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ERIC Number: ED347986
Record Type: Non-Journal
Publication Date: 1992-Feb
Reference Count: N/A
Effect of Color Coding on Cognitive Style.
Dwyer, Francis M.; Moore, David M.
The purpose of this study was to examine the effect that coding (black and white or color) has on the achievement of students categorized as field dependent (FD) and field independent (FI) learners and to determine if there was any interaction between these variables (field dependency and color) across both visually and verbally oriented tests measuring different educational objectives. The subjects were 119 students enrolled in a basic educational psychology course at The Pennsylvania State University. They were classified as FD, field neutral (FN), or FI based on their performance on the Group Embedded Figures Test (GEFT), and randomly assigned to two treatment groups. The subject content consisted of 2,000 word instructional booklet on the anatomy and functions of the human heart with 19 illustrations designed to illustrate content being presented verbally. The illustrations were in black and white for treatment group I, and in color for Treatment II. After interacting with their respective instructional treatments, each student received two visually oriented criterion tests and two verbally oriented tests. The results of the study indicate that the concept of field dependence/field independence is an important instructional variable in the teaching-learning process. Color coding was also found to be an effective instructional variable for maximizing the information processing acquisition level for field dependent learners on the types of criterion measures employing visually oriented tests used in this study. However, on verbally oriented tests, color coding was not found to be an effective instructional variable for maximizing the information processing acquisition levels across all levels of field dependence. Study data are reported in 4 tables and 11 references are listed. (BBM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A