The Influence of Instruction on Color/form Classification Strategies and Long-Term Memory: A Developmental Study

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Fehr, Dennis Earl

• Education, Art

Identifier

(UMI)AAI8908678

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69207