In this study,subjects were shown 10 three-element listings of well-known Japanese historical periods arranged in a variety of temporal orders. Five were arranged in the actual historical order while the others were arranged at random. Reaction times, i. e., the length of time from showing alisting until the subject replied either "same" or "different" were measured, It was found that reaction times were short and correct response rates higher when the ele­ ments were arranged in actual historical order. This demonstrates thatlinear time order memory is con­ strained sequentially but is not specifically bound by the spatial properties of the stimulus.

The purposes of this study, involving an older, experienced teacher and two younger, inexperienced teachers, were (1) to examine the introduction ofnew teaching routines atthe beginning ofthe school year, (2) to analyze the functions of these routines and in what situations there were introduced, and (3) to observe how they were maintained. Results were as follows: 1. All three teachers introduced a high number of routines right from the beginning ofthe school year. 2. Over 90% of the routines could be categorized as being concerned with either (1) preparing, arranging or winding up an instructional situation or (2) student speech and listening habits. Both of these categories involve routines essential to successful group teaching in the classroom. 3. Compared to what they did during the first month (April), the teachers began to introduce more personal or idiosyncratic routines during the second and third months (May and June). 4. There were a number of factors common to those routines strictly maintained with those which were not successfully continued.

Many students and scholars use statistical tests in research. Oftentimes, however, there is more than one test available for use with any one study, meaning that it is necessary to select the one which is most appropriate to the needs of the research. Although they have already learned something about statistics, many students, and sometimes even scholars, find it difficult to choose the most relevant test without the advice of a statistician. The reason for this is, of course, the need to take into consideration a large number of variables—the manner in which the sample and/or scores were taken, the nature of the population, etc. All of these factors enter into determining the statistical test most appropriate to a given set of data and this makes it difficult to select the best test. The purpose of this study was to develop a statistical test selection help or support system which would contribute towards the alleviation of the above problem. Hopefully, it will be able to act as a "statistician" for those students and scholars who are still unskilled in the selection of statistical tests. Experimental use of this help system has shown that those who use it are able to select tests relevant to specific research designs but that those who do not are not able to do so.

In recent years, the authors have been getting the impression that the patterns of thinking and behaviors of newly-admitted university students are changing rapidly. In order to investigate this more thoroughly, for the past five years the authors have been asking Toyama University freshmen to complete a questionnaire on how they live, their feelings and what worries them. From an analysis of the trends seen from these surveys, the authors have come to the conclusion that (1) most of the students feel overwhelmed by the large amount of information received and therefore find it difficult to select appropriate courses of action, and (2) the students are strongly under the influence of both the constantly­ changing university entrance examination system as well as the information-oriented society.

With the widespread popularity and utilization of the computer, instruction in information processing, particularly in programing languages, has recently risen in importance. Using questionnaires, a survey of the actual situation regarding information processing instruction in junior colleges in Japan was conducted in 1987. Valid replies were obtained from a total of 86 courses conducted at 56 different junior colleges. These responses were classified under six categories of schools for comparison as to the number of subjects being taught, units of credit authorized, hours of instruction, computers being utilized, and programing languages being taught. An analysis was also made in relation to the programing languages used in and the length of introductory courses.