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oai:www.ideals.illinois.edu:2142/69207 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Fehr, Dennis Earl 2014-12-15T18:52:03Z 2014-12-15T18:52:03Z 10000-01-01 1988 1988 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. Made available in DSpace on 2014-12-15T18:52:03Z (GMT). No. of bitstreams: 1 8908678.pdf: 2188926 bytes, checksum: 2986ffbc7ad731b2761b5225cc0dc45c (MD5) Previous issue date: 1988 Embargo set by: Seth Robbins for item 69373 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 73 p. Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1988. http://hdl.handle.net/2142/69207 (UMI)AAI8908678 Education, Art The Influence of Instruction on Color/form Classification Strategies and Long-Term Memory: A Developmental Study text Dissertation Ed.D. Education Education University of Illinois at Urbana-Champaign