest in the A-V method and in class participation, based on after test scores, the lowest 27% and the highest 27% on the average, showed a lesser degree of interest than the middle 46%. These comparisons of achievement scores and their attitudes toward teaching showed great variation, apparently due more to the quality of students than to the types of media used. Detailed analysis and discussions, therefore, needs further investigation.

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A new automatic and short delay playback system for Language Laboratory equipment has been devised and developed by the author and an experimental study was made in order to verify the effectiveness of the new equipment. 117 upper secondary school students were classified into three homogeneous groups - S.D.P. (Short Delay Playback), A.P. (Audio Passive), and L.D.P. (Long Delay Playback) according to Intelligence and English Achievement tests. All three groups were taught English in the same L.L. in three different ways, i.e. Short Delay Playback method, Audio Passive method, and Long Delay Playback method. They were given pre-tests, post-tests, and other tests during the experiment to verify the results. As a result, the S,D.P. group gained the highest scores in comprehension as well as in production tests, the L.D.P. group was superior to the A.P. group in some tests, and in other tests it was inferior. The experimental results supported the author's hypothesis of the effectiveness of the S.D.P. system in teaching English as compared to other systems. The reasons seem to he that the S.D.P. system is very helpful in creating the habit of producing quick responses on the part of the students, providing them with concentrated study and motivation, and giving them immediate reward from the stimulus-response situation.

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I. Purpose To verify (1) that students who listen with earphones (an audio-passive language laboratory) obtain a higher proficiency in discriminating English sounds than do those who listen only from the speaker of a taperecorder, and (2) that the earphone group students will be able to read aloud better than those of the taperecorder group. II. Procedure A total of 92 senior high school students were tested during two terms. Two first-year classes at Usui Senior High School in Fukui City were chosen, one for the experimental group and the other for the control group. During this experiment, which lasted for six months, the groups were interchanged at the mid-point of the experimental period. For the first term Class A was the experimental group and Class B the control. For the second term they were reversed. About 10 minutes of the regular class time (three hours per week) and 30 minutes of another one-hour lesson per week devoted to listening practice and oral drill presented by taperecorder. The experimental class listened to the teaching material through earphones, while the control heard the same material directly from the speaker of a taperecorder. Three tests were administered at the end of each term: (1) An Aural Perception Test in English, specially prepared Lado-type test. (2) An Oral Reading Test, evaluated by a native speaker. (3) An Aural Comprehension Test for senior high school students of Fukui Prefecture, broadcast by a local radio station. The experimental design was based on the before-after, experimental-control group method. An analysis of variance was made as a statistical check for significant differences. III. Results and Conclusions The groups, when utilizing the audio-passive language laboratory, were found to be significantly superior in discriminating English sounds (P<0.01). This means that the improvement in listening ability of the students who used earphones was greater than that of the taperecorder group students. In the aural comprehension tests the scores of the experimental classes were significantly higher than those of the control classes (P<0.05). There were no significant differences between the groups for the oral reading test. In conclusion it can be said that in the listening phase, instruction using an audio-passive language laboratory was more effective than that using only a taperecorder.

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