Semantic structural analysis is a means for analyzing data taken from questionnaire rating scales and is important in clarifying the structural relationships between various items on a questionnaire. This paper presents a method for constructing and utilizing a synthesized item relational structure, called a Semantic Structural or SS diagram. A manual method is briefly outlined and then the method is applied to an examplelist ofquestionnaireitems used in instructional evaluation. Atthe end of his paper, the author discusses the effectiveness of semantic structural analysis from a practical point of view.

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Using an aptitude test based upon a number of sub-divided problems and which was time-limited, the authors clarified the following points: 1. Two aptitude test sub-scores were extracted and the configuration of the x1-x2 plane by using the formula: score (y) =speed (x1) x accuracy (x2). 2. Proposed a method for evaluating aptitude by using the above components. 3. Were able to statistically grasp the distribution of these components by employing the laws of entropy. 4. By using these two components of speed and accuracy were able to find clues for evaluation of the content of the questions given in the aptitude test.

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In CAI development it is of vital importance to assure an adequate design environment which readily permits production of high quality educational software. The authors, taking into consideration the fact that the ease with which information displayed on a screen is understood will greatly influence the effectiveness of the learning process, have developed a method for supporting screen design. That is to say, they have developed a list of concepts and design criteria normally used in the development of educational use displays. The purpose is, by constant reference to the concepts and criteria given in this list, to help courseware developers prepare well-designed screens. Because authoring systems which often place restrictions on screen design willcome to be used more and more in future courseware development, the authors also turn their attention to authoring system design criterion. In summary, this report concentrates upon the ease of understanding displays used in computerized teaching/learning systems.

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Languages survive from generation to generation because they are natural and simple systems of communication. The same may be said for computer languages. PROLOG is an excellent and powerful language. But, because it is based on difficult mathematical logic and does not include an elementary introduction of any kind, it is generally rather difficult for children to master. In comparison, LOGO is a very simple language which children of even only 4 or 5 years of age can easily learn and use. LOGO'S greatest strength is its simplicity of communication. However, many people do not appreciate LOGO because they do not believe it is complex enough. In this report, the author proposes a list of keywords for making PROLOG easier to understand as well as describes a program written in LOGO which he has designed for children to use as an introduction to the more difficult of these two languages.

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