DOCUMENT RESUME ED 370 551 IR 055 004 AUTHOR

DOCUMENT RESUMEIR 055 004ED 370 551AUTHORTITLEPUB DATENOTEPruisner, Peggy A. P.From Color Code to Color Cue: Remembering GraphicInformation.939p.; In: Visual Literacy in the Digital Age: SelectedReadings from the Annual Conference of theInternational Visual Literacy Association (25th,Rochester, New York, October 13-17, 1993); see IR 055055.PUB TYPEResearch/Technical (143)ReportsSpeeches/Conference Papers (150)EDRS PRICEDESCRIPTORSMF01/PC01 Plus Postage.*Color; Comparative Analysis; Grade 7; Graphic Arts;Junior High Schools; Memory; Performance Factors;*Visual Aids; Visual Environment; *Visual Learning;*Visual Literacy; Visual Perception; VisualStimuli*Color Coding; Color Theories; GraphicRepresentation; United States (Midwest); VisualThinkingIDENTIFIERSABSTRACTThis paper reports on a study which was conducted todetermine the impact of color on learning. The entire seventh-gradeclass from a Midwest junior high school was used in the study. Eachstudent was randomly assigned into one of four treatment groups: (1)color-cued presentation, color-cued assessment; (2) color-cuedpresentation, black/white assessment; (3) black/white presentation,color-rued assessment; (4) black/white presentation, black/whiteassess. nt. During their homeroom session, all students receiveddirections via audiotape; they then, in isolation, read and studiedthe graphic presentation summarizing a little-known Norse myth.Finally, they demonstrated both immediate recall and two week delayedretention on the graphic assessment without the aid of thepresentation graphic. By reviewing the mean performance at recall andretention as a function of the type of presentation graphic, it wasdetermined that the preferred presentation type was color-cued. Therewas one major finding of the study: the important factor in enhancingperformance appeared to be the presence of a systematic color cue ingraphic presentation. (Contains 15 references.) **************************Reproductions supplied by EDRS are the best that can be made*from the original ******************************

U.S DEPARTMENT OF EDUCATIONOffice of Educattonar Researcn and impro.ementEDUCATIONAL RESOURCES INFORMATIONCENTEr Th.s document has Peen repoduced asreCee.ed Iron, the person 0, organszahonOhgmahng ItC M.0, Changes ha e been made to .n.provereprdduChon ouahtyRdrnts of ne 0 Op.mons slated erth.sclOCu.n'rent do not neoessarrly represent othr.a,OERI poshon or polCyFrom Color Code to Color Cue:Remembering Graphic Informationby Peggy PruisnerWartburg College222 9th Street NWWaverly, IA 506770V")"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTEDBYc)z2BEST CON AVAILABLETO THE EDUCATIONALRESOURCESINFORMATION CENTER (ERIC)."

From Color Code to Color Cue:Remembering Graphic InformationPeggy A. P. Pruisner"Like a richly colored flamewhose bright tip draws upward,hit is brushed by erring storm,then relentingly seeks the earth'sdark form and buriesdesires bit by bit."its deepWith these words, the poetHilda A. Dammirch (1948)figuratively recounted the memoryof her mother's life and death.This image of existence leaves avisual impression in the mind'seye; the vivid, imagined colors ofthe flame leave a sensation in theobserver's sensory system.Whether in the aesthetic expressionof a poem, the brush stroke of apainter, or the graphic design of atextbook, the written text of atabloid, or merely the onslaught ofoptical information that bombardstheeye from the moment ofawakening to the rest of sleep,80% of all information perceived isof a visual nature. Because visualdata consist primarily of shape dataand color data, one can assume that40% of all information perceivedconsists of information about color(Kueppers, 1982).Despite itssignificance as a source ofinformation and as an aestheticexpression, students learn littleabout color in school. A minimum3of direct instruction may includeinformation about the colorspectrum, the color circle, the lawsof color mixing, and a fewreferences to the uses of color inliterature; however, instructionconcerning the understanding anduse of color in learning is largelymissing from the curriculum ofelementary and secondary choolsRobinson,This is the third study in aline of research to determine theimpact of color on learning. Theinitial study (Pruisner, 1992), "TheEffects of the Use of a Color Codein Graphic Presentation andAssessment on the Reader'sImmediate Recall and DelayedRetention," evolved from theresearcher's concern for theincreasing requirements of literacy(Venezky, 1990); among thoserequirements is visual literacy, theability to understand and makevisual messages (Dondis, 1973).This line of research has focusedon the potential for and reluctanceof educators to manipulate andinteract with the features orcharacteristics of graphics and toconsider instruction aimed at

developing visual literacyessential across the curriculum(Robinson, 1991).asIt is not so surprising thatthe curriculum lacks instruction inthe understanding and use of colorbecause research does not clearlyFrom theguide instruction.of the manipulation of graphicfeatures on reading (Hartley,1986), graphical comprehension(Peterson, 1983; Soderston, 1983),and instruction.Research Questionsclassic studies ofDwyer and Lamberski (1982-83)The following researchquestions were investigated in boththe initial research in reference to aresearch based on the study ofstudy to a color cue:noteworthy,ofcolor code and in this subsequentcolor-coded materials of thechambers of the heart. Subsequentstudies have researched the effectsof visual attributes on learning andmade recommendations forpractitioners (Dwyer 1978, 1987)Is there a significant1.interaction among the graphicpresentation type (systematicallycolor-cued or black/white), thetypeassessmentgraphichasevolvedabodyalthough a limited number ofgraphic forms have been used.These studies have attempted tobroaden the scope of research byusing a unique graphic for whichsubjects have no prior schema.Additionally, the second study(Pruisner, 1993) attempted tofurther isolate color as applied tolearning from graphics byeliminating the oral retelling of themyth used prior to the reading ofthe myth and accompanying thegraphic in the first study. Thisthird study utilized the same colorcoded plan in preparing the graphicfor presentation and assessment,but the code was not explained tothe students. Consequently, thecolor appears as a cue rather than acode.(systematically color-cued orblack/white), and the time oftesting (immediate recall or delayedretention) of verbal material?Is there a significant2.interaction between the graphicpresentation type (systematicallycolor-cued or black/white) and yblack/white) when immediate recallof verbal material is tested?Is there a significant3.interaction between the graphicpresentation type (systematicallycolor-cued or black/white) and thetypeassessmentgraphic(systematically color-cued orblack/white) when delayedretention of verbal material istested?MethodologyStatement of the problemInresponseIs there a significantmaterial between those given a4.todifference in recall of verbalthesystematically color-cued graphiccontemporary reader's need tointerpret graphics in our broadpresentation and those givenablack/white graphic presentation?information environment, researchstresses the need for andimportance of well-designed1985;(Gerber,graphicsKostelnick, 1988; Peterson, 1983).Is there a significant5.difference in retention of verbalmaterial between those given asystematically color-cued graphicpresentation and those given aEmpirical research needs to beconducted to determine the effects4

black/white graphic presentation?6.Is there a significantdifference in recall of verbalmaterial betweer those given asystematically color-cued graphicassessment and those given ablack/white graphic assessment?Is there a significantdifference in retention of verbalmaterial between thcse given asystematically color-cued graphicassessment and those given a7.black/white graphic assessment?Research DesignAn analysis of variance forrepeated measures was used to testthe hypotheses that significantinteractions and differences wouldoccur. The independent variablesmanipulated were the type ofgraphic presentation, the type ofgraphic assessment, and tiv,ie oftesting.The two presentation andtypesweresystematically color-cued andblack/white, and the two times oftesting included immediate recalland 2-week delayed retention. Thedependent variable recall/retentionassessmenton the assessment graphic, wasmeasured by achievement, thenumber of characters, actions, andexplanations that were rememberedand recorded as stated on a graphicpresentation summarizing a littleknown Norse myth.Toaccommodate three :independentvariables, with two levels each, a2x2x2 (presentation x assessment xtime of testing) factorial designwith repeated measures on the finalfactor was used. Presentation typeand assessment type were thebetween-subjects factors, andrecall/retention was the withinsubjects factor.SubjectsThe entire seventh-gradeclass from a Midwest junior highschool with 563 students in grades7-9 was used in this study. Eachof nine seventh-grade homerooms,containing a total of 176 students,was randomly assigned to one offour treatment groups(adjusted 1k 25).Treatment GroupsThe four treatment groupsreceived the following:1.Color-cued presentation,color-cued assessment2.Color-cuedpresentation,Black/white presentation,black/white assessment3.color-cued assessment4. Black/white presentation,black/white assessment.ProcedureDuring their homeroomsession, all students receiveddirections via audiotape; they thenread and studied the graphicpresentation in isolation. Finally,they demonstrated both immediaterecall and 2-week delayed retentionon the graphic assessment withoutthe aid of the presentation graphic.MaterialsFollowingthe directions,given thepresentation graphic. The graphicdesign was the same on allpresentations and assessments (seeFigure 1). The form of the graphicwas a unique design created by theresearcher to prevent the subjectsfrom having prior experience withthe graphic.subjectswere

Figure 1. Sample of graphic presentation indicating the use of color.CHARACTERS:.THIS MYTH EXPLAINS:ACTION:z'IIMI1111 11.Th'azi kidnaps IdunN.N.ods/%.s/yy/ . ,0s.s.ses.s.N. .*NiI A/ .N. / Amagic apples .eternal youth,,NzN/N Aesir miss magic apples \,/%/1.,,,/\z/N. . . . .,. .V.0N.V.%Lold threatened by Aesir.%Lold/falcon rescues Idun/nut,.NN/ .'\"e Bluey.N. !.N.N N. .N. N. .ThRed10Yellowea4//Iunder controlof godsr""":*1giant's eyes.stars,,,,,,:s.,.?'NC\ s.NVAA/. . :s. :0.N:".,:odestroyed by Aesir''''"'' '''',.-#.#;1#.17,1####.#.;;I: :41:#.1#:.'.#'ResultsScoring of the instrumentAll assessments were scoredby two raters to ensure accuracy.Based on the results of theanalysis of variance with the levelof significance established at the.05 level, there was not asignificant three-way interactionamong the graphic presentationand the graphic assessment andthe time of testing (see Table 1).The supporting evidence, themeans and standard deviations forOne point was given for eachword or acceptablesynonym. One point was givenfor each box or area where allwords were written in order andspelled correctly. One point wasgiven for each word or phrase thatwas placed in the correct box orcorrectthe four treatment groups, isgraphically displayed in Table 2.area.Table 1.Repeated Measures Analysis of Variance. MANOVA TestCritadamiZasoLEStatieliiicaTime x presentationTime x assessmentTime x presentationx assessmentST COPItftUSig.ValueProb.99.991.88.67.17NSNS.99.01 4NS6