{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/31033"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/31033","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"An Investigation of the Effects of Practice on Color Memory as a Function of Condition, Dimension and Color","abstract":"Forty-two college aged participants took part in a mixed repeated measures factorial design experiment that assessed color memory as a function of condition (practice with feedback, practice without feedback and no practice), dimension (hue, saturation and lightness) and color (red, yellow, green and blue). Attention was focused on the distinction between memory color and color memory, color experience and preference, mechanisms of color perception and theories of color vision (see below). Only two significant effects were found: a significant main effect for dimension and a significant interaction between dimension and color. Pearson correlations were assessed between color memory and color experience, color preference and observer imagery. None of the correlations were significant. The results of the experiments revealed that practice does not have a significant effect on color memory and the conclusion, therefore, is that the phenomenon of color memory is not improved by practice. A tentative explanation involves the early stages of color processing which are presumed to be computational in nature and to take place independently of cognitive processes such as learning and memory, which do not take place until visual information has reached the extrastriate areas. By that time, color information has been combined with information about context, in area V4 of the human visual cortex (Zeki & Marini, 1998). Although it has been shown through this experiment that practice does not improve memory for color, the possibility remains that practice may improve memory color for specific objects - namely ecologically relevant stimuli - since memory color involves higher order processing, such as learning and memory.","abstract_html":"Forty-two college aged participants took part in a mixed repeated measures factorial design experiment that assessed color memory as a function of condition (practice with feedback, practice without feedback and no practice), dimension (hue, saturation and lightness) and color (red, yellow, green and blue). Attention was focused on the distinction between memory color and color memory, color experience and preference, mechanisms of color perception and theories of color vision (see below). Only two significant effects were found: a significant main effect for dimension and a significant interaction between dimension and color. Pearson correlations were assessed between color memory and color experience, color preference and observer imagery. None of the correlations were significant. The results of the experiments revealed that practice does not have a significant effect on color memory and the conclusion, therefore, is that the phenomenon of color memory is not improved by practice. A tentative explanation involves the early stages of color processing which are presumed to be computational in nature and to take place independently of cognitive processes such as learning and memory, which do not take place until visual information has reached the extrastriate areas. By that time, color information has been combined with information about context, in area V4 of the human visual cortex (Zeki & Marini, 1998). Although it has been shown through this experiment that practice does not improve memory for color, the possibility remains that practice may improve memory color for specific objects - namely ecologically relevant stimuli - since memory color involves higher order processing, such as learning and memory.","abstract_has_math":false,"creators":["Remus, Britten Grace"],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Psychology","degree_department":"Psychology","school":null,"contributors":[],"advisors":[],"committee_chairs":["Prestrude, Albert M."],"committee_members":["Crawford, Helen J.","Bell, Martha Ann"],"year":2001,"date_issued":"2001-11-27","date_published":"2001-11-27","updated_at":"2026-07-22T22:20:40Z","subjects":["color preference","memory color","practice","color memory","Retinex Theory"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-01242002-225721"],"render_values":[{"text":"etd-01242002-225721","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/31033","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Prestrude, Albert M."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Crawford, Helen J.","Bell, Martha Ann"]},{"key":"dc:contributor.department","label":"Department","values":["Psychology"]},{"key":"dc:creator","label":"Author","values":["Remus, Britten Grace"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:31:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:31:03Z","2003-02-26"]},{"key":"dc:date.issued","label":"Date","values":["2001-11-27"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["color preference","memory color","practice","color memory","Retinex Theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-01242002-225721"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/31033"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Forty-two college aged participants took part in a mixed repeated measures factorial design experiment that assessed color memory as a function of condition (practice with feedback, practice without feedback and no practice), dimension (hue, saturation and lightness) and color (red, yellow, green and blue). Attention was focused on the distinction between memory color and color memory, color experience and preference, mechanisms of color perception and theories of color vision (see below). Only two significant effects were found: a significant main effect for dimension and a significant interaction between dimension and color. Pearson correlations were assessed between color memory and color experience, color preference and observer imagery. None of the correlations were significant. The results of the experiments revealed that practice does not have a significant effect on color memory and the conclusion, therefore, is that the phenomenon of color memory is not improved by practice. A tentative explanation involves the early stages of color processing which are presumed to be computational in nature and to take place independently of cognitive processes such as learning and memory, which do not take place until visual information has reached the extrastriate areas. By that time, color information has been combined with information about context, in area V4 of the human visual cortex (Zeki & Marini, 1998). Although it has been shown through this experiment that practice does not improve memory for color, the possibility remains that practice may improve memory color for specific objects - namely ecologically relevant stimuli - since memory color involves higher order processing, such as learning and memory."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:title","label":"Title","values":["An Investigation of the Effects of Practice on Color Memory as a Function of Condition, Dimension and Color"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Prestrude, Albert M."],"dc:contributor.committeemember":["Crawford, Helen J.","Bell, Martha Ann"],"dc:contributor.department":["Psychology"],"dc:creator":["Remus, Britten Grace"],"dc:date.accessioned":["2014-03-14T20:31:03Z"],"dc:date.available":["2014-03-14T20:31:03Z","2003-02-26"],"dc:date.issued":["2001-11-27"],"dc:description.abstract":["Forty-two college aged participants took part in a mixed repeated measures factorial design experiment that assessed color memory as a function of condition (practice with feedback, practice without feedback and no practice), dimension (hue, saturation and lightness) and color (red, yellow, green and blue). Attention was focused on the distinction between memory color and color memory, color experience and preference, mechanisms of color perception and theories of color vision (see below). Only two significant effects were found: a significant main effect for dimension and a significant interaction between dimension and color. Pearson correlations were assessed between color memory and color experience, color preference and observer imagery. None of the correlations were significant. The results of the experiments revealed that practice does not have a significant effect on color memory and the conclusion, therefore, is that the phenomenon of color memory is not improved by practice. A tentative explanation involves the early stages of color processing which are presumed to be computational in nature and to take place independently of cognitive processes such as learning and memory, which do not take place until visual information has reached the extrastriate areas. By that time, color information has been combined with information about context, in area V4 of the human visual cortex (Zeki & Marini, 1998). Although it has been shown through this experiment that practice does not improve memory for color, the possibility remains that practice may improve memory color for specific objects - namely ecologically relevant stimuli - since memory color involves higher order processing, such as learning and memory."],"dc:description.degree":["Master of Science"],"dc:identifier.other":["etd-01242002-225721"],"dc:identifier.uri":["http://hdl.handle.net/10919/31033"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["color preference","memory color","practice","color memory","Retinex Theory"],"dc:title":["An Investigation of the Effects of Practice on Color Memory as a Function of Condition, Dimension and Color"],"dc:type":["Thesis"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Science"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:40Z"}