Dwyer , Francis M . ; Moore , David M . TITLE Effect of Color Coding and Test Type ( Visual / Verbal ) on Students Identified as Possessing Different Field

The purpose of this study was to examine the effect that coding (black and white, and color) and testing mode (visual/verbal) has on the achievement of students categorized as field independent (FID)/field dependent (FD) learners. One hundred eighty-three students enrolled in basic college level educational psychology courses were classified as either field dependent, field neutral, or field independent as a result of their performance on Group Embedded Figures Test (GEFT). Participants read a 2,000 word instructional booklet on the anatomy and functions of the human heart, containing 19 illustrations, either in black and white or with different colors used to highlight information and processes being discussed. Each student immediately received, in a visual or verbal format, four individual multiple-choice criterion tests (drawing, identification, terminology, and comprehension). On the drawing test scores, results indicated a significant difference in cognitive style, in favor of field independent students, color coding, and verbal test. On the identification test, results favcred field independent students and verbal testing. Terminology and comprehension test scores also significantly favored field independent students. Total test score favored field independent students, color coding (but color coding did not influence field dependent students), and verbal testing. Results of the study verify that field independent and field dependent learners differ in cognitive processes they use. The concepts of field independence/ dependence is an important variable in the teaching/learning process and color coding and test format remain as viable instructional variables. (Contains 19 references.) (MAS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** Effect of Color Coding and Test Type (VisualNerbal) on Students Identified as Possessing Different Field Dependence Levels U.S. DEPARTMENT OF EDUCATION Ofhce ot Educational Research and improvement EDUCATIONAL RESOURCES ( ) INFORMATION CENTEER 0 This document has been reproduced as received from the person or organization originating it O Minor changes nave been made to improve reproduction Quality Points of view or opinions stated .0 trusdocument do not necessarily represent Official OERI position or policy Francis M. Dwyer David M. (Mike) Moore Considerable research has been conducted in an attempt to isolate those specific individual differences in variables which have an impact on information processing and acquisition. Much of this research has focused on the relationship which exists between individuals and the way they learn. The usefulness of this cognitive style research depends on its potential to identify specific information processing differences between different types of students. In this regard, cognitive learning style is generally considered to be the way in which an individual interacts with and processes information. The field independence/dependence theory (Witkin, Oltman, Raskin, & Karp, 1971) as a cognitive style construct has been researched extensively because it describes characteristics which are directly related to the learning process and most prescriptive of instructional outcomes. While research on the effect of field independent (FID)/dependent (FD) learning styles on achievement performance has not always been consistent, numerous studies have shown that FID and FD individuals do learn differently. Witkin, Moore, Goodenough, and Cox (1977) have defined field independence and field dependence as "the extent to which a person perceives part of the field as discrete from the surrounding field as a whole, rather than embedded in the field." In general, FID learners are "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY