Comprehension effects of signalling relationships between documents in search engines

[1]  Helge I. Strømsø,et al.  Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks , 2010 .

[2]  T. Baccino,et al.  Do graphical overviews facilitate or hinder comprehension in hypertext? , 2009, Comput. Educ..

[3]  Helge I. Strømsø,et al.  Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding , 2008 .

[4]  Rainer Bromme,et al.  Effects of the metacognitive computer-tool met.a.ware on the web search of laypersons , 2008, Comput. Hum. Behav..

[5]  V. Zampa,et al.  Summarizing digital documents: effects of alternate or simultaneous window display , 2008 .

[6]  E. Stahl,et al.  Epistemological beliefs and self-regulated learning with hypertext , 2008 .

[7]  J. Rouet,et al.  The Impact of Presentation Format, Task Assignment, and Prior Knowledge on Students' Comprehension of Multiple Online Documents , 2007 .

[8]  Ramesh Sharda,et al.  Visualization of web spaces: state of the art and future directions , 2007, DATB.

[9]  Thorsten Joachims,et al.  In Google We Trust: Users' Decisions on Rank, Position, and Relevance , 2007, J. Comput. Mediat. Commun..

[10]  Brianna Scott,et al.  Navigational spatial displays: The role of metacognition as cognitive load * , 2007 .

[11]  Helge I. Strømsø,et al.  Effects of Personal Epistemology on the Understanding of Multiple Texts , 2006 .

[12]  Walter Kintsch,et al.  Reading Strategies and Hypertext Comprehension , 2005 .

[13]  Joseph P. Magliano,et al.  The Role of Top-Down and Bottom-Up Processes in Between-Text Integration , 2005 .

[14]  Suresh K. Bhavnani,et al.  Exploring the distribution of online healthcare information , 2003, CHI Extended Abstracts.

[15]  Mary Anne Britt,et al.  Implications of document-level literacy skills for Web site design , 2002, Behavior research methods, instruments, & computers : a journal of the Psychonomic Society, Inc.

[16]  S. Hidi.  Interest, Reading, and Learning: Theoretical and Practical Considerations , 2001 .

[17]  Christopher R. Wolfe,et al.  Learning and Teaching on the World Wide Web , 2001 .

[18]  Shane S. Sturrock,et al.  Time Warps, String Edits, and Macromolecules – The Theory and Practice of Sequence Comparison . David Sankoff and Joseph Kruskal. ISBN 1-57586-217-4. Price £13.95 (US$22·95). , 2000 .

[19]  Ulrich Schiefele.  Interest and Learning From Text , 1999 .

[20]  Herre van Oostendorp,et al.  Cognitive Effects of a Structural Overview in a Hypertext , 1999, Br. J. Educ. Technol..

[21]  A. Krapp.  Interest, motivation and learning: An educational-psychological perspective , 1999 .

[22]  H. Oostendorp,et al.  The Construction of Mental Representations During Reading , 1998 .

[23]  Amy M. Shapiro,et al.  Promoting Active Learning: The Role of System Structure in Learning From Hypertext , 1998, Hum. Comput. Interact..

[24]  W. Kintsch.  Comprehension: A Paradigm for Cognition , 1998 .

[25]  M. A. Britt,et al.  Studying and Using Multiple Documents in History: Effects of Discipline Expertise , 1997 .

[26]  R. F. Lorch,et al.  Effects of organizational signals on free recall of expository text , 1996 .

[27]  T. Trabasso,et al.  Constructing inferences during narrative text comprehension. , 1994, Psychological review.

[28]  Robert B. Ruddell,et al.  A study of cognitive mapping as a means to improve summarization and comprehension of expository text , 1989 .

[29]  William C. Mann,et al.  Rhetorical Structure Theory: Toward a functional theory of text organization , 1988 .

[30]  Richard E. Mayer,et al.  Twenty years of research on advance organizers: Assimilation theory is still the best predictor of results , 1979 .

[31]  Yvonne Kammerer,et al.  How Authority-Related Epistemological Beliefs and Salience of Source Information Influence the Evaluation of Web Search Results – An Eye Tracking Study , 2009 .

[32]  Mari Carmen Puerta Melguizo,et al.  The effects of the number of links and navigation support on cognitive load and learning with hypertext: The mediating role of reading order , 2009, Comput. Hum. Behav..

[33]  Romain Zeiliger,et al.  The Constructivist Mapping of Internet Information at Work with Nestor , 2008 .

[34]  Bryan N. Alexander.  Web 2.0: A New Wave of Innovation for Teaching and Learning? , 2006 .

[35]  Ivar Bråten,et al.  Constructing meaning from multiple information sources as a function of personal epistemology , 2006 .

[36]  Ronald D. Bleed.  The IT Leader as Alchemist: Finding the True Gold. , 2006 .

[37]  Jennifer Wiley,et al.  Supporting Understanding Through Task and Browser Design , 2001 .

[38]  M. Anne Britt,et al.  Teaching Advanced Literacy Skills for the World Wide Web , 2001 .

[39]  R. Shillcock,et al.  Proceedings of the Twenty-Third Annual Conference of the Cognitive Science Society , 2001 .

[40]  M. A. Britt,et al.  Toward a theory of documents representation. , 1999 .

[41]  N. Taatgen,et al.  PROCEEDINGS OF THE TWENTY FIRST ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY , 1999 .

[42]  Peter W. Foltz,et al.  The Measurement of Textual Coherence with Latent Semantic Analysis. , 1998 .

[43]  M. A. Britt,et al.  Using Hypertext to Study and Reason About Historical Evidence , 1996 .

[44]  James M. Royer,et al.  The Assessment of Levels of Domain Expertise While Reading , 1996 .

[45]  Andrew Dillon,et al.  HyperText and Cognition , 1996 .

[46]  W. Kintsch.  How readers construct situation models for stories. The role of suntactic cues and causal inferences , 1992 .