1. Optimization of broadcast instruction The past twenty years since the beginning of broadcast (ITV) instruction have brought enormous change in both theory and practice. Varieties and gaps have been found among teachers' needs, methods of broadcast instruction, and program contents. These tendencies are divided briefly into the two categories; one is learning by broadcast --- ITV education is a means of learning, and the other is learning of broadcast --- ITV education is one of the goals of learning. Nowadays, we should not insist on "either/or type" theory and practice, but determine an optimal way to make use of ITV. 2. Strategies for the utilization of instructional television A tecaher who welcomes television into lessons is requierd to master the strategies for the design, administration and evaluation of new instructions. However, these strategies are not yet known by many teachers and have no standards for validity and reliability. In this article, I derived the three types of strategies from my own direct and indirect experiences. Type 1 - teacher enjoys ITV with her pupils, She does not instruct before, during and after the program. The leadership which she exercises is only to select a "key scene" in the program and to ask her pupils to do so, too. Type 2 - teacher asks her pupils to point out the phases and the subject of the program. In addition, she asks them to get "divergent thinkings" and "exploration motives" through the program. Type 3 - teacher asks questions with the different points of view from the program. 3. Evaluation of broadcast instruction (1) Evaluation in the cognitive domain Ability to grasp visual phases systematically and to point out the subject of the program correctly, etc. (2) Evaluation in the affective domain Strength and direction of feelings obtained through the program, etc. (3) Analysis of individual transitional processes.

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I. Purposes: (1) To compare the children's Japanese language ability in 1959 with that in 1977. (2) To investigate the effects of the Radio & TV programs on the development of children's Japanese language ability. II. Method: (1) Test: Achievement test on the Japanese language (including. the test for the listening ability), administered by Ministry of Education in 1959. (2) Subjects: 864 6th-graders of 12 elementary schools in the prefectures of Yamagata and Iwate. (3) Period: From June to July, 1977 III. Results: (1) The Japanese language ability is more developed by Radio & TV programs in 1977 than in 1959. (2). No difference between the Radio group and the non-Radio group is found.

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Purpose: Among many studies on the relationship between TV and schoolwork, there are only few studies that examined the influence of TV on schoolwork with other factors controlled. The purpose of this study is to examine the relationship between TV viewing and schoolwork controlling the other several factors correlated with schoolwork. Method: Subjects were ninty boys and ninty-six girls of fifth grade at the four elementary schools in the suburban area of Tokyo. The measure of the dependent variable, schoolwork, was the simple total score obtained from the second-term grade records for Natural Science, Mathematics, Japanese and Social Studies. The school records.employed the five-point grading system. The following fourteen variables were used as the independent variables. Intelligence, creativity, field dependency-independency (by embeded figure test, those who get high score are judged as field independent, vice versa.) / emotional unstability, social maladjustment, general activity, extravart / TV viewing time, books / family communication pattern (Those who get high score are regarded as conservative-conciliatory, those who get low, as critical- progressive.), parental exceeding protection, parental inconsistency/ frequency of homework, frequency of attendance at "Juku". Results: As the result of multiple regression analysis (forward stepwise inclusion method), for boys 60.1 percent of the total variation in schoolwork was explained by the highest four variables of the regression equation; intelligence, TVT (TV viewing time), EFT (embeded figure test score) and creativity. For girls, 53.9 percent was explained by EFI', intelligence and homework. Beta coefficients of of the four variables for boys and the three variables for girls were significant at .05. For girls, the correlation coefficients between TVT and schoolwork and between TVT and homework were not statistically significant, but for boys, it was found that schoolwork was under the influence of the amount of TV viewing with the variation of the other variables removed. The correlation coefficient between TVT and FCP was the highest among the correlations of TVT with the thirteen variables. The more conservative the parental attitudes, the more the amount of TV viewing increases. (2). No difference between the Radio group and the non-Radio group is found.

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Problem: Children seem to learn new behaviors through observing and imitating the model. Especially, as proved by many of previous experiments, aggressive behaviors seem to be imitated by children. The past experiments of observational imitative learning in the field of mass communication research have put emphasis on the learning of aggression. Maccoby (1964) pointed out this fact and indicated that it is necessary to study non-aggressive behaviors.The problems in this study are as follows: (1) Do the children learn more aggressive behaviors than non- aggressive behaviors? - in relation to the experiments by Bandura & Huston (1961), Bandura, Ross & Ross (1961) (2) Do the children who are exposed to the human film model learn behaviors as much as those who are exposed to the human real model? - in relation to the experiments by Bandura, Ross & Ross (1963) (3) For non-aggressive behavior, do the children who are acquainted with the model would learn more non-aggressive behaviors than those who are not acquainted with the model? For aggressive behavior, do the children who are not acquainted with the model learn behaviors as much as those who are acquainted with the model? Method: The subjects were 20 boys and 28 girls enrolled in the nursery school in a suburb of Tokyo. They ranged in age from 66 to 77 months. The experiments were carried out in October and November, 1974. The subjects were matched on their age, sex and aggressiveness (which was measured in our pretest.), and assigned to the four experimental groups: human film & acquainted; human film & not acquainted; human real & acquainted; human real & not acquainted. After exposed to the model individually, each subject was escorted to the room where there were the toys used by the model and some others (not used by the model). His behaviors in this experimental room were rated in terms of repose behavioral categories: aggressive imitation, aggressive partial imitation, aggressive non-imitation, non-aggressive imitation, non-aggressive partial imitation, non-aggressive non-imitation. (The categories of aggressive and non-aggressive verbal imitation behaviors were not used for analysis because these behaviors were not observed.) Results: 1. Comparison of the amount of observational learning between non-aggressive behavior and aggressive behavior. Boys: except for the total behavior and the non-imitation, they imitated more non-aggressive behaviors. Girls: they performed more non-ggressive behaviors than aggressive behaviors for all categories. Concerning problem 2 and 3, there were no significant differences in the analysis of variance (familiarity and reality are the independent variables). But we see boys and girls separately there are some significant differences. 2. Reality Among the girls who are not aquainted with the model, those who are exposed to the human real model imitated more non-aggressive behaviors than those who are exposed to the human film model. Among the boys who are not acquainted with the model, those who are exposed to the human film model imitated more aggressive partial imitative behaviors than those are exposed to the human real model. 3. Familiarity Among the boys who are exposed to the human film model, those who are acquainted with the model performed more aggressive behaviors than those who are not acquainted. Non-aggressive behaviors may be more imitated because that the children thought the adult women's aggressive behaviors are not appropriate. Some children expressed this point. The result that no differences are found in realtion to the reality level in the aggressive behaviors is the same as the result of the Bandura, Ross & Ross (1963). The exposures to the film model may reveal easily the disinhibition of the behaviors learned in the past through watching television. Concerning familiarity level, the result of the aggressive behaviors is similar

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