Using Common Region in Node-Link Displays: The Role of Field Dependence/Independence.

IF 2.2 4区教育学 Q1 Social Sciences

Journal of Experimental Education Pub Date : 1998-01-01 DOI:10.1080/00220979809604404

Todd L. Chmielewski, D. Dansereau, J. Moreland

{"title":"Using Common Region in Node-Link Displays: The Role of Field Dependence/Independence.","authors":"Todd L. Chmielewski, D. Dansereau, J. Moreland","doi":"10.1080/00220979809604404","DOIUrl":null,"url":null,"abstract":"The role common region plays in acquiring scientific information from node-link displays was investigated. Common region (Palmer, 1992), a relatively new gestalt principle of organization, refers to the phenomena in which objects that share the same perceptually defined area are seen as grouped together. Eighty-eight par ticipants were randomly assigned to one of two groups: knowledge maps demon strating common region or knowledge maps not demonstrating common region. The role of individual differences in field dependence/independence was also assessed. The results indicated that field dependence/independence differentially affects per formance for node-link displays that either demonstrate or do not demonstrate com mon region. The field-dependent participants outperformed the field-independent participants for maps demonstrating common region, whereas the opposite was true for maps not using this principle. The results are interpreted in terms of cognitive effort, and implications for designing node-link displays are discussed.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"197-207"},"PeriodicalIF":2.2000,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809604404","citationCount":"17","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experimental Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00220979809604404","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 17

Abstract

The role common region plays in acquiring scientific information from node-link displays was investigated. Common region (Palmer, 1992), a relatively new gestalt principle of organization, refers to the phenomena in which objects that share the same perceptually defined area are seen as grouped together. Eighty-eight par ticipants were randomly assigned to one of two groups: knowledge maps demon strating common region or knowledge maps not demonstrating common region. The role of individual differences in field dependence/independence was also assessed. The results indicated that field dependence/independence differentially affects per formance for node-link displays that either demonstrate or do not demonstrate com mon region. The field-dependent participants outperformed the field-independent participants for maps demonstrating common region, whereas the opposite was true for maps not using this principle. The results are interpreted in terms of cognitive effort, and implications for designing node-link displays are discussed.

查看原文本刊更多论文

在节点-链路显示中使用公共区域:字段依赖/独立的作用。

研究了共同区域在节点链接显示器获取科学信息中的作用。共同区域(Palmer, 1992)是一种相对较新的格式塔组织原则，指的是共享同一感知定义区域的物体被视为组合在一起的现象。88名参与者被随机分为两组:显示公共区域的知识地图组和不显示公共区域的知识地图组。还评估了个体差异在野外依赖/独立中的作用。结果表明，域依赖性/独立性对显示或不显示共同区域的节点链接显示的性能有不同的影响。对于展示公共区域的地图，字段相关参与者的表现优于字段独立参与者，而对于不使用此原则的地图，情况正好相反。结果在认知努力方面解释，并对设计节点链接显示的影响进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Experimental Education Multiple-

CiteScore

6.70

自引率

0.00%

发文量

期刊介绍： The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.