This study takes up the problem and the importance of human psychological responses in the development of computerized man-machine interface systems, a point of view which has often been overlooked in the development of such devices. One type of man-machine interface system currently under development involves methods for inputting oral Japanese. The authors examined how "familiarity" with a system might affect the operators' psychological attitudes which, in turn, could influence the physical aspects of the system. In doing so they found (1) interactions between the physical aspects of the system influence the users' feelings of familiarity, and(2) each physical factor does have a critical area in which it exerts an influence upon the operators' feelings of familiarity. Therefore, the authors conclude that the influence of the physical aspects of these systems upon human psychological responses must be taken into consideration when developing man-machine interface systems and that developers and designers must realize that the relationships between the physical aspects of the system and the users' psychological responses are not linear in nature.

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Desiring to clarify the distribution of computerized test response times, the authors first equalized, as response curve data, student response times collected individually during the administration of computerized tests, then attempted a statistical analysis using a Gamma distribution. They found that applying a Gamma distribution, which has fewer parameters, not only adequately but also more clearly describes the distribution of these response times than does the here-to-for more commonly used Weibull distribution model. Using a Gamma distribution model, the authors propose a method for using response time data in relation to test item analysis. They also show several examples involving the prediction and use of test response time distribution data. Furthermore, in support of item bank utilization in the construction of tests, the authors developed a method for using estimated curves resulting from their methods to determine the percentage of students who would not be able to complete specific items within pre-designated time limits.

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It is well known that the sociometric approach is useful in the study of group social structure to include, for example, student class groupings. In this paper, the authors present a method for measuring and evaluating sociometric tests. After first discussing various aspects of current methods, particularly as related to content validity and sociometric test data reliability, they present a new multi-valued measurement method designed to improve both validity and reliability. Sociometry involves the quantitative measurement of group relationships and the use of graphic representations or sociograms to analyze group structures. The authors go further by describing a method of analysis involving a "fuzzy clustering" method, then showing its usefulness in understanding changes in group structures and individual relationships.

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Teachers and students were asked to evaluate a variety of mediated instruction and facilities. The students were asked to base their responses upon their own elementary, junior high and senior high experiences. It was found that although some students preferred mediated instruction and facilities others did not. It was also seen that while many students had been relatively favorable towards mediated instruction and facilities during their elementary school years, they began to view them less favorably by the time they entered senior high school. In a second questionnaire, the "Quantification II" approach was used to identify factors contributing to the respondents' evaluations. The results clearly revealed that student preferences in relation to mediated instruction and facilities are highly dependent upon their personal interests and backgrounds (e. g., sex and course in which enrolled). It is suggested that these personal variables are important relative to the methods with which mediated instruction and facilities are employed.

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