FROM 1962 TO 1963, THE JAPAN BROADCASTING CORP. CONDUCTED A STUDY TO MEASURE THE EFFECTS OF INSTRUCTIONAL TELEVISION ON PRIMARY SCHOOL CHILDREN IN ISOLATED AREAS OF JAPAN, WHO HAD SCORED BELOW THE NATIONAL AVERAGE ON NATIONWIDE ACHIEVEMENT TESTS. 4 PRIMARY SCHOOLS WERE CHOSEN FOR THE EXPERIMENT. THE STUDENTS WERE PRETESTED FOR INTELLIGENCE, ACHIEVEMENT, AND INTEREST IN LEARNING. TESTS USED AT THE START AND FINISH OF THE STUDY WERE THE TANAKA-B-TYPE INTELLIGENCE TEST AND THE STANDARD ACHIEVEMENT TEST. THE STUDENTS WERE SORTED FOR UNIFORM INTELLIGENCE AND ACHIEVEMENT LEVELS, RESULTING IN 130 CHILDREN IN THE TV GROUP AND 84 IN THE CONTROL GROUP. 2 SCHOOLS WERE THEN FURNISHED WITH 2 TV SETS EACH. THE OTHER 2 SCHOOLS WERE THE CONTROL GROUP. FIFTH GRADERS FROM THE TV GROUP REGULARLY VIEWED A SCIENCE AND A SOCIAL STUDIES PROGRAM. THE SAME TEXTS AND TEACHING METHODS WERE USED IN ALL 4 SCHOOLS. IN EACH GROUP, SUBGROUPS OF HIGHER AND LOWER INTELLIGENCE WERE SET UP. IT WAS SHOWN THAT, ON INTELLIGENCE AND SCIENCE ACHIEVEMENT TESTS, BOTH SUBGROUPS OF THE TV GROUP SCORED HIGHER THAN THE CONTROL GROUP AFTER ONE YEAR OF INSTRUCTIONAL TV. THE LOWER INTELLIGENCE TV SUBGROUP DID PARTICULARLY WELL ON THE SOCIAL STUDIES TEST, BUT BOTH SUBGROUPS DID BETTER THAN THE CONTROL GROUPS. IT IS NOTED THAT TELEVISED INSTRUCTION WAS PARTICULARLY EFFECTIVE IN SUBJECTS FOREIGN TO CHILDREN IN REMOTE AREAS. MEMORY AND ALERTNESS IMPROVED. (MS)