Interaction between attention directing and cogntiive style

Greco, Anthony A.; McClung, Chris

doi:10.1007/bf02765331

Cited by 9 publications

(1 citation statement)

References 9 publications

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“…Recent research on cognitive style in computer-mediated environments has prompted new interest in the construct. Cognitive style has been related to computer usage (Jih & Reeves, 1992), user satisfaction (Reeves & Nass, 1996), access to information databases (Tan & Lo, 1991), attention to information (Greco & McClung, 1979) and learning programs (Chamillard & Karolick, 1999), spatial cognitive skills (Gagnon, 1986;McClurg & Chaille, 1987), and mathematics (Dugdale, 1994). However, as is true of the cognitive style literature in general, studies vary considerably in quality of research design, and hence in the confidence with which conclusions may be drawn from them.…”

Section: Cognitive Style and Internet Usementioning

confidence: 99%

Personality, cognitive style, demographic characteristics and Internet use - Findings from the HomeNetToo project

Jackson

Eye

Biocca

et al. 2003

Swiss Journal of Psychology

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Relationships between personality, cognitive style and Internet use were examined in a longitudinal field study. Participants were low-income African American and European American adults residing in a mid-size urban community in the United States whose Internet use was automatically and continuously recorded for 6 months. Results indicated that extraversion and neuroticism were related to Internet use, but only during the first 3 months of home Internet access. Preferences for global/relational and visual processing, and for abstract conceptualization were weakly related to Internet use at both time intervals. Strongest were relationships between race and Internet use and, to a lesser extent, between education, marital status, and Internet use. The importance of additional research to identify personal and cultural characteristics that may influence and sustain Internet use is discussed.

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Section: Cognitive Style and Internet Usementioning

confidence: 99%

Personality, cognitive style, demographic characteristics and Internet use - Findings from the HomeNetToo project

Jackson

Eye

Biocca

et al. 2003

Swiss Journal of Psychology

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show abstract

Effects of audiovisual stimuli on learning through microcomputer-based class presentation

Hativa

Reingold

1987

Instr Sci

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This study examined the differential effects of color, anhnation and nonverbal sounds incorporated into microcomputer software, on the learning of geometric concepts. The experimental software provided teachers with a detailed lesson outline to be used with one large-screen monitor for whole-class instruction. The stimulus version of the software used all three audiovisual factors as one cueing factor. The no-stimulus version presented the same screen display except in monochrome, with no animations or sound. Ninety-two ninth-grade students, randomly assigned to two treatment groups, answered two aptitude tests, two geometric pre-tests, two geometric immediate post-tests and two one-month delayed post-tests. Two 40-rninute computer-guided lessons were delivered by the same teacher using the same software varying only the stimulus treatment. Results revealed significantly better immediate and delayed learning of the stimulus group over the other group. Beneficial effects of the stimulus treatment showed to be inconsistent across post-tests for the learning of either low-or highaptitude students.

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Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software

Angeli

Valanides

2004

ETR&D

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Interaction between attention directing and cogntiive style

Cited by 9 publications

References 9 publications

Personality, cognitive style, demographic characteristics and Internet use - Findings from the HomeNetToo project

Personality, cognitive style, demographic characteristics and Internet use - Findings from the HomeNetToo project

Effects of audiovisual stimuli on learning through microcomputer-based class presentation

Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software

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