This paper proposes methods of analyzing group discussion processes objectively and gives some examples of application of the analysis. Utterance times and speaker transitions are used as data for the analysis. One purpose of this research is to analyze characteristics ofdiscussion structures which can be observed objectively. The concepts of "L-type," "M-type," "Reciprocal transition," and "Relationship charts" are introduced. Another is to give "knowledge of results" to the participants in the discussion. "Utterance time graphs," "Individual utterance time graphs," "N-T charts," and "On-line systems" are proposed.

This paper presents a technique for analyzing categorical data (nominal data) found in the educational field using quantity of information as the measure. In particular, it shows the application of AIC (Akaike's Information Criterion) in analyzing multiple-choice tests.

The purpose of this research is to clarify learner characteristics through classification and arrange­ment using an "LP Matrix." The LP Matrix is used to express each learner's overall abilities within a given learning process. After several hours of instruction in arithmetic, including the giving of several tests during the lessons, LP Matrices were prepared for each indi­vidual student. By using a "l" if the answer was correct and a "O" if it was wrong, the entries along the same row of the LP Matrix indicate the results obtained during a lesson and each column indicates the results of each test. The author's analysis of this method based upon his using LP Matrices in teaching elementary school arithmetic has proved their effectiveness as an op­erational activity.

Many programmed textbooks are used as one of the methods for conducting the individualized instruction. In the ordinary textbooks, however, their style does not always seem to succeed in arousing the learners'volition. For example, the usual book is like as follows: the course of study is described in the style of the programmed instruction, and every item is framed and divided into two parts (columns); explanation and problems are described in the left column, and the answers are briefly shown in the right small one, and then these framed items are just arranged one by one simply following the monotonous programmed order. So in resultthe apprearance does not bring a good effect to arouse the learners'interest and to motivate their "will to do." On the contrary the authors have developed a newly-devised method which mainly improved the answer column, thatis, in addition to simple answers the following Cue words are inserted, giving advices, encouraging, and sometimes sympathizing with the learner, to make him feel like as if he is studying with a teacher and some mates. 1. Teacher's words: explanations of the way of thinking, indications of the important points, interesting illustrations, K. R., the words of encouragement, and some jo es, etc. 2. The learner's words showing consents such as "I see!", "Indeed, so it is.", "Really!?","I under-stand.", etc. 3. The dialogues which would be happened to communicate between the teacher and the learner. Actually the eight kinds of the programmed textbooks were produced, and the teachers'opinions to these textbooks and the learners'impressions after using them have been investigated. As a resultit is proved that the learners can understand the contents more easily and they become less weary of their studies when they use the improved textbooks compared with the ordinary ones.