Problem: Today, more than 30 per cent of the children are heavy viewers of TV. They spend more time than 3 hours on watching TV in a day, and are confused because their learning and reading time is displaced by viewing TV programs. So, it is very important for parents and teachers to guide their children by teaching how to use TV. I. Construction of the attitude scale 1. Purpose: To construct an attitude scale on viewing TV by Thurstone method (equal appearing-interval method) 2. Process of constructing and result: (omission) II. Measurement of the scale value and the amount of viewing TV 1, Purpose: To measure the scale value of the children and the correlation coefficient between this scale value and the amount of viewing hours. 2. Procedure: 1) Subject: 3-6th grade children of Nioh elementary school in Morioka 2) Date: September 5, '75 3. Result: grades 3 4 5 6 subjects 75 76 84 69 scale values 2.1726 2.2031 1.9814 1.7902 hours 2.62 2.50 2.41 1.88 r's 0.88 0.85 0.88 0.82 4. Conclusion: 1) 3-4 grade children watched TV longer than 5-6 grade children. 2) 3-4 grade children scored higher value on the attitude scale than 5-6 grade children. 3) Correlation coefficients between the scale value and the amount of viewing hours for every grade scored high level, 0.82-0.88. III. Change of the attitude for viewing TV through a film 1. Purpose: To change the attitude for viewing TV through the film "Breakdown of television". 2. Working Hypotheses: 1) The film "Breakdown of television" will bring about the attitude change for viewing TV of children. 2) This change will persist from 2 weeks to 2 months. 3) This change will be reinforced through guidance by teachers. 3. Procedure: 1) Subject: 226 children of 4th gisade in Johhoku elementary school 2) Sequence: November 14, '75 Pre-test November 20, '75 Film or film+guidance November 21, '75 Post-test December 5, '75 After-2weeks test January 23, '76 After-2-months test 4. Results: [table] 5. Conclusion: 1) Film could change the attitude of children for viewing TV in the film group and the film+ guidance group, the change persisting from 2 weeks to 2 months later on. 2) The guidance by teachers reinforced the attitude change through the film.

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I. Purpose: This study is an investigation of the instructional function of a visual continuum representing learning effectiveness using experimental classroom groups. In short, this study attempts to determine what effects the increases or decreases of realistic detail in visual illustrations have upon learning. II. Method: a. Hypotheses (1) Differences in visual realistic detail will produce different results in immediate retention. (2) Lower visual realistic detail will be more effective than higher visual realistic detail. (3) Differences in visual realistic detail will produce different results with regard to learning specific objectives. b. Subjects 280 (7 groups of 40 each) tenth-grade students of K. Senior High School participated in the experiment. c. Materials Slide sequences of visual illustrations contained in the text-book were presented to students in a biology class, The visual illustrations were divided on the basis of realistic detail into 7 types. (1) Verbal Presentation (2) Abstract Linear Presentation (B and W) (3) Abstract Linear Presentation (Color) (4) Drawing (detailed and shaded - B and W) (5) Drawing (detailed and shaded - Color) (6) Realistic Photograph (B and W) (7) Realistic Photograph (Color) Ten slides synchronized with a twenty minute oral presentation were presented to the students. Beforehand they received a ten minute pretest consisting of 30 items. After the presentation they received an immediate retention test consisting of 60 items. The test included the following sub-tests: (1) Drawing Test (2) Indentification Test (3) Terminology Test (4) Comprehension Test III. Results and Discussion On the basis of the results of the pretest and immediate retention test, an analysis of covariance was made. The differences in the effectiveness of the visual presentation were then investigated. Type (4), Drawing (detailed and shaded - B and W), was the most effective. Type (3), Abstract Linear Presentation (Color), and Type (5), Drawing (detailed and shaded - Color), tied as the next most effective presentations. Least effective were Type (1), Verbal Presentation; Type (6), Realistic Photograph (B&W); and Type (7), Realistic Photograph (Color). 1. Visual realism continuums are not reliable predictors of learning effectiveness in cases of learning without acquring related constructive perceptions. 2. In cases of learning for factual knowledge, Type (4), Drawing (detailed and shaded - B and W), is a reliable predictor of learning effectiveness. By presenting Drawing (B and W) learning effectiveness by relevant cues can be expected. 3. The learning effectiveness of Type (7), (Realistic Photograph - Color), was less because of interference of cues. This shows a need for reexamination of traditional pictorial theory. 4. It is necessary that different methods of presentation of materials should be designed according to the relevant learning objectives. Selection of materials presented is also necessary. 5. In case of learning with constructive perception, color is effective as cues for promoting discrimination.

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I. Purpose: Within the pase decade, technological innovation has emerged as a primary Characteristic of the changes which have taken place in the classroom. Several types of instructional equipment and instruments have been introduced into the classroom. The present research was designed to find which factors can predict adoption of the newer instructional media in the classroom. by teachers. II. Method: The research instrument was a questionnaire sent to subjects by the direct mail method. Thirteen demographic, environmental, and psychological factors were manipulated through the 62-item questionnaire. Subjects were 1607 elementary, secondary, and high school teachers randomly selected from the teachers' directory for Aichi and Niigata prefectures. III. Results: The theory of quantification, a multivariate analysis developed by Chikio Hayashi, was employed for a comprehensive analysis of all the factors introduced in this research. An analysis showed that teachers' use of the newer instructional media was well predicted by the thirteen factors (Multiple correlation ratio η=.61). Partial correlations between each factor and the use-nonuse of instructional media revealed four significant predictors: school level (elementary, secondary, or high school), subject matter area, interest in educational technology, and briskness in behaviors. Categories which had a relation to the use of instructional media were "elementary school", "English", "Science", "Home-making", "high participation in research activities", "better school organization for use of instructional media", and "briskness in behaviors".

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We have developed two kinds of evaluation tables in order to assess media and Materials for individualized instruction and assessed five products for instruction on the basis of them. One of the evaluation tables, which consists of 12 items, aims at describing the characteristics of some media and materials. The other table consisting of 102 items is for assessing the instructional ability and availability of individualized instructional products. To develop the evaluation tables, some important references were examined and at the same time hardwares and softwares of SYSTEM 80 and SYNCHROFAX were analyzed. In terms of these examination and analysis we have picked up some important points of view and items for evaluation and after revising them four times the evaluation tables have become the present one. One of the important characteristics of evaluation tables is that each item is so constructed that it will make possible to evaluated products objectively by its choices. Five products for individualized instruction we evaluated are as follows: A LEXI DATA "Elementary arithmatic" (LEXI DATA CO., LTD.) B Programmed textbooks "Math for junior high school" (OSAKA SHOSEKI CO., LTD.) C SYNCHROFAX "Elementary arithmetic" (RIKO CO. LTD., TOKYO, JAPAN) D SYSTEM 80 "Kit-B" (Borg-Warner Corporation) E CAI System "Primer of APT" (Japan Society for the Promotion of Machinery Industry, TOKYO, JAPAN) Results of assessment on basis of the second table are described in the following table. Table Assessments of individualized instructional products (%) [table]

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