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Peer reviewedLin, Chi-Hui; Davidson-Shivers, Gayle V. – Journal of Educational Computing Research, 1996
Describes a study of undergraduates that determined the implications of content organization and cognitive style with regard to the design of hypertext. Highlights include effects of linking structure type and field-dependence and -independence on recall of verbal information, attitudes toward instructional materials, and use of the Group Embedded…
Descriptors: Academic Achievement, Cognitive Style, Computer Assisted Instruction, Content Analysis
