The development of the concept of artistic style: A free classification study

Frechtling, Joy A.; Davidson, Philip W.

doi:10.3758/bf03335705

Cited by 15 publications

(12 citation statements)

References 7 publications

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“…Specific details such as the rural settings of Gainsborough's works, or the religious nature of Bellini's, were mentioned nine times. Interestingly, colour was only mentioned five times, which seems to support the observations of Tighe (1968) and Frechtling & Davidson (1970) that colour is not a necessary distinguishing feature despite its apparent prominence as a cue. Overall, there is considerable evidence that the attempt to construct sets of paintings varying primarily along the dimension of clarity and indefiniteness of outline was remarkably successful.…”

Section: Dimension Saliencesupporting

confidence: 72%

Multidimensional scaling representations and individual differences in concept learning of artistic style

O’Hare

1979

British J of Psychology

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Several previous studies in which a concept learning task has been used to investigate the acquisition of the concept of artistic style, have noted a wide range of individual differences in performance. Tighe (1968) has proposed that these may reflect differential sensitivity to the relevant dimensions of stylistic variation. The INDSCAL technique of multidimensional scaling, which has previously been used to determine the predominant dimensions of variation in responses to visual art was used here to determine the salience of such dimensions for different individuals. These scores were then used to predict individual differences in performance on a concept formation task. The results offer support for a differential cue salience explanation for individual differences in learning about artistic style. Implications for aesthetic education are discussed.Recent research in experimental aesthetics can be characterized both by an increasing methodological sophistication, and by a growing concern with one or two topics of central importance rather than a scattered interest in a variety of disparate areas. One such topic is that of sensitivity to artistic style. The ability to recognize similarities and differences between the works of different painters has been investigated from a number of different viewpoints. Two of these, the developmental approach (e.g. Gardner, 1972) and the multidimensional scaling approach (e.g. O'Hare, 1976) have been outlined separately (O'Hare, 1978). The present article will be chiefly concerned with a third approach involving the concept learning of artistic style. the criteria that define the concept are hard to identify. Since two works of art may vary on an indefinite number of dimensions, an artist's style can only be defined with reference to positive instances. In Walk's experiment, subjects were presented with positive instances of an artistic style, and the ability of the subject to extend this to new instances was measured. Using this simple transfer technique, Walk was able to demonstrate concept learning of the styles of six Impressionist painters.Tighe (1968) modified the basic procedure to permit measures of the subject's concept formation after the presentation of each instance. Slides of samples of five Cubist painters' works were divided into sets so that each set contained one painting by each artist. Each set was then presented three times. On the first occasion the subject was required to guess the name of each artist. The second presentation, or training trial, consisted of the pairing of each painting with the appropriate artist's name. The final trial was the same as the first, except that after the subject had made a choice, the correct artist's name was provided.Once again, clear evidence of concept learning was obtained. The percentage of correct classifications improved from near-chance (17 per cent) on the first test trial to 60 per cent correct on the final test trial. These figures are all the more impressive in view of the fact that the slides of these closel...

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Section: Dimension Saliencesupporting

confidence: 72%

Multidimensional scaling representations and individual differences in concept learning of artistic style

O’Hare

1979

British J of Psychology

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“…Children also show sympathy for works where vivid colors dominate. Frechtling and Davidson (1970) confirmed that motive and color are two main determinants at visual preferences of younger children, and only at adolescent age does style, as a criterion of children's preferences, appear. Cantor (1969), Bradbury (1975), and Hutt, Forrest, and Newton (1976) examined the effects of encouraging characteristics (novelty, familiarity, and complexity) of children's preferences.…”

supporting

confidence: 76%

“…In many studies it was also concluded that ''preferences of the works of art in the early school age are not under the influence of the race or sex, while the age and maturing are decisive factors for changing answers and perception of the works of art at children'' (Kerlavage, 1995, p. 7). With age, children become more sensitive toward the individual's artistic style and artistic principles of shaping (Clark 1973;Frechtling & Davidson 1970;Hardiman & Zernich 1982, 1985Steinberg & DeLoache 1986;Turner 1983).…”

mentioning

confidence: 99%

Visual Preferences of Young School Children for Paintings from the 20th Century

Kuščević

Kardum

Brajčić

2014

Creativity Research Journal

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“…In another experiment with subjects about 6, 11, and 19 years of age, Gardner & Gardner (46) found very little evidence of increase in spontaneous groupings by style rather than subject matter where both choices were available. This result agrees with and extends what Frechtling & Davidson (38) found in studying the span from 5 to 12 years of age. It is the ability to group by style when instructed to do so that increases with age, according to Gardner & Gardner.…”

Section: Problems In the Cognitive Psychology Of Art Visual Artsupporting

confidence: 93%

Esthetics

Child¹

1972

Annu. Rev. Psychol.

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The development of the concept of artistic style: A free classification study

Cited by 15 publications

References 7 publications

Multidimensional scaling representations and individual differences in concept learning of artistic style

Multidimensional scaling representations and individual differences in concept learning of artistic style

Visual Preferences of Young School Children for Paintings from the 20th Century

Esthetics

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