Influence of Verbal and Nonverbal Mediation on the Identification of Stylistic Similarities in Paintings (Perception, Cognitive Learning, Concept Formation)
Johnson, Andra Nyman
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https://hdl.handle.net/2142/68955
Description
Title
Influence of Verbal and Nonverbal Mediation on the Identification of Stylistic Similarities in Paintings (Perception, Cognitive Learning, Concept Formation)
Author(s)
Johnson, Andra Nyman
Issue Date
1984
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Art
Abstract
The central issues of learning and concept formation in art education were examined in this thesis. The purpose of the research was to investigate how the effects of verbal mediation and number of exemplars influence the subjects' ability to identify stylistic similarities found in paintings.
Four issues were examined during the course of this study. First, verbal and nonverbal methods of instruction were contrasted to examine the role of mediation on the conceptualization process. Second, the effects of numbers of exemplars used in instruction were examined. Third, both of these factors were investigated in relation to the age or developmental level of the subjects. Finally, a retest component was also included for the purpose of examining the role of retention of information learned during the training phase.
A discrimination task was designed to test the subjects' ability to view a set of exemplars and then determine membership (or nonmembership) of test slides subsequently presented.
Test scores were analyzed in several steps. Analysis of variance was conducted to test the effects of instruction and age level. Analysis of variance for simple effects was used to examine the overall effects of instruction at each age level. A priori contrasts were conducted to examine the influence of verbal description and number of exemplars. Finally, three-way analysis of variance was used to examine the relationship of retest scores to immediate test scores.
Results supported the hypotheses proposed in the study. Highly significant effects of verbal description and number of exemplars were found for subjects in the secondary school level with support for the premise that verbal description would promote learning of the style category presented. Results also strongly supported the prediction of success for subjects receiving instruction with the larger set of exemplars.
Implications were presented for further study of the descriptive processes relevant to younger subjects in the study and possible applications of these techniques in developmental research and art education.
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