The impact of digital libraries on cognitive processes: Psychological issues of hypermedia

Computers in Human Behavior

Volumn 19, Issue 5, 2003, Pages 609-628

  Rapp, David N ^a,b   Taylor, Holly A ^b   Crane, Gregory R ^b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b TUFTS UNIVERSITY   (United States)

Author keywords

Comprehension; Human computer interaction; Hypermedia; Learning; Memory; Multimedia

Indexed keywords

COGNITIVE SYSTEMS; DATABASE SYSTEMS; DIGITAL LIBRARIES; LEARNING SYSTEMS; MULTIMEDIA SYSTEMS;

COGNITIVE PROCESSES;

HUMAN COMPUTER INTERACTION;

EID: 0038347219     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0747-5632(02)00085-7     Document Type: Article

References (85)

1. Albrecht J.E., O'Brien E.J. Updating a mental model. Maintaining both local and global coherence Journal of Experimental Psychology: Learning, Memory, and Cognition. 19:1993;1061-1070.
2. Allbritton D.W., Gerrig R.J. Participatory responses in text understanding. Journal of Memory and Language. 30:1991;603-626.
3. Allen G.L. Men and women, maps and minds: cognitive bases of sex-related differences in reading and interpreting maps. O'Nualláin Seán Spatial cognition. 2000;3-18 John Benjamins Publishing Company, Philadelphia, PA.
4. Anderson R.C., Pichert J.W. Recall of previously unrecallable information following a shift in perspective. Journal of Verbal Learning and Verbal Behavior. 17:1978;1-12.
5. Baddeley A.D., Hitch G. Working memory. Bower G.A. The psychology of learning and motivation (Vol. 8). 1974;47-89 Academic Press, New York.
6. Borgman C.L. From Gutenberg to the global information infrastructure: access to information in the networked world. 2000;MIT Press, Cambridge, MA.
7. Chen C., Rada R. Interacting with hypertext. a meta-analysis of experimental studies Human-Computer Interaction. 11:1996;125-156.
8. Christou C.G. View dependence in scene recognition after active learning. Memory and Cognition. 27:1999;996-1007.
9. Clark R.E. Media will never influence learning. Educational Technology Research and Development. 42:1994;21-29.
10. Conklin J. Hypertext. an introduction and survey IEEE Computer. 20:1987;17-41.
11. Cook A.E., Halleran J.G., O'Brien E.J. What is readily available during reading? A memory-based view of text processing. Discourse Processes. 26:1998;109-129.
12. Daneman M., Carpenter P.A. Individual differences in integrating information between and within sentences. Journal of Experimental Psychology: Learning, Memory, and Cognition. 9:1983;561-584.
13. Dee-Lucas D., Larkin J.H. Learning from electronic texts. effects of interactive overviews for information access Cognition & Instruction. 13:1995;431-468.
14. Dillon A., Gabbard R. Hypermedia as an educational technology. a review of the quantitative research literature on learner comprehension, control and style Review of Educational Research. 68:1998;322-349.
15. Duffy S.A. Eye movements and complex comprehension processes. Rayner K. Eye movements and visual cognition: scene perception and reading. 1992;462-671 Springer-Verlag, New York.
16. Edwards D.M., Hardman L. 'Lost in Hyperspace': cognitive mapping and navigation in a hypertext environment. McAleese R. Hypertext: theory into practice. 1989;90-105 Ablex Publishing Corporation, Norwood, NJ.
17. Elm W.C., Woods D.D. Getting lost. a case study in interface design Proceedings of the Human Factors Society. 1985;927-931.
18. Engle R.W. Working memory capacity as executive attention. Current Directions in Psychological Science. 11:2002;19-23.
19. Gale N.D., Golledge J.W., Pellegrino J.W., Doherty S. The acquisition and integration of neighborhood route knowledge in an unfamiliar neighborhood. Journal of Environmental Psychology. 10:1990;3-25.
20. Gernsbacher M.A. Language comprehension as structure building. 1990;Erlbaum, Hillsdale, NJ.
21. Gernsbacher M.A. Cognitive processes and mechanisms in language comprehension: the structure building framework. Bower G.H. The psychology of learning and motivation. 1991;217-263 Academic Press, San Diego, CA.
22. Gick M.L., Holyoak K.J. Schema induction and analogical transfer. Cognitive Psychology. 15:1983;1-38.
23. Gick M.L., Holyoak K.J. The cognitive bases of knowledge transfer. Cormier S.M., Hagman J.D. Transfer of learning: contemporary research and applications. The educational technology series. 1987;9-46 Academic Press, San Diego, CA.
24. Glenberg A.M., Langston W.E. Comprehension of illustrated text. pictures help to build mental models Journal of Memory and Language. 31:1992;1992.
25. Glenberg A.M., Meyer M., Lindem K. Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language. 26:1987;69-83.
26. Graesser A.C., Kassler M.A., Kreuz R.J., McLain-Allen B. Verification of statements about story worlds that deviate from normal conceptions of time. what is true about Einstein's dreams? Cognitive Psychology. 35:1998;246-301.
27. Gray S.H. Using protocol analysis and drawings to study mental model construction during hypertext navigation. International Journal of Human-Computer Interaction. 2:1990;359-377.
28. Hakala C.M. Accessibility of spatial information in a situation model. Discourse Processes. 27:1999;261-279.
29. Hegarty M., Just M.A. Understanding machines from text and diagrams. Mandl H., Levin J.R. Knowledge acquisition from text and pictures: advances in psychology, Vol. 58. 1989;171-194 Elsevier, Amsterdam.
30. Hegarty M., Sims V.K. Individual differences in mental animation during mechanical reasoning. Memory and Cognition. 22:1994;411-430.
31. Hirshman E., Bjork R.A. The generation effect. support for a two-factor theory Journal of Experimental Psychology: Learning, Memory, and Cognition. 14:1988;484-494.
32. Hochheiser H., Shneiderman B. Performance benefits of simultaneous over sequential menus as task complexity increases. International Journal of Human-Computer Interaction. 12:2000;173-192.
33. Horton, W. S., & Rapp, D. N. Out of sight, out of mind: Occlusion and the accessibility of information in narrative comprehension. Psychonomic Bulletin and Review (in press).
34. Johnson D., Johnson R., Smith K. Active learning: cooperation in the college classroom. 1997;Interaction Books, Edina, MN.
35. Kalyuga S., Chandler P., Sweller J. Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology. 13:1999;351-371.
36. Kane M.J., Bleckley M.K., Conway A.R.A., Engle R.W. A controlled-attention view of WM capacity. Journal of Experimental Psychology: General. 130:2001;169-183.
37. Kintsch W., Franzke M. The role of background knowledge in the recall of a news story. Lorch R.F. Jr., O'Brien E.J. Sources of coherence in reading. 1995;321-333 Lawrence Erlbaum Associates, Hillsdale, NJ.
38. Kintsch W., van Dijk T.A. Toward a model of text comprehension and production. Psychological Review. 85:1978;363-394.
39. Kolb D. Experiential learning: experiences as the source of learning and development. 1985;Prentice-Hall, Englewood Cliffs, NJ.
40. Kozma R. A reply. media and methods Educational Technology Research and Development. 42:1994;11-14.
41. Kumbruck C. Hypertext reading. novice vs. expert reading Journal of Research in Reading. 21:1998;160-172.
42. Landauer, T. (1991). Let's get real: A position paper on the role of cognitive psychology in the design of humanly useful and usable systems. In J. M. Carroll (Ed.), Designing interaction: psychology at the human-computer interface (pp. 60-73). New York: Cambridge University Press.
43. Last D.A., O'Donnell A.M., Kelly A.E. The effects of prior knowledge and goal strength on the use of hypertext. Journal of Educational Multimedia and Hypermedia. 10:2001;3-25.
44. Marchionini G. Information seeking in electronic encyclopedias. Machine Mediated Learning. 3:1993;211-226.
45. Marchionini, G., Plaisant, C., & Komlodi, A. The people in digital libraries: Multifaceted approaches to assessing needs and impact. In A. Bishop, B. Buttenfield, & N. Van House (Eds.), Digital library use: social practice in design and evaluation. Cambridge, MA: MIT Press (in press).
46. Magliano J.P., Graesser A.C. A three-pronged method for studying inference generation in literary text. Poetics. 20:1991;193-232.
47. Mayer R.E. Multimedia learning. 2001;Cambridge University Press, New York, NY.
48. Mayer R.E., Heiser J., Lonn S. Cognitive constraints on multimedia learning. when presenting more material results in less understanding Journal of Educational Psychology. 93:2001;187-198.
49. Mayer R.E., Moreno R. A split-attention effect in multimedia learning. evidence for dual processing systems in working memory Journal of Educational Psychology. 90:1998;1998. 312-320.
50. Mayer R.E., Moreno R., Boire M., Vagge S. Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology. 91:1999;638-643.
51. Mohageg M.F. The influence of hypertext linking structures on the efficiency of information retrieval. Human Factors. 34:1992;351-367.
52. Moreno R., Mayer R.E. A coherence effect in multimedia learning. the case for minimizing irrelevant sounds in the design of multimedia instructional messages Journal of Educational Psychology. 92:2000;117-125.
53. Morrow D.G., Bower G.H., Greenspan S.L. Updating situation models during narrative comprehension. Journal of Memory and Language. 28:1989;292-312.
54. Morrow D.G., Greenspan S.L., Bower G.H. Accessibility and situation models in narrative comprehension. Journal of Memory and Language. 26:1987;165-187.
55. Nielsen J. Hypertext and hypermedia. 1990;Academic Press, New York.
56. O'Brien E.J. Automatic components of discourse comprehension. Lorch R.F. Jr., O'Brien E.J. Sources of coherence in reading. 1995;159-176 Lawrence Erlbaum Associates, Hillsdale, NJ.
57. O'Brien E.J., Rizzella M.L., Albrecht J.E., Halleran J.G. Updating a situation model. a memory-based text processing view Journal of Experimental Psychology: Learning, Memory, and Cognition. 24:1998;1200-1210.
58. Paivio A. The empirical case for dual coding. Yuille J.C. Imagery, memory, and cognition. 1993;310-332 Lawrence Erlbaum Associates, Hillsdale, NJ.
59. Perfetti C.A., Rouet J.-F., Britt M.A. Towards a theory of documents representation. van Oostendorp H., Goldman S. The construction of mental representations during reading. 1999;99-122 Erlbaum, Mahwah, NJ.
60. Perrig W., Kintsch W. Propositional and situational representations of text. Journal of Memory and Language. 24:1985;503-518.
61. Pratt D. Young children's active and passive graphing. Journal of Computer Assisted Learning. 11:1995;157-169.
62. Rapp D.N., Gerrig R.J. Readers' reality-driven and plot-driven analyses in narrative comprehension. Memory and Cognition. 30:2002;779-788.
63. Rapp D.N., Gerrig R.J., Prentice D.A. Readers' trait-based models of characters in narrative comprehension. Journal of Memory and Language. 45:2001;737-750.
64. Rayner K. Eye movements in reading and information processing. 20 years of research Psychological Bulletin. 124:1998;372-422.
65. Rayner K., Rotello C.M., Stewart A.J., Keir J., Duffy S.A. Integrating text and pictorial information. eye movements when looking at print advertisements Journal of Experimental Psychology: Applied. 7:2001;219-226.
66. Rich S.S., Taylor H.A. Not all narrative shifts function equally. Memory and Cognition. 28:2000;1257-1266.
67. Rouet J., Levonen J.J., Dillon A., Spiro R.J. Hypertext and cognition. 1996;Lawrence Erlbaum Associates, Mahwah, NJ.
68. Schnotz W. Sign systems, technologies, and the acquisition of knowledge. Rouet J.-F., Levonen J.J., Biardeau A. Integrating texts and pictures in computer-supported learning environments: cognitive and instructional issues. 2001;9-29 Elsevier Science, London.
69. Slamecka N.J., Graf P. The generation effect. delineation of a phenomenon Journal of Experimental Psychology: Human Learning and Memory. 4:1978;592-604.
70. Simons D.J., Wang R.F. Perceiving real-world viewpoint changes. Psychological Science. 9:1998;315-320.
71. Soraci S.A., Franks J.J., Bransford J.D., Chechile R.A., Belli R.F., Carr M., Carlin M.T. Incongruous item generation effects. a multiple cue perspective Journal of Experimental Psychology: Learning, Memory, and Cognition. 20:1994;1-12.
72. Taylor H.A., Naylor S.J., Chechile N.A. Goal-specific influences on the representation of spatial perspective. Memory & Cognition. 27:1999;309-319.
73. Taylor H.A., Tversky B. Descriptions and depictions of environments. Memory and Cognition. 20:1992;483-496.
74. Taylor H.A., Tversky B. Indexing events in memory. evidence for index dominance Memory. 5:1997;509-542.
75. Trabasso T., Suh S. Inferences during reading. converging evidence from discourse analysis, talk-aloud protocols, and recognition priming Journal of Memory and Language. 32:1993;279-300.
76. van den Broek P. Comprehension and memory of narrative texts: Inferences and coherence. Gernsbacher M.A. Handbook of psycholinguistics. 1994;539-588 Academic Press, San Diego, CA.
77. van Dijk T.A., Kintsch W. Strategies of discourse comprehension. 1983;Academic Press, New York, NY.
78. Voyer D., Voyer S., Bryden M.P. Magnitude of sex differences in spatial abilities. a meta-analysis and consideration of critical values Psychological bulletin. 117:1995;250-270.
79. Wenger M.J., Payne D.G. Comprehension and retention of nonlinear text. considerations of working memory and material-appropriate processing American Journal of Psychology. 109:1996;93-130.
80. Wright P., Milroy R., Lickorish A. Static and animated graphics in learning from interactive texts. European Journal of Psychology of Education. 14:1999;203-224.
81. Zwaan R.A. Effect of genre expectations on text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition. 20:1994;920-933.
82. Zwaan R.A., Langston M.C., Graesser A.C. The construction of situation models in narrative comprehension. an event-indexing model Psychological Science. 6:1995;292-297.
83. Zwaan R.A., Magliano J.P., Graesser A.C. Dimensions of situation model construction in narrative comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition. 21:1995;386-397.
84. Zwaan R.A., Radvansky G.A. Situation models in language comprehension and memory. Psychological Bulletin. 123:1998;162-185.
85. Zwaan R.A., Radvansky G.A., Hilliard A.E., Curiel J.M. Constructing multidimensional situation models during reading. Scientific Studies of Reading. 2:1999;199-220.