{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69207"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69207","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Influence of Instruction on Color/form Classification Strategies and Long-Term Memory: A Developmental Study","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Fehr, Dennis Earl"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:52:03Z","date_published":"2014-12-15T18:52:03Z","updated_at":"2026-07-22T22:26:00Z","subjects":["Education, Art"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8908678"],"render_values":[{"text":"(UMI)AAI8908678","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69207","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Fehr, Dennis Earl"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:52:03Z","10000-01-01","1988"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["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"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69207","(UMI)AAI8908678"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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."]},{"key":"dc:title","label":"Title","values":["The Influence of Instruction on Color/form Classification Strategies and Long-Term Memory: A Developmental Study"]}]}],"canonical_facts":{"dc:creator":["Fehr, Dennis Earl"],"dc:date":["2014-12-15T18:52:03Z","10000-01-01","1988"],"dc:description":["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."],"dc:identifier":["http://hdl.handle.net/2142/69207","(UMI)AAI8908678"],"dc:subject":["Education, Art"],"dc:title":["The Influence of Instruction on Color/form Classification Strategies and Long-Term Memory: A Developmental Study"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:00Z"}