Hypertext in ContextCambridge University Press, 1991. jan. 31. - 166 oldal Hypertext is the term coined for the electronic storage of data, whether it be textual or graphical, in such a way that the whole file transcends simple word processing and becomes more an 'electronic concordance'. In this book the authors cut through the hype surrounding hypertext and evaluate the simple ideas that underlie it. These ideals have led to a variety of claims for hypertext's potential, and the claims are considered here in such contexts as the development of a written tradition, the psychology of navigation, and the use of computers as educational aids. Only within context can the true worth of hypertext be assessed. Consequently, software authors, publishers, psychologists and all those involved in the information industry will turn to this volume for the advice they need in evaluating hypertext. |
Tartalomjegyzék
How Did We Get Here? | |
Why is hypertext important? | 3 |
Hypertext historical highlights | 4 |
Overview of the book | 10 |
Linearity and Hypertext | 13 |
Linearity | 14 |
Orality and literacy the medium shapes the message | 16 |
The character of writing | 19 |
Conclusion | 84 |
Creating Hypertext | 85 |
The conversion of text into hypertext | 86 |
Text access frequencies | 87 |
The nature of the transformation | 88 |
The creation of original hypertexts | 90 |
The characteristics of extended prose arguments | 91 |
The hypertext network or web of facts | 92 |
Contemporary perspectives on literacy | 20 |
The evolution of writing from record to resource | 23 |
The printed book | 30 |
The implications for hypertext | 36 |
Users Tasks and Information | 41 |
The user as reader | 43 |
Reading from screens | 46 |
Conclusion | 48 |
Conclusion | 52 |
The diversity of reading tasks | 53 |
Observing task performance | 54 |
Evidence for task effects | 55 |
Conclusion | 56 |
Hypertext versus paper | 57 |
Hypertext versus linear electronic text | 59 |
Hypertext versus hypertext | 60 |
Conclusions | 61 |
Navigation Through Complex Information Spaces | 63 |
The psychology of navigation | 65 |
The acquisition of cognitive maps | 66 |
Conclusions | 68 |
Acquiring a cognitive map of the text | 70 |
Navigation applied to electronic documents | 73 |
Acquiring a cognitive map of the electronic space | 75 |
Acquiring a cognitive map of a hypertext document | 76 |
browsers maps and structural cues | 77 |
The provision of metaphors | 79 |
Navigating the semantic space | 83 |
The fallacy of simple networks as ideal representations of knowledge | 96 |
From chaos to order from order to understanding? | 98 |
Exploration | 99 |
Writing | 100 |
Conclusion | 101 |
Hypertext Learning and Education | 103 |
Evaluating learning in hypertext | 110 |
Learning support environments | 111 |
Semantic nets and web learning | 113 |
Learner individuality | 116 |
Incidental learning | 117 |
Does hypertext have a role to play in learning and education? | 118 |
The Hypertext Database A Case Study | 121 |
The information space | 123 |
The structure of the database | 124 |
The database frontend | 125 |
The structure of the articles | 127 |
Testing the design | 130 |
Conclusion | 131 |
Where Do We Go From Here? | 133 |
Intelligent hypertext | 135 |
Software tools | 136 |
what have we learned? | 137 |
Glossary | 139 |
References | 147 |
Author Index | 157 |
161 | |
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alphabetic Apple Macintosh applications argument associated authors Beeman browser browsing Chapter claim cognitive map comprehension concept described Dijk Dillon display domain Doug Engelbart effect electronic documents electronic text environment evaluation example experience experimental expert systems fact format graphical Hammond and Allinson hierarchical HyperCard Hypermedia hypertext documents hypertext systems hypertext version HyperTIES information space interaction interface issues Jonassen Kintsch learner learning Lickorish linear literacy Loughborough University manipulation manuscripts material McAleese McKnight medium memex memory metaphor navigation node Note Cards offer oral organisation paper documents performance presented problem psychology readers reading reference relevant repertory grid representation retrieval rôle schemata scholasticism screen semantic net semantic network SGML specific structure style subjects suggest SuperBook tasks Ted Nelson text types Trigg typical users visual word processor writing