Literaturnachweis - Detailanzeige
| Autor/in | Berry, Louis H. |
|---|---|
| Titel | The Interaction of Color Realism and Pictorial Recall Memory. |
| Quelle | (1991), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Color; Comparative Analysis; Cues; Graduate Students; Higher Education; Intermode Differences; Learning Theories; Photographs; Pictorial Stimuli; Recall (Psychology); Slides; Visual Stimuli |
| Abstract | This study investigated the interaction of variations in color realism on pictorial recall memory in order to better understand the effects of variations in color realism, and to draw comparisons between visual recall memory and visual recognition memory in terms of color information processing. Stimulus materials used were three sets of slides, each containing identical images produced in four different visual formats: (1) realistic color photographs; (2) nonrealistic color photographs (created by photographically reversing the color of the original slides); (3) black and white photographs; and (4) line drawings. Subjects were 40 volunteers enrolled in graduate courses in education who were randomly assigned to one of the four treatment groups. A free recall procedure was used. Analyses of the data for the line drawing, black and white, and realistic color treatments suggest that color is superior to black and white visuals, which, in turn, are superior to line drawings. Nonrealistic color, however, was significantly lower than any of the other treatments, indicating that they were substantially more difficult to recall. Examination of the data for the first three treatments demonstrates that, as the variable of visual complexity increases, so does the degree of recall. However, although the nonrealistic color treatment was systematically as visually complex as the realistic color, the additional cues it provided interfered with the recall task by providing irrelevant information. While the results of this study lend credence to the "realism theory" orientation, they do not support the generalized theory of cue summation, which predicts that learning will be increased as the total number of cues increases. (26 references) (BBM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
