The effects of imagery instruction on ninth-graders' performance of a visual synthesis task /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1992.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | The amount of variance explained by imagery ability variables and school achievement measures and the effect of imagery instruction on ninth graders' performance of a visual synthesis task were investigated. Three imagery tests (VVIQ, Thurstone's Flags, and DAT Space Relations) and two school achievement measures (TEAMS reading and mathematics) were used as pretreatment measures. Intact groups from above-level, on-level, and below-level classrooms were assigned to treatment and control conditions. Students (n = 110) in the treatment group received imagery instruction the first day and performed the visual synthesis task the following day. Students (n = 105) in the control group performed the visual synthesis task the first day and received imagery instruction the following day. Results from the series of regression analyses demonstrated that students who did not receive training and had higher visualization (spatial) ability tended to score higher in their visual outcomes. Students who were higher reading achievers tended to score higher in the verbal outcome. Students who had higher visualization and vividness abilities tended to score higher in the total outcome. Results from further regression analyses indicated that there were two interactions of statistical significance in the visual outcome; however, these interactions demonstrated minimal practical significance. Results from canonical correlation analyses indicated that significant relationships existed between the set of predictor variables and the set of criterion variables. Membership in the control group and higher visualization skills were related to the visual outcome of the visual synthesis task. High reading achievement, and, to a lesser degree, high mathematics achievement were related to the verbal outcome of the task. Neither correlational finding demonstrated a strong relationship between the set of predictor variables and the set of criterion variables chosen for this study. The findings are discussed in terms of the selection of the design and treatment in the study, the constraints of the field setting, and additional factors that may have influenced the visual synthesis outcomes. Recommendations are proposed for future research in visual synthesis in the classroom. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and Instruction." |
| Physical Description: | x, 194 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references. |