ERIC Number: ED348015
Record Type: RIE
Publication Date: 1992-Feb
Reference Count: N/A
Filmmaking and the Development of Cognitive Skills.
This study was conducted at the University of Windsor (Ontario) to determine whether an intensive introductory course in filmmaking cultivates spatial visualization and abstract reasoning, and whether success in filmmaking is directly related to one's level of spatial visualization and abstract reasoning. In order to test the research hypotheses, a quasi-experimental, nonequivalent control group design was employed. An intensive 8-month introductory course in 16mm film production served as the treatment; the control group received no media or film instruction. Students were administered a series of two tests to measure their abstract reasoning ability and spatial visualization four times during the course. The groups were compared with respect to their performance on the tests as measured over the 8 month period. A detailed account of the amount of time spent by subjects in the treatment group on various filmmaking activities was kept and an assessment of the quality of the student films produced was also made. The results provide compelling evidence to suggest that the introductory filmmaking course had no effect upon the cultivation of spatial visualization of abstract reasoning; in fact, it was the comparison group that increased the most with respect to level of spatial visualization. There was no significant difference between the groups with respect to their increase in abstract reasoning. Detailed discussions of these results, their implications, and suggested topics for future research conclude this paper. (36 references) (BBM)
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: University of Windsor (Canada)
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706.