{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21285"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21285","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The influence of verbal cues on young children's categorization of works of art","abstract":"This study examined the influence of verbal cues on children's categorization of art work. The children, four, five, and six year olds, performed a matching task showing the influence of the verbal cues. These verbal cues represent the type of classification used by experts in the art field: style, type of media used, the artist's name, a nonsense word, the date the art work was created, or a statement of the artist's philosophy. The children asked to give a reason for their match. The slides were grouped according to taxonomic levels: superordinate, basic, and subordinate. The results show a significant difference in how the children at each age level use verbal cues. There was also a significant difference between age and group performance across verbal cues. The reasons why children chose to classify art work by style or subject were examined. The reasons may indicate that children are aware of style but have no verbal means of describing style. The results of an analysis of the taxonomic levels suggest that basic level categorization in art may not help children discern style differences.","abstract_html":"This study examined the influence of verbal cues on children's categorization of art work. The children, four, five, and six year olds, performed a matching task showing the influence of the verbal cues. These verbal cues represent the type of classification used by experts in the art field: style, type of media used, the artist's name, a nonsense word, the date the art work was created, or a statement of the artist's philosophy. The children asked to give a reason for their match. The slides were grouped according to taxonomic levels: superordinate, basic, and subordinate. The results show a significant difference in how the children at each age level use verbal cues. There was also a significant difference between age and group performance across verbal cues. The reasons why children chose to classify art work by style or subject were examined. The reasons may indicate that children are aware of style but have no verbal means of describing style. The results of an analysis of the taxonomic levels suggest that basic level categorization in art may not help children discern style differences.","abstract_has_math":false,"creators":["Belleville, Patricia James"],"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."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:04:11Z","date_published":"2011-05-07T13:04:11Z","updated_at":"2026-07-22T22:25:17Z","subjects":["Education, Art","Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1996 Belleville, Patricia James"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI9702461","9780591087871","AAI9702461"],"render_values":[{"text":"(UMI)AAI9702461","href":null,"code":true},{"text":"9780591087871","href":null,"code":true},{"text":"AAI9702461","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21285","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hardiman, George W."]},{"key":"dc:creator","label":"Author","values":["Belleville, Patricia James"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:04:11Z","10000-01-01","1996"]},{"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","Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1996 Belleville, Patricia James"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI9702461","http://hdl.handle.net/2142/21285","9780591087871","AAI9702461"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examined the influence of verbal cues on children's categorization of art work. 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The children, four, five, and six year olds, performed a matching task showing the influence of the verbal cues. These verbal cues represent the type of classification used by experts in the art field: style, type of media used, the artist's name, a nonsense word, the date the art work was created, or a statement of the artist's philosophy. The children asked to give a reason for their match. The slides were grouped according to taxonomic levels: superordinate, basic, and subordinate. The results show a significant difference in how the children at each age level use verbal cues. There was also a significant difference between age and group performance across verbal cues. The reasons why children chose to classify art work by style or subject were examined. The reasons may indicate that children are aware of style but have no verbal means of describing style. 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