The Effects of Two-Dimensional Stimuli and Three-Dimensional Stereoptic Stimuli on Spatial Representation in Drawings
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| Title: | The Effects of Two-Dimensional Stimuli and Three-Dimensional Stereoptic Stimuli on Spatial Representation in Drawings |
|---|---|
| Language: | English |
| Authors: | McGraw, Tammy M. |
| Source: | Studies in Art Education: A Journal of Issues and Research in Art Education. Win 2004 45(2):153-169. |
| Availability: | National Art Education Association, 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org. |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 8 |
| Descriptors: | Learning Processes, Spatial Ability, Cues, Visual Stimuli, Freehand Drawing, Grade 8, Art Education, Elective Courses, Student Attitudes, Hypothesis Testing |
| ISSN: | 0039-3541 |
| Abstract: | Despite the developing infusion of three-dimensional, technological imagery, little has been done to explain the effects of two-dimensional versus three-dimensional imagery on the learning process. This study examined the effects of two-dimensional stimuli and three-dimensional stereoptic stimuli on spatial representation in drawings. A scene was projected as a two-dimensional image and, through the use of stereopsis, a three-dimensional image. Two test groups were established from eighth-grade students in elective art courses. Participants in Group A were asked to draw the scene from the two-dimensional stimulus and, a week later, from the three-dimensional stereoptic stimulus. Participants in Group B were asked to draw the scene from the three-dimensional stereoptic stimulus and, a week later, from the two-dimensional stimulus. The drawings were evaluated for evidence of spatial cues and the students' perception and response to spatial information. (Contains 1 figure and 4 tables.) |
| Abstractor: | Author |
| Number of References: | 33 |
| Entry Date: | 2006 |
| Access URL: | https://www.NAEA-Reston.org |
| Accession Number: | EJ740484 |
| Database: | ERIC |
| Abstract: | Despite the developing infusion of three-dimensional, technological imagery, little has been done to explain the effects of two-dimensional versus three-dimensional imagery on the learning process. This study examined the effects of two-dimensional stimuli and three-dimensional stereoptic stimuli on spatial representation in drawings. A scene was projected as a two-dimensional image and, through the use of stereopsis, a three-dimensional image. Two test groups were established from eighth-grade students in elective art courses. Participants in Group A were asked to draw the scene from the two-dimensional stimulus and, a week later, from the three-dimensional stereoptic stimulus. Participants in Group B were asked to draw the scene from the three-dimensional stereoptic stimulus and, a week later, from the two-dimensional stimulus. The drawings were evaluated for evidence of spatial cues and the students' perception and response to spatial information. (Contains 1 figure and 4 tables.) |
|---|---|
| ISSN: | 0039-3541 |
