Obtaining information accurately and quickly: Are structured abstracts more efficient?

Journal of Information Science

Volumn 22, Issue 5, 1996, Pages 349-356

  Hartley, James ^a   Sydes, Matthew ^a   Blurton, Anthony ^a  

^a KEELE UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

DATA ACQUISITION; DATABASE SYSTEMS; ERRORS; INFORMATION RETRIEVAL SYSTEMS; INFORMATION USE;

ELECTRONIC DATABASE; PRINTED DATABASE; STRUCTURED ABSTRACTS;

ABSTRACTING;

EID: 0029751726     PISSN: 01655515     EISSN: None     Source Type: Journal    
DOI: 10.1177/016555159602200503     Document Type: Article

References (9)

1. J. Hartley and M. Sydes, Which layout do you prefer? An analysis of readers' preferences for different typographic layouts of structured abstracts, Journal of Information Science 22(1) (1996) 27-37.
2. Ad Hoc Working Group for Critical Appraisal of the Medical Literature, A proposal for more informative abstracts of clinical articles, Annals of Internal Medicine 106 (1987) 598-604.
3. R.B. Haynes et al., More informative abstracts revisited, Annals of Internal Medicine 113 (1990) 69-76.
4. R.B. Haynes, More informative abstracts: current status and evaluation, Journal of Clinical Epidemiology 46 (1993) 595-597.
5. A. Taddio et al., Quality of nonstructured and structured abstracts of original research articles in the British Medical Journal, the Canadian Medical Association Journal and the Journal of the American Medical Association, Canadian Medical Association Journal 150 (1994) 1611-1615.
6. N. McIntosh, Structured Abstracts and Information Transfer [Report No. 6142] (British Library, London, 1995).
7. J. Hartley and M. Sydes, Structured Abstracts in the Social Sciences: Presentation, Readability and Recall (Report No. 6211) (British Library, London, 1995).
8. P. Froom and J. Froom, Deficiencies in structured medical abstracts, Journal of Clinical Epidemiology, 46 (1993) 691-594.
9. J. Hartley, Three ways to improve the clarity of journal abstracts, British Journal of Educational Psychology 64 (1994) 331-343.