Pictorial stimulus complexity in textbooks

Abstract

The main purposes of this investigation were to: (a) examine the level of pictorial stimulus complexity of illustrations in textbooks (levels 1-12) for the state of Texas, and (b) determine whether the presented illustrations parallel the realism theory for visual design and the media research that correspond with this theory. The instrument for coding levels of pictorial stimulus complexity was developed and modified through pilot tests and reliability tests. Using the coding instrument with 72 randomly selected textbooks, 22,055 pictures were classified according to their level of pictorial stimulus complexity, subject area and grade level. Data were analyzed yielding the following results: (1) Levels of pictorial stimulus complexity of illustrations in textbooks vary across subject areas and grade levels. (2) There is no interaction among levels of pictorial stimulus complexity, subject areas, and grade levels. (3) High complexity illustrations are used more often than low complexity illustrations in textbooks for all grade levels and subject areas. (4) Color illustrations are used in current textbooks more frequently than black-and-white or single color illustrations. (5) Black-and-white or single color illustrations are used more often in secondary school textbooks while color illustrations are used more often in elementary school textbooks. (6) There is no difference in the quantity of illustrations provided in textbooks across subject areas. (7) The quantity of illustrations provided in textbooks decreases as the grade level of the textbook increases. (8) Science textbooks use simple line drawings and photographs of models more often than social studies textbooks. However, social studies textbooks use detailed and shaded drawings more often than science textbooks. (9) More than one half of the illustrations provided in the 1982-83 recommended textbooks for the state of Texas are photographs.