The Influence of Instruction on Color/form Classification Strategies and Long-Term Memory: A Developmental Study
Fehr, Dennis Earl
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https://hdl.handle.net/2142/69207
Description
Title
The Influence of Instruction on Color/form Classification Strategies and Long-Term Memory: A Developmental Study
Author(s)
Fehr, Dennis Earl
Issue Date
1988
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Art
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.
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