1994
DOI: 10.1006/ijhc.1994.1045
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Menus and memory load: navigation strategies in interactive search tasks

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Cited by 22 publications
(14 citation statements)
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References 23 publications
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“…One simple explanation is that the help window obscures the task window. More sophisticated arguments in the same direction involve cognitive load and interruption [Wright and Lickorish 1994]. The interviews and the Eureka data in Table VII lend support to these ideas.…”
Section: Implications For On-line Helpsupporting
confidence: 51%
“…One simple explanation is that the help window obscures the task window. More sophisticated arguments in the same direction involve cognitive load and interruption [Wright and Lickorish 1994]. The interviews and the Eureka data in Table VII lend support to these ideas.…”
Section: Implications For On-line Helpsupporting
confidence: 51%
“…Authors such as Anderson et al (1993), Brown (1997), Chen and Rada (1996), Cherry et al (1989), Dwyer and Baker (2000), Gentner and Grudin (1996), Ghaoui (2003), Mohageg (1992), Nielsen (2000), Sugar (2001), Williams and Webster (1999), Wright and Lickorish (1994), propose several prescriptions to design a web-based course. We referred to them when developing the Web part of the undergraduate course entitled Teaching and Music Technology.…”
Section: Design Prescriptions Test 1 (What We Learned)mentioning
confidence: 99%
“…The main contribution of the whole process reported here is to bring clarifications to the meaning of several web-based course design prescriptions (also called methods, procedures or tools) found in the literature or taught during courses or workshops addressing the "how to" design an effective and efficient web-based course. The prescriptions we had at the beginning of the process are (Anderson et al, 1993;Brown, 1997;Chen and Rada, 1996;Cherry et al, 1989;Cochenour and Rezabek, 1998;Dwyer and Baker, 2000;Fontana, 1987;Gentner and Grudin, 1996;Ghaoui, 2003;Mohageg, 1992;Nielsen, 2000;Sugar, 2001; Williams and Webster, 1999;Wright and Lickorish, 1994):…”
Section: Introductionmentioning
confidence: 99%
“…Those with high working memory capacity but low general knowledge performed best in the extended practice condition, as they were able to benefit from the extra practice. In examining the use of computer software for a shopping task (determining which store had the best prices for differing numbers of items), Wright and Lickorish (1994) found that as the number of steps needed to solve a problem increased (more demands on working memory), the more likely participants were to use various memory aids available to them. However, which memory or navigational aids participants were most likely to use was not predictable.…”
Section: Computer-based Training (Cbt)mentioning
confidence: 99%