Visually and verbally initiated mental imagery and success in landscape architectural education.
| Main Author: | |
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| Other Authors: | , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1984.
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| Subjects: | |
| Online Access: | Link to ProQuest Copy Link to OAKTrust copy |
| Abstract: | This study examines the relationship between verbally and visually initiated mental imagery and student success in Landscape Architectural education. Students in the Department of Landscape Architecture at Texas A&M University were tested to determine visualization ability levels. It was found that imagery capability levels remained constant throughout the student population. Positive correlations were observed between visualization ability levels, as indicated by test scores, and academic performance as indicated by grades in specific courses. These correlations increased in significance as the student matriculated through the curriculum, although a decline in ability levels and in the correlation between test scores and academic performance among the senior population was suggested by the data. Based upon the results of this study, it is recommended that Landscape Architectural curriculum sequencing be based, in part, upon the visualization abilities of students and faculty members. |
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| Item Description: | "Major subject: Landscape Architecture." Typescript (photocopy). Vita. |
| Physical Description: | viii, 60 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references (leaves 58-59). |