The main purpose of this study is to make a comparison between some findings in the recent report to the U.S. Surgeon General on "television and social behavior" and ours in Japan. The original paper consists of three parts: correlates of TV violence preference, correlates of antisocial agression, and "uses and gratification". Only the third part, however, will be here summerized. According to Lyle and Hoffman's study with tenth graders, when they feel lonely, about eighty per cent of them tend to listen to music or talk to somebody; when their feelings are hurt or they feel angry, most of them tend to 'go off by self'. It was interesting finding that when they have frustration mentioned above, only about one fifth of them watch TV. These results are similar in part to those obtained from our attitude study by a picture projection technique. We found that loneliness or frustration leads most of children to talk with friends, whereas TV use functions much less for such situations. In addition, we found by another questionaire that tenth grade boys who have difficulties like troubles with homework or grades do not flee into escapist behavior such as watching TV or going to movies, but tend to try to solve these troubles in a realistic way such as 'thinking by self' or talking with friends. Both of these findings show that TV does not primarily function as an escapist medium. Steiner noticed, in his national study about ten years ago that the average adult in the U.S. had an ambivalence in TV use According to Losuito's research findings, Lyle stated, in his overview on "Television in Daily Life," that such embarrassment appears to have faded. In his study with Hoffman, he also explained the similar lack of embarrassment among their sixth and tenth graders. Coversely, our date by a picture projection technique showed half of tenth graders, and one third of fourth graders perceived guilt consciousness for wasting time in TV use. Moreover, it seemed as if TV had no beneficial effects to help children gain useful knowledge and to develop their taste. Lyle and Hoffman said, however, "most of students feel that they do learn something from television at least part of the time". This difference between two countries might occur only as a superficial result which stems from different questionaire techniques.

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This study attempts to investigate the fundamental acts organized into the "Algorithm" which will prescrive a discriminative judgement. The fundamental acts are at least as follows: (1) Perception of some distinctive features which belong to an object. (2) Confirmation of the object synthetically by combinational operation to those features. (3) Identification of the object with a category in comparison with a definition, or a logical statements. If the perceptual acts are not carried out enough, through carelessness or due to ignorance of analytical method, the confirmation of the object will be wrong. In this case, how Mill a judgement be made in comparison with the case in which perceptual acts are prescribed. Secondarily, if the feature is a covert or a negative one, ambiguity may be occured in the process of recognition or synthetic identification. Third problem is to investigate the relationships between the logical structure of discriminative judgement and the development of logical operations. And it may be probably assumed that the logical complexity of a task will provoke particurally subjects located in the lower stage of logical operation to a misjudgement, although the perception is carried out enough. Lastly, in relation to the acts to foresee the final judgement at the several steps, the advantage of the case in which the whole scope of a discriminative procedure is given to Subjects (A-Group) is examined in comparison with the case in which the procedure is indicated successively to Subjects (B-Group). Experimental Procedure 1. Subjects: 51 4th-graders, 59 6th-graders, and 45 8th-graders (2nd graders in Junior High School) 2. Task: to judge the nature of solution by the three kinds of test. 3. Three homogeneous groups set up in intelectual ability. A-Group: Given the whole scope of confirmation through VTR, then asked to reproduce the distinctive procedure. B-Group: Asked to practice actually prescribed acts step by step which are showed through VTR. C-Group: Given only the task and experimental materials, therefore, ought to search for the way of judgement independently. Findings: (1) C-Group attempts to operate the combinational system for the identification of solution, in contrast with A and B groups. (2) Subjects in A and B groups can reproduce or percept the procedure. But it is very difficult for them to judge appropriately at each step. (3) It is much more difficult for them to judge the nature of solution with negative traits and subsumptional relation. (4) Subjects who made correct judgement at final step show dominant positions significantly in foreseeing. (5) A-Group is better than B-Group particulary in foreseeing.

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