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Abstract
This study assumed that the use of Piaget's centration principle to explain style discrimination in paintings has been narrowly interpreted in the literature and that children at the preoperational and concrete operational levels are influenced by a variety of perceptual cues other than subject matter when classifying paintings. In contrast to previous studies, it was further assumed that younger subjects would be able to make stylistic discriminations without the benefit of training sessions. The results of this study supported both of these assumptions. While younger children had little difficulty in classifying paintings done in three stylistic categories, older children were able to perform this task with significantly greater accuracy.
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Notes on contributors
George W. Hardiman
George W. Hardiman and Theodore Zernich are Professors, School of Art and Design, and Editors, Visual Arts Research.
Theodore Zernich
George W. Hardiman and Theodore Zernich are Professors, School of Art and Design, and Editors, Visual Arts Research.