McWhinnie H J
University of Maryland.
Percept Mot Skills. 1993 Feb;76(1):336-8.
This study investigated the relationship of response time and aesthetic preference for 30 college students who participated in learning about the life of Vincent Van Gogh presented by interactive videodisk. No mean difference pre- and post-test in preferences but a significant decrease in response times were observed. There was little relation between preference scores and response times. These effects may be related to the use of the electronic medium, to the duration of instruction (1 1/2 hr.), and to the stability of aesthetic preference. Results are discussed with reference to art programs and to the use of electronic media in instructional settings and in research.
本研究调查了30名大学生在通过交互式视频光盘学习文森特·梵高生平过程中的反应时间与审美偏好之间的关系。测试前和测试后的偏好没有平均差异，但反应时间显著缩短。偏好分数与反应时间之间几乎没有关系。这些影响可能与电子媒介的使用、教学时长（1.5小时）以及审美偏好的稳定性有关。结合艺术课程以及电子媒介在教学环境和研究中的使用对结果进行了讨论。
