Investigates the effects of context-weak versus context-strong tasks and learning style on the citation-frequencies and citation-percentages of four mental models (semantic networks, concept maps, frames/scripts, and schemata) students perceived to be inherent in a hypermedia learning environment. (Author/AEF)

Discussion of hypermedia, memory, and metacognition focuses on a study of graduate students that examined how hypermedia instruction can influence structures of knowledge, format selection for graphical descriptions of hypermedia-related information, hypermedia knowledge, concept-map complexity, and metacognitive accuracy. Future research is…