Differences in Concept Mapping, Hypertext Architecture, and the Analyst-Intuition Dimension of Cognitive Style

Autor/in	Graff, Martin
Titel	Differences in Concept Mapping, Hypertext Architecture, and the Analyst-Intuition Dimension of Cognitive Style
Quelle	In: Educational Psychology, 25 (2005) 4, S.409-422 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Architecture; Instructional Systems; Information Processing; Hypermedia; Concept Mapping; Cognitive Style; Cognitive Mapping; Recall (Psychology) + Suchen Sie Ihr Suchwort? Architektur; Unterrichtsorganisation; Informationsverarbeitung; Concept Map; Cognitive styles; Kognitiver Stil; Abberufung
Abstract	There is now evidence to suggest that the degree to which hypertext or web-based instructional systems facilitate recall of information appears to be contingent on an individual's cognitive or information processing style. Concept maps also reflect the way in which individuals process information and therefore it is possible that cognitive style and hypertext architecture might influence concept map drawings produced by hypertext users. In this study, 55 participants were assigned to one of three hypertext conditions and were required to recall information and produce maps of the hypertext. Cognitive style was assessed using the analyst-intuition dimension of cognitive style. The findings confirmed earlier research that individuals possessing different cognitive styles differed in recall performance when using different hypertexts. Furthermore, the concept maps produced by participants with different cognitive styles differed between architecture conditions. The findings are explained partly as being due to differences between individuals' perceived ease of use of hypertext. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10