ERIC Number: ED223206
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
The Differential Employment of Cognitive Skills as a Function of Increasing Iconic Stimulus Complexity.
Wise, Richard E.
This study investigated the cognitive processes involved in picture interpretation as pictorial realism (i.e., iconic stimulus complexity) increases. Variables influencing cognitive efficiency in picture interpretation were analyzed, particularly field independence and ideational fluency. Field independence is the extent to which a surrounding framework dominates imbedded item perception, and ideational fluency is the divergent production of semantic units, a determinant of the way an observer uses pictorial stimulus cues to direct categorizing. Stimulus materials based on those of Dwyer included an audiotaped script, edited and with additional prompts, and 37 slides. Results suggest that field independence and ideational fluency are important cognitive skills in pictorial stimuli interpretation. (Field independence is primarily an evaluative, analytic, problem-solving skill, rather than a perceptual disembedding skill.) As stimulus complexity increases, different psychological processes are involved in their interpretation, depending somewhat on the learning task. Support for the superiority of the simple line drawing over the realistic photograph treatment was provided by this study, which is consistent with the results of previous research. Twelve references are cited. (LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: AECT Research and Theory Division Meeting; Field Independence; Iconic Comparison; Stimulus Complexity
Note: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, Research and Theory Division (Dallas, TX, May 1982). For other papers, see IR 010 442-487.