Since Tetens' day, there is a classical psychological model which divides behavior into three components or dimensions…cognitive component, affective component, and conative component. The purpose of this paper examines the relationship between cognitive judgement and affective judgement using reaction time. The study is firstly to prove the fact that there are statistically significant results between the degrees of likes and dislikes about things, and its reaction time occupied the judgement of its degrees of likes and dislikes. In the experiment, when we judge whether it is likes and dislikes about fruits, vehicles, and animals - an apple, an orange, an airplane, and a horse etc. - even these names are displayed to the subjects one by one on the cathode ray tube, there are statistically significant results between the reaction time of putting the key and the choice of one of the keys - function keys, one of which is respectively assigned to the numbers, one to five, corresponding to the five degrees of the SD scales - dislike very highly, dislike, neutral, like, and like very highly - on the keyboard of a microcomputer. Secondly, the ratio of its significant results is varied with the direction of the experimenter at the beginning of the experiment. The results show that by the experimenter's direction, "strike the key correctly at one's own pace" on the keyboard of a microcomputer, there is a statistically significant result at a significant level p<.05 for about 59 percent of subjects, 39 pupiles in the 5th grade at the elementary school. This ratio decreased about 14 percent under the direction of the experimenter, "strike the key fastly as possible as you can." Thirdly, the reaction time of judging likes and dislikes about the names of place and buildings is ascertained to be longer than that of judging known or unknown at from about 2.42 seconds (known) to 6.18 seconds (unknown). The variation of ratio and the difference of reaction time as mentioned above is supposed to be caused by changing the strategy. In order to explain these results, we consider not only the stair-step model : cognitive → affective → conative, but also the regulatory system as Norman (1981) stated. This study is concerned with an affective component, which is also one of the studies on Nonverbal Communication. This study will pioneer the new way in order to study an affective component using reaction time in Japan.

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We have developed two media mix designs marked with hypermedia. One is teacher-support model, and the other is learner-reflection model. Teacher-support model has three stages, each stage involving a set of information processes; gathering, modifying and delivering information. These stages form a spiraled structure, and multi-dimensional thinking with hypermedia is located in the third stage. Learner-reflection model consists of four sessions; two information-gathering sessions, information-producing session and information-organizing session. Children use hypermedia to reflect their experiences in the second of information-gathering sessions. We have organized media systems based on these models, and applied them to the learning units "Man and Forest." Subjects of the study are 28 5th-grade children and 13 6th-grade children in Kanazawa, Ishikawa Pref. Pre-, in- and post-unit researches were implemented as instructional evaluations. Tools used for the evaluation were image map tests and interviews. Results of the evaluation are as follows; our subjects have attained the procedure of a multi-dimensional thinking about the man and forest. Moreover, some of them have improved their media-literacy.

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Presently 80% of the universities in Japan have a teacher training course in the curriculum and the major part of these institutes have established a lecture for "Broadcast Education and Audiovisual Education." However, the curriculum and structure for this lecture is diverse, and the actual situation has not been clarified. The regulation for attaining a teacher license has been altered in 1989, and methodology, techniques and technology for education (including information machinery and material) has been newly included as a mandatory subject, that is upon supervision of the instructor of Broadcast Education, Audiovisual Education and Education Technology. The actual situation of Broadcast Education and Audiovisual Education was surveyed throughout the universities of Japan, and the aim of quality improvement of related course content through the clarification of the situation is derived from the intent of the Study of the Survey Concerning Broadcast Education and Audiovisual Education Lectures in Universities. This study was assisted by the Foundation for Broadcast and Culture (Housoubunkakikin) and cooperation was facilitated through the members of the Japan Association for the Study of Audiovisual Education and the Japan Association for the Study of Broadcast Education through a questionnaire survey. The preliminary survey was first conducted in May, 1989, and concerning related subjects of Broadcast Education and Audiovisual Education, we attained 248 answer sheets from members of the Japan Association for the Study of Audiovisual Education and the Japan Association for the Study of Broadcast Education working in universities. 541 answer sheets were also collected from private, public and national universities throughout Japan. Among 516 answer sheets concerning related subjects of Broadcast Education and Audiovisual Education, the structure of a questionnaire survey was conducted on 557 subject courses (out of 285 were valid) as follows; mainly, a. the profile of the subject course supervised, b. content of the course, c. the media utilized in class and assisting system and d. method and technique of education. This resulted where concerning the profile of the subject course supervised, 71.2% replied that the supervised class was "concerning Broadcast Education", 89.1% replied that the supervised class was "concerning Audiovisual Education", 57.2% replied "concerning computer education". Therefore, many of the broadcast and audiovisual education courses included computer education. Concerning the content of the course, lack of time seemed to be the number one indicator for the under 40% level for actual practice in the lecture content. In comparison with universities and junior colleges, universities put weight on theory content where junior colleges put weight on actual practice. For the media utilized in class (and assisting system) 80% replied the "blackboard", 60% replied using VTRs and OHPs. The use of personal computers were higher than slides or 8mm, 16mm films. The utility level of an Audiovisual Library for Educational Material was 40%, therefore clarification was made that personal preparation and use of educational material was common. About the method and technique of education, the subject viewed as most important was "the use of broadcast and audiovisual materials in school education", followed by "the practice of audiovisual material production". In general, a tendency existed where educational material, practice of machinery utilization, computer education and practice were viewed as important.

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Hypermedia makes it possible for learners to explore interactive multimedia instructional systems. That is because hypermedia has the features as follows; (1) Information is stored in every mode like text, video and audio (2) Every information is linked mutually (3) Information can be randomly accessed (4) Information is divided into small pieces (5) Information is interactively displayed on a computer monitor. We have developed a Hypermedia system about Road Safety Education for 4th grade students. That is provided the five features above. In the system we experimented two main ideas concerning links and interactivity. One is to build a menu system which makes it possible for students to expore in large amount of information without losing their way. The other is to design a link structure so that the learner can access to the information they have just learned once again when they can not get it (repeat function). Throughout the unit named "How can we avoid traffic accident?", students wrote down what they have learned, and after the session using hypermedia we made them fill out a questionnaire. With these written materials we analyzed how they learned with the system and assessed the system. The result is that the system worked well as a whole. In detail we should point out three aspects. The first is that the learner succeeded in understanding the content of the total meaning of the information stored in the system despite the fact that the information was divided into small pieces. The second is that they learned better under the condition where they were familiar with. The system provided three courses named "about pedestrian", "about bicycle" and "about automobile." The students who learned "about pedestrian" course understood well. The third is that the repeat function helped the understanding of the students greatly.

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The purpose of the present investigation is to describe a quantitative method of analyzing structure in student's facial expressions and attitudes in the classroom teaching through the kinetogram method, and to examine whether there's the difference in kinesics literacy between teachers who had a diverse teaching experience. The kinetogram method which has been originally developed to adapt to the analysis of dialog is here used for providing to a quantitative assay of the occurence of linking facial expressions and attitudes between successive nonverbal behaviors in a discourse sequence. The research focuses on students' subject-matter understanding level and their attitudes to classroom teaching, rather than learning, along several dimensions: interests, efforts, fatigue, understanding, etc. The systems for analyzing students' facial expressions and attitudes have been newly developed for the study and descriptions of these are given. It is possible to input the data and plot them on a kinetogram table through controlled the video tape recorder by a micro computer. The kinetogram plotted was confirmed to be useful and convenient for estimating students' subject-matter understanding level and their attitudes to classroom teaching. The difference in nonverbal-behavior LITERACY between teachers who had a diverse teaching experience are weakly related to their teaching experience, but not to students' subject-matter performance according to kinetogram method. These results are important because this is apparently the study to present the quantitative method of analyzing structure in student's facial expressions and attitudes in the classroom teaching through the kinetogram instrumemnt.

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It seems to be useful method for improving the efficiency of the teacher training to use the satellite communication. This study examined the effect of the teacher training of educational computing via satellite communication to prove this hypothesis. The group which used the satellite communication is an experiment one, and control one was trained directly. On the research for the members of both groups, we analyzed the differences in the effect of both groups, the characteristics, and the evaluation of the in-service education for teachears. The major three findings are as follows. First, "Computer utilization experience of teachears" influences the effect on a technological aspect of training, and in addition to this "experience", the length of the training participation" and "degree of burden for teachers to participate in the training" influence effect on the emotional aspect. On the other hand, "Difference of the training method (training directly or use satellite communication) does not prescribe the training effect. As a result, it can be said that the teacher training via satellite communication is as effective as the direct training. Second, the characteristic of training via satellite communication is a that the "teachear's level of the computer utilization in education" is apt to influence the effect on especially emotional aspect. Therefore, it is necessary to limit the level of the participants, and to make the appropriate curriculum for them. Finally, training via satellite communication highly evaluated by teachers who relatively have a lot of experiences in educational computing. Mainly, the convenience of receiving highly developed training in the vicinity was evaluated. Most of the pointed problems are about the procedures and the techniques of the trainig. It does not seem to be difficult to find the solution of these problems. It is concluded that teacher training via satellite communication can be put to practical use on condition that appropriate content and the procedure can be chosen.

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