Hypertext and Cognition

<p>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.<br><br> 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: <br> *cognitive, which examines how users process multilayered hypertext structures; <br> *ergonomical, which explores how users interact with the design characteristics of hardware and software; and <br> *educational, which studies the learning objectives, frequency and duration of hypertext sessions, type of reading activity, and the user's learning characteristics. <br><br> This volume also tries to provide answers for the questions that have plagued hypertext research:<br> *What is hypertext good for? <br> *Who is hypertext good for? <br>*If it is useful for learning and instruction, then what type? <br> *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.</p> <p><b>Contents: </b>Preface. <b>C.A. Perfetti,</b> La Maison Hypertext. <b>J-F. Rouet, J.J. Levonen, A. Dillon, R.J. Spiro,</b> An Introduction to Hypertext and Cognition. <b>J-F. Rouet, J.J. Levonen,</b> Studying and Learning with Hypertext: Empirical Studies and Their Implications. <b>A. Dillon,</b> Myths, Misconceptions, and an Alternative Perspective on Information Usage and the Electronic Medium. <b>M.A. Britt, J-F. Rouet, C.A. Perfetti,</b> Using Hypertext to Study and Reason About Historical Evidence. <b>D. Dee-Lucas,</b> Effects of Overview Structure on Study Strategies and Text Representations for Instructional Hypertext. <b>P.W. Foltz,</b> Comprehension, Coherence, and Strategies in Hypertext and Linear Text. <b>H. van Oostendorp,</b> Studying and Annotating Electronic Text. <b>E. Espéret,</b> Notes on Hypertext, Cognition, and Language. <b>C.A. Perfetti,</b> Text and Hypertext.</p>