A Review of Color Coding and Field Dependence Research [electronic resource] / Francis M. Dwyer and David M. Moore.
The purpose of several studies was to examine the effects that differentially coded (black and white or color) illustrations had on students who were classified as field independent, field neutral, and field dependent on tests measuring different educational objectives. The effects of visual and ver...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1999.
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MARC
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| 099 | |f ERIC DOC # |a ED436131 | ||
| 100 | 1 | |a Dwyer, Francis M. | |
| 245 | 1 | 2 | |a A Review of Color Coding and Field Dependence Research |h [electronic resource] / |c Francis M. Dwyer and David M. Moore. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1999. | ||
| 300 | |a 7 p. | ||
| 500 | |a ERIC Document Number: ED436131. | ||
| 500 | |a ERIC Note: In: Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology [AECT] (21st, Houston, TX, February 10-14, 1999); see IR 019 753. |5 ericd. | ||
| 520 | |a The purpose of several studies was to examine the effects that differentially coded (black and white or color) illustrations had on students who were classified as field independent, field neutral, and field dependent on tests measuring different educational objectives. The effects of visual and verbal test formats were also examined. In general, results reveal an insignificant interaction between coding type and level of field dependence. However, field dependency was found to be an important instructional variable, and, for some types of learning objectives, the process of color coding instructional materials may reduce achievement differences attributed to differences in cognitive style. Unexpectedly, students who received verbal tests across all field dependence levels achieved significantly higher mean scores than did those who received the visual test formats. (Author/MES) | ||
| 650 | 1 | 7 | |a Color. |2 ericd. |
| 650 | 0 | 7 | |a Comparative Analysis. |2 ericd. |
| 650 | 1 | 7 | |a Field Dependence Independence. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Illustrations. |2 ericd. |
| 650 | 1 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Materials. |2 ericd. |
| 650 | 0 | 7 | |a Interaction. |2 ericd. |
| 650 | 0 | 7 | |a Intermode Differences. |2 ericd. |
| 650 | 0 | 7 | |a Learning Processes. |2 ericd. |
| 650 | 0 | 7 | |a Scores. |2 ericd. |
| 650 | 0 | 7 | |a Student Educational Objectives. |2 ericd. |
| 650 | 1 | 7 | |a Test Format. |2 ericd. |
| 700 | 1 | |a Moore, David M. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED436131.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED436131 |h Other scheme |i web |n 1 |