ABSTRACT
This study examined the relationship of field dependence and differentially color coded instructional materials (black-and-white and colored) with 126 female students' achievement. Significant differences were found between field-independent and field-dependent students with the field-dependent students scoring higher on the Total Criterion measure. No significant interaction betWeen color coding and field dependence was found on the Total Criterion Test scores. Significant differences in achievement were found in favor of women who received the color-coded version of the Total Criterion Test. These results confirm previous findings relating to the importance of field dependence in visual information and points to the necessity for further systematic analysis of the unique contributions color-coded instructional strategies might have in facilitating the achievement of female students.
Subject(s)
Achievement , Color Perception/physiology , Field Dependence-Independence , Female , Humans , Random Allocation , StudentsABSTRACT
After 7 months of extensive research, wound management protocols were successfully developed and implemented at a 500-bed chronic care facility. The protocols gave registered nurses the authority and autonomy to initiate both treatment and preventive measures when caring for patients with pressure ulcers. The purpose of the protocols was twofold: (1) to prevent intact skin from breaking down and (2) to increase the healing rate of present ulcers.
Subject(s)
Clinical Protocols , Wounds and Injuries/nursing , Humans , Nursing Assessment , Patient Care Planning , Pressure Ulcer/nursingABSTRACT
66 field-independent undergraduates achieved significantly higher scores than 43 field-dependent students on drawing, terminology, and comprehension. Color coding was an inconclusive instructional variable, but unexpectedly, subjects who received the verbal tests scored significantly better than those who received the visual test format.
Subject(s)
Color Perception , Field Dependence-Independence , Mental Recall , Pattern Recognition, Visual , Reading , Adult , Attention , Female , Humans , MaleSubject(s)
Color Perception , Intelligence , Set, Psychology , Visual Perception , Achievement , Cues , Humans , Retention, PsychologySubject(s)
Community Health Services , Disabled Persons , Organizations , Self-Help Groups , Aged , Humans , New YorkABSTRACT
This study was designed to measure the instructional effect of verbal/visual beedback in facilitating S achievement and to determine whether the amount of realistic detail contained in the visualization influences S achievement. Two hundred sixty-seven university students were randomly assigned to one of three presentation method. Ss received a pretest, participated in their respective instructional presentation, and received four individual criterion measures. Results indicate that all feedback strategies are not equally effective in facilitating student achievement of different educational objectives and that specific feedback techniques may be so elaborate as to interfere with rather than facilitate achievement.
