[1]
EDITED BOOK
Hypertext and Cognition
/
Rouet, Jean-Francois
/
Levonen, Jarmo J.
/
Dillon, Andrew
/
Spiro, Rand J.
1996
p.184
Mahwah, New Jersey
Lawrence Erlbaum Associates
La Maison Hypertext.
+ Perfetti, C. A.
An Introduction to Hypertext and Cognition
+ Rouet, Jean-Francois
+ Levonen, Jarmo J.
+ Dillon, Andrew
+ Spiro, Rand J.
Studying and Learning With Hypertext: Empirical Studies and Their Implications.
+ Rouet, Jean-Francois
+ Levonen, Jarmo J.
Myths, Misconceptions, and an Alternative Perspective on Information Usage and the Electronic Medium.
+ Dillon, Andrew
Using Hypertext to Study and Reason About Historical Evidence
+ Britt, M. A.
+ Rouet, Jean-Francois
+ Perfetti, C. A.
Effects of Overview Structure on Study Strategies and Text Representations for Instructional Hypertext
+ Dee-Lucas, D.
Comprehension, Coherence, and Strategies in Hypertext and Linear Text
+ Foltz, Peter W.
Studying and Annotating Electronic Text
+ van Oostendorp, H.
Notes on Hypertext, Cognition, and Language
+ Esperet, E.
Text and Hypertext
+ Perfetti, C. A.
[2]
Imagined Conversations: The Relevance of Hypertext, Pragmatism, and
Cognitive Flexibility Theory to the Interpretation of "Classic Texts" in
Intellectual History
Hypertext and the Mind
/
Jones, Robert Alun
/
Spiro, Rand
Proceedings of the Fourth ACM Conference on Hypertext
1992-11-30
p.141-148
© Copyright 1992 Association for Computing Machinery
Summary: What does it mean to understand a "classic text" in the history of social
thought? Recent pragmatist arguments in intellectual history suggest that it
is a matter of placing the text within some larger context, viewing it from a
variety of perspectives, and "using it" to satisfy one's own interests and
purposes. What is the best means to "advanced knowledge acquisition"? Recent
theories of learning in cognitive psychology suggest that we view
"ill-structured knowledge domains" as landscapes, to be "criss-crossed" in a
variety of directions, from multiple perspectives. Hypertext is a technology
for doing both of these things. Quite independently, but sharing a foundation
in pragmatism and the later Wittgenstein, each of these disciplines thus
encourages further research in the development and implementation of hypertext
systems for learning. Such research is being carried out in the Hypermedia
Laboratory and the Cognitive Flexibility Laboratory at the University of
Illinois, with implications for the way hypertext systems are designed and
implemented, and the pedagogical problems to which they are applied.
