The development of visual preferences in art-trained and non-art-trained schoolchildren

Measures of four dimensions of visual preference (preferences for symmetry, simplicity, uniformity, and expressiveness) and a standardized test of visual-arts achievement were administered to art-trained and non-art-trained children in kindergarten, Grade 3, Grade 7, and high school. The art and non-art groups were matched at the school level on family income, English-language and ethnic backgrounds, school attendance, and school neighborhoods. The results showed effects for age and instruction, but the effects for instruction did not increase after Grade 3. The relative independence of the visual-preference dimensions from visual arts learning suggests they may measure individual differences that take shape early in development and are related to visual arts performance.