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ERIC Number: ED334987
Record Type: RIE
Publication Date: 1991
Pages: 9
Abstractor: N/A
The Effects of Pictorial Complexity and Cognitive Style on Visual Recall Memory.
Jesky, Romaine R.; Berry, Louis H.
The effect of the interaction between cognitive style differences (field dependence/field independence) and various degrees of visual complexity on pictorial recall memory was explored using three sets of visuals in three different formats--line drawing, black and white, and color. The subjects were 86 undergraduate students enrolled in two core curriculum courses in a liberal arts college. They were administered Witkin's Group Embedded Figures Test (GEFT) and grouped into three levels by their GEFT scores--field dependent, indeterminate, and field independent. Each group was randomly assigned to a particular set of stimulus slides which they viewed in a semi-darkened room. After viewing an individual slide for 20 seconds, the subjects had 4 minutes to write down as many objects as they could recall from the slide. The design of the study was 3 x 3 repeated measures type with three repeated levels of visual complexity and three levels of cognitive style. Analysis of variance (ANOVA) procedures produced a significant main effect for visual complexity, but no significant interaction or main effect for cognitive style. The findings indicated that the cognitive style factor of field dependence was not significantly related to recall memory under the varied levels of the visual factor, although the recall memory was related to the visual presentation mode. The ordering of the means with color highest, followed by black and white and line drawing respectively, suggests that cue summation theory is a valid predictor of visual processing in recall memory. It was concluded that the more realistic cues were more effective coding devices than the less realistic cues in this study. (27 references) (BBM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Proceedings of Selected Research Presentations at the Annual Convention of the Association for Educational Communications and Technology; see IR 015 132.