Interactive Effects of Color Realism and Learners' IQ on Effectiveness of Visual Instruction

Abstract

To measure the effectiveness with which color in illustrations facilitates subjects' achievement of different educational objectives, each subject received a pretest, a mental ability test, participated in his respective instructional treatment, and took 4 individual criterion tests. To obtain a measure of delayed retention, the same criterion tests were administered 6 wk. later. Analyses indicated that subjects of different levels of ability (IQ) profit differentially from identical types of visualization and that identical types of visualization are not equally effective in facilitating subjects' achievement of different educational objectives. Delayed retention of content material was not enhanced by visualization as employed here.