Hypertext And Cognition
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Hypertext And Cognition
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Author : Jean-Francois Rouet
language : en
Publisher: Routledge
Release Date : 2012-11-12
Hypertext And Cognition written by Jean-Francois Rouet and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-11-12 with Education categories.
The recent evolution of western societies has been characterized by an increasing emphasis on information and communication. As the amount of available information increases, however, the user -- worker, student, citizen -- faces a new problem: selecting and accessing relevant information. More than ever it is crucial to find efficient ways for users to interact with information systems in a way that prevents them from being overwhelmed or simply missing their targets. As a result, hypertext systems have been developed as a means of facilitating the interactions between readers and text. In hypertext, information is organized as a network in which nodes are text chunks (e.g., lists of items, paragraphs, pages) and links are relationships between the nodes (e.g., semantic associations, expansions, definitions, examples -- virtually any kind of relation that can be imagined between two text passages). Unfortunately, the many ways in which these hypertext interfaces can be designed has caused a complexity that extends far beyond the processing abilities of regular users. Therefore, it has become widely recognized that a more rational approach based on a thorough analysis of information users' needs, capacities, capabilities, and skills is needed. This volume seeks to meet that need. From a user-centered perspective -- between systems and users -- this volume presents theoretical and empirical research on the cognitive processes involved in using hypertext. In so doing, it illustrates three main approaches to the design of hypertext systems: *cognitive, which examines how users process multilayered hypertext structures; *ergonomical, which explores how users interact with the design characteristics of hardware and software; and *educational, which studies the learning objectives, frequency and duration of hypertext sessions, type of reading activity, and the user's learning characteristics. This volume also tries to provide answers for the questions that have plagued hypertext research: *What is hypertext good for? *Who is hypertext good for? *If it is useful for learning and instruction, then what type? *What particular cognitive skills are needed to interact successfully with a hypertext system? Anyone interested in the fields of computer science, linguistics, psychology, education, and graphic design will find this volume intriguing, informative, and a definitive starting point for future research in the field of hypertext.
Hypertext
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Author : Andrew Dillon
language : en
Publisher: Ellis Horwood
Release Date : 1993
Hypertext written by Andrew Dillon and has been published by Ellis Horwood this book supported file pdf, txt, epub, kindle and other format this book has been release on 1993 with Computers categories.
Although recent developments in Hypertext have been technology-oriented, interest is now focusing on the effects of this computer technology on psychological issues. This book examines the fundamental psychological basics of Hypertext as they apply to learning and education, memory and navigation.
Cognition Education And Multimedia
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Author : Don Nix
language : en
Publisher: Routledge
Release Date : 2012-10-12
Cognition Education And Multimedia written by Don Nix and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-10-12 with Education categories.
Computers have become a topic of concern, debate, argument, dogmatism, and inquiry among a variety of people who are interested in the fate and effectiveness of the educational system. This book presents working hypotheses of ways in which computers may fit into and/or transform classroom education. Through the exploration of learning and cognitive theory as it infuses technological developments, this volume promises to illuminate a number of important issues, including experiential learning and nontraditional computer-based instruction.
Reading Hypertext On The Internet
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Author : Chiew Hong Ng
language : en
Publisher:
Release Date : 2011
Reading Hypertext On The Internet written by Chiew Hong Ng and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Cognition categories.
The study demonstrated the interplay between the three perspectives in the complex act of reading hypertext on the Internet. It showed that the interplay was chiefly cognitive-semiotic as the readers scanned semiotic elements in reading hypertext for relative importance. The findings suggest that the social, cognitive and semiotic perspectives were useful in painting a comprehensive picture of reading hypertext. They also suggest that instructional frameworks for reading need to consider the interplay of the three perspectives as hypertextual reading takes place in a social context that involves the use of cognitive reading strategies and reading for visual salience."--Abstract, leaves i-ii.
Knowledge Acquisition Cognitive Flexibility And The Instructional Applications Of Hypertext
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Author : Michael J. Jacobson
language : en
Publisher:
Release Date : 1991
Knowledge Acquisition Cognitive Flexibility And The Instructional Applications Of Hypertext written by Michael J. Jacobson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1991 with Cognition categories.
This study explored the use of contrasting computer-based designs for providing instruction at an advanced stage of learning in a complex and ill-structured domain. The program consisted of two parts: an instructional hypertext program containing the content on the social impact of technology and the actual experimental treatments that differed for the two groups. The primary design for the experimental group employed a thematic criss-crossing procedure that used multiple presentations of previously read case sections that shared common thematic elements. The comparison group completed a computer-based drill design containing items requiring the recall of factual information and the identification of social impact of technology themes. An instrument was also administered to determine the possible influence of the learners' basic beliefs concerning the nature of knowledge and learning on their use of the two different instructional approaches. The results of this experiment revealed that the Computer-Based Drill group achieved significantly higher scores on the measures of factual knowledge. The Thematic Criss-Crossing group, however, attained higher scores than the Computer-Based Drill group on all of the higher-order conceptual knowledge transfer tasks, and a significantly higher score on the main transfer task by the last session of the experiment. There was also an interaction between the epistemological learning preference of the subjects and the treatment group they were assigned to. Subjects with a simple epistemological learning preference tended to do better in the Computer-Based Drill treatment, while the subjects with a complex epistemological learning preference tended to perform at a higher level when assigned to the Thematic Criss-Crossing treatment. The results of this experiment suggest that preparing students to use knowledge in new ways and in new situations may be promoted by the use of instructional hypertext systems which: (a) provide multiple representations of knowledge, (b) link abstract knowledge to varied case examples of knowledge application, and (c) stress interrelationships between surface and structural knowledge components. In addition, designers and educators may wish to assess beliefs held by students concerning the nature of knowledge and learning that may enhance or constrain the effectiveness of a given type of computer-enhanced learning environment.
Cognitive Style And Use Of Hypertext
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Author : Martin Graff
language : en
Publisher:
Release Date : 2002
Cognitive Style And Use Of Hypertext written by Martin Graff and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with categories.
Writing Hypertext And Learning
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Author : Rainer Bromme
language : en
Publisher: Elsevier
Release Date : 2002-07-03
Writing Hypertext And Learning written by Rainer Bromme and has been published by Elsevier this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002-07-03 with Computers categories.
The use of hypertext has spread via the World Wide Web and has become the object of empirical research for psychologists, cognitive scientists and educational researchers alike. Today due to its ease of production (html editors) the following question emerges: how do people learn via hypertexts and how can we modify it to increase its learning potential?-- Laboratory experiments as well as studies on the production of hypertexts within educational institutions-- Both conceptually and theoretically oriented contributions
Cognitive Styles And Use Of Hypertext
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Author : Martin Graff
language : en
Publisher:
Release Date : 2002
Cognitive Styles And Use Of Hypertext written by Martin Graff and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with Information technology categories.
Learning From Hypertext
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Author : Safiah Md Yusof
language : en
Publisher:
Release Date : 1992
Learning From Hypertext written by Safiah Md Yusof and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1992 with Cognitive learning theory categories.
Cinematic Hypertext
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Author : Clara Mancini
language : en
Publisher: IOS Press
Release Date : 2005
Cinematic Hypertext written by Clara Mancini and has been published by IOS Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Computers categories.
Hypertext was going to revolutionize the very way in which we read and write. However, while hypertext's non-linearity has been embraced by enthusiasts keen to experiment with interactive literary genres, to date, the non-linear medium has made little impact on scholarly discourse and argumentation, which have traditionally heavily relied on linearity. Is this because hypertextual narrative is simply incompatible with the requirements of certain genres? Or could it be that hypertext's essential characteristics have yet to be fully understood and exploited? Cinematic Hypertext is for theorists and designers ready to consider a new paradigm for framing the medium and its characteristics: film. Clara Mancini guides the reader through an eclectic mix of ideas from technology, psycholinguistics, visual design, narratology and film theory. En route, Cinematic Hypertext offers an intellectual workout for media theorists and coherence relations scholars, with analyses of cinematic grammars, film clips, hypertexts, and hypertext systems, grounded in an underlying theory of Cognitive Coherence Relations.Those ready to build experimental systems will find design principles and guidelines, and the evidence reported will be of particular interest to those wondering if the theory behind cinematic hypertext is valid empirically. The result is a novel way of thinking about hypertext which complements existing hypertext paradigms, with Mancini inviting the reader to design hypertexts capable of communicating through a visual language inspired by the power of cinema.