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Title:The Influence of Instruction on Color/form Classification Strategies and Long-Term Memory: A Developmental Study
Author(s):Fehr, Dennis Earl
Department / Program:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Art
Abstract:The purpose of this study was to investigate the influence of instruction in two areas: performance of the color/form classification task as performed by first, fourth, and seventh graders; and longterm memory. Each of the three developmental levels was divided into three subgroups--one trained to discriminate according to color, one trained to discriminate according to form, and one control group. It was hypothesized that the data would show a developmental trend toward form classification, that color-trained subjects would prefer color, that form-trained subjects would prefer form, and that instruction would be retained in longterm memory (defined here as two weeks). Stimuli were slides of nonrepresentational twentieth-century masterworks. Instruction was administered following pretests taken by all subjects. Following instruction, all subjects were administered Posttest I. After a two-week period, all subjects were administered Posttest II. Data, analyzed according to both parametric and nonparametric measures, supported all four hypotheses.
Issue Date:1988
Description:73 p.
Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1988.
Other Identifier(s):(UMI)AAI8908678
Date Available in IDEALS:2014-12-15
Date Deposited:1988

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