To assess the impact of instructional color coding on visually and verbally oriented tests and on field-dependent-independent subjects, undergraduate college students (119) were randomly assigned to two treatment groups (color—black and white). These subjects received their respective treatment and received four dependent measures measuring four different types of educational objectives. Results indicated that the subject's level of field dependence is an important instructional variable and that color coding is an effective variable for maximizing information acquisition levels for field dependent over oriented subjects.
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