Abstract

Describes a study of undergraduate students at Pennsylvania State University that was conducted to assess the impact of instructional color coding on visually and verbally oriented tests and on field dependence independence. Use of the GEFT (Group Embedded Figures Test) is discussed, and differences in cognitive processes are considered. (11 references) (LRW)

Citation

Dwyer, F.M. & Moore, D.M. (1992). Effect of Color Coding on Visually and Verbally Oriented Tests with Students of Different Field Dependence Levels. Journal of Educational Technology Systems, 20(4), 311. Retrieved August 7, 2024 from https://www.learntechlib.org/p/164410/.

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Keywords

• Analysis of Variance
• Cognitive Processes
• Color
• Criterion Referenced Tests
• Field Dependence Independence
• higher education
• Instructional Effectiveness
• Tables (Data)
• testing
• undergraduate students
• Verbal Learning
• Visual Learning