The Effects of Teaching Strategy and Cognitive Style on Student Interpretations of Editorial Cartoons.

Hunter, John Mark; And Others

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Peer reviewed

ERIC Number: EJ461606

Record Type: Journal

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1051-144X

EISSN: N/A

The Effects of Teaching Strategy and Cognitive Style on Student Interpretations of Editorial Cartoons.

Hunter, John Mark; And Others

Journal of Visual Literacy, v11 n2 p35-55 Fall 1991

Describes a study that was designed to explore the effects of two teaching presentations (parsed and whole cartoons) and cognitive style (field dependent and field independent) on undergraduate students' ability to understand editorial cartoons. Use of the Group Embedded Figures Test (GEFT) is discussed, and hypotheses tested are explained. (32 references) (LRW)

Descriptors: Analysis of Variance, Cartoons, Field Dependence Independence, Higher Education, Hypothesis Testing, Interpretive Skills, Literature Reviews, Teaching Methods, Undergraduate Students

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Group Embedded Figures Test

Grant or Contract Numbers: N/A

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