The effect of IQ Level on the instructional effectiveness of black-and-white and color illustrations

Abstract

This study was motivated by apparent inconsistencies between the results of some research on perception and certain established theories, specifically the iconicity theory identified with Morris (1946), the sign similarity orientation developed by Carpenter (1953), the theory of pictorial perception proposed by Gibson (1954), and Dale's (1946), cone of experience. For convenience, these will be referred to collectively as as opposed to what some researchers have referred to as the irrelevant cue theories. The basic assumption of each of the realism theories is that learning will be more complete as the number of cues in the learning situation increases. Although it has been established that the use of carefully prepared visuals can facilitate student learning (Kopstein & Roshal, 1954; Gropper, 1962; Treichler, 1967), there has been little attempt to determine the rela-