Undergraduate students were tested to see if the use of verbal information about the structure and representational content of art work aided in retention of information about that work. Results indicated that verbalization can contribute significantly to improved retention of both meaning and structural features. (IS)

Popular beliefs and research on modes of thinking among artists and scientists promote the idea that artists are motivated primarily by emotion and intuition, while scientists are stimulated primarily by logic and reason. This dichotomy and its implications for art education are discussed and criticized. (Author/IS)