{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21239"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21239","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The influence of structural dimensions on similarity/dissimilarity judgements when categorizing paintings: A developmental study","abstract":"\"This study investigated the influence of structural dimensions on similarity/dissimilarity judgements when catergorizing paintings. The problem considered the structural dimensions subject matter and degree of realism and their developmental influence on the categorization of paintings. One hundred twenty subjects from grades 1, 3, 5, and 7 viewed 20 pairs of 2\"\" x 2\"\" 35 mm slides of paintings, and one study slide for each pair, to determine which slide of the pair was more like the study slide. The slides were grouped into four categories of similarity: (1) similar subject matter/similar realism; (2) similar subject matter/dissimilar realism; (3) dissimilar subject matter/similar realism; and (4) dissimilar subject matter/dissimilar realism. Following the exposure of the study slide, the slide pair was shown in sequence. Then the subjects determined which slide of the pair was more like the study slide by circling \"\"yes\"\" for similar on an answer sheet under the appropriate slide number. In this study, the data significance has been assessed by SAS (Statistical Analysis System) PROC CATMOD, a categorical data procedure for repeated measures design (subjects x stimuli). The results suggest that there may be some instances of significant observable differences in children's aesthetic development during early adolescence. In addition, degree of realism appears considerably important at an early age.\"","abstract_html":""This study investigated the influence of structural dimensions on similarity/dissimilarity judgements when catergorizing paintings. The problem considered the structural dimensions subject matter and degree of realism and their developmental influence on the categorization of paintings. One hundred twenty subjects from grades 1, 3, 5, and 7 viewed 20 pairs of 2"" x 2"" 35 mm slides of paintings, and one study slide for each pair, to determine which slide of the pair was more like the study slide. The slides were grouped into four categories of similarity: (1) similar subject matter/similar realism; (2) similar subject matter/dissimilar realism; (3) dissimilar subject matter/similar realism; and (4) dissimilar subject matter/dissimilar realism. Following the exposure of the study slide, the slide pair was shown in sequence. Then the subjects determined which slide of the pair was more like the study slide by circling ""yes"" for similar on an answer sheet under the appropriate slide number. In this study, the data significance has been assessed by SAS (Statistical Analysis System) PROC CATMOD, a categorical data procedure for repeated measures design (subjects x stimuli). The results suggest that there may be some instances of significant observable differences in children's aesthetic development during early adolescence. In addition, degree of realism appears considerably important at an early age."","abstract_has_math":false,"creators":["Hughley, John Henry"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Art Education","degree_department":null,"school":null,"contributors":["Hardiman, George W.","Zernich, Theodore"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:02:41Z","date_published":"2011-05-07T13:02:41Z","updated_at":"2026-07-22T22:25:17Z","subjects":["Education, Art","Fine Arts","Psychology, Developmental"],"languages":["eng"],"rights":["Copyright 1989 Hughley, John Henry"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9010898","(UMI)AAI9010898"],"render_values":[{"text":"AAI9010898","href":null,"code":true},{"text":"(UMI)AAI9010898","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21239","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hardiman, George W.","Zernich, Theodore"]},{"key":"dc:creator","label":"Author","values":["Hughley, John Henry"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:02:41Z","10000-01-01","1989"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Art Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Art","Fine Arts","Psychology, Developmental"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1989 Hughley, John Henry"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9010898","(UMI)AAI9010898","http://hdl.handle.net/2142/21239"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"This study investigated the influence of structural dimensions on similarity/dissimilarity judgements when catergorizing paintings. The problem considered the structural dimensions subject matter and degree of realism and their developmental influence on the categorization of paintings. One hundred twenty subjects from grades 1, 3, 5, and 7 viewed 20 pairs of 2\"\" x 2\"\" 35 mm slides of paintings, and one study slide for each pair, to determine which slide of the pair was more like the study slide. The slides were grouped into four categories of similarity: (1) similar subject matter/similar realism; (2) similar subject matter/dissimilar realism; (3) dissimilar subject matter/similar realism; and (4) dissimilar subject matter/dissimilar realism. Following the exposure of the study slide, the slide pair was shown in sequence. Then the subjects determined which slide of the pair was more like the study slide by circling \"\"yes\"\" for similar on an answer sheet under the appropriate slide number. In this study, the data significance has been assessed by SAS (Statistical Analysis System) PROC CATMOD, a categorical data procedure for repeated measures design (subjects x stimuli). The results suggest that there may be some instances of significant observable differences in children's aesthetic development during early adolescence. In addition, degree of realism appears considerably important at an early age.\"","Made available in DSpace on 2011-05-07T13:02:41Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9010898.pdf: 3396022 bytes, checksum: 4b09460e296b83b66ee3019c26096660 (MD5) Previous issue date: 1989","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:49:25Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:22:29-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["The influence of structural dimensions on similarity/dissimilarity judgements when categorizing paintings: A developmental study"]}]}],"canonical_facts":{"dc:contributor":["Hardiman, George W.","Zernich, Theodore"],"dc:creator":["Hughley, John Henry"],"dc:date":["2011-05-07T13:02:41Z","10000-01-01","1989"],"dc:description":["\"This study investigated the influence of structural dimensions on similarity/dissimilarity judgements when catergorizing paintings. The problem considered the structural dimensions subject matter and degree of realism and their developmental influence on the categorization of paintings. One hundred twenty subjects from grades 1, 3, 5, and 7 viewed 20 pairs of 2\"\" x 2\"\" 35 mm slides of paintings, and one study slide for each pair, to determine which slide of the pair was more like the study slide. The slides were grouped into four categories of similarity: (1) similar subject matter/similar realism; (2) similar subject matter/dissimilar realism; (3) dissimilar subject matter/similar realism; and (4) dissimilar subject matter/dissimilar realism. Following the exposure of the study slide, the slide pair was shown in sequence. Then the subjects determined which slide of the pair was more like the study slide by circling \"\"yes\"\" for similar on an answer sheet under the appropriate slide number. In this study, the data significance has been assessed by SAS (Statistical Analysis System) PROC CATMOD, a categorical data procedure for repeated measures design (subjects x stimuli). The results suggest that there may be some instances of significant observable differences in children's aesthetic development during early adolescence. In addition, degree of realism appears considerably important at an early age.\"","Made available in DSpace on 2011-05-07T13:02:41Z (GMT). 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