Individual differences in hypertext browsing strategies

The purpose of this study was to investigate differences in web browsing strategies between older and younger participants and also between individuals displaying verbaliser and imager cognitive styles. Typically, verbalisers process information in word form, whereas imagers process information in terms of images. Ten minutes each were allowed to 58 participants to read information in either a hierarchical or relational hypertext with the expectation of answering questions on this information. Browsing strategies were assessed firstly by using three indices of browsing patterns (number of pages visited, proportion of pages visited and pages revisited) and secondly by analysing assessments of browsing strategies given by independent judges. Differences were found between imagers and verbalisers for the indices of browsing patterns, with verbalisers visiting more pages in the hierarchical architecture and imagers visiting more pages in the relational architecture. Similarly, differences were noted between younger and older participants, with the younger groups visiting more pages in the hierarchical condition and the older groups visiting more pages in the relational condition. No differences were observed for the judge's ratings of browsing strategy. The findings have possible implications for the design of web-based instructional systems.     

Individual differences in hypertext browsing strategies

The purpose of this study was to investigate differences in web browsing strategies between older and younger participants and also between individuals displaying verbaliser and imager cognitive styles. Typically, verbalisers process information in word form, whereas imagers process information in terms of images. Ten minutes each were allowed to 58 participants to read information in either a hierarchical or relational hypertext with the expectation of answering questions on this information. Browsing strategies were assessed firstly by using three indices of browsing patterns (number of pages visited, proportion of pages visited and pages revisited) and secondly by analysing assessments of browsing strategies given by independent judges. Differences were found between imagers and verbalisers for the indices of browsing patterns, with verbalisers visiting more pages in the hierarchical architecture and imagers visiting more pages in the relational architecture. Similarly, differences were noted between younger and older participants, with the younger groups visiting more pages in the hierarchical condition and the older groups visiting more pages in the relational condition. No differences were observed for the judge's ratings of browsing strategy. The findings have possible implications for the design of web-based instructional systems.     

Individual differences in Internet usage motives

The relationship between the psychobiological model of personality types (psychoticism, extraversion, and neuroticism) devised by Eysenck and Eysenck [Personality and individual differences: A natural science approach, Plenum Press, New York, 1985] and Internet use and usage motives was examined. A sample of 210 undergraduate students were asked to report on their motives for using the Internet and how often they engaged in a variety of Internet and web-based activities. The findings demonstrate distinctive patterns of Internet use and usage motives for those of different personality types. Specifically, those scoring high in neuroticism reported using the Internet to feel a sense of “belonging” and to be informed. Extraverts rejected the communal aspects of the Internet, and made more instrumental and goal-oriented use of Internet services. Finally, those scoring high in psychoticism demonstrated an interest in more deviant, defiant, and sophisticated Internet applications. Implications of the findings as well as suggestions for future research are included.     

Individual differences and the user interface

Individual differences in cognitive functions are relevant in introducing novioes to computing. The interaction between the user and the computer may be improved if these psychological characteristics are taken into account in the design of the user interface and in the design of introductory courses. In.section 1 of this paper an analysis is made of individual differences and of the possibilities of adaptation. The user interface is described as an opportunity for adaptation. Methods of adaptation are systematically related to the changeability of individual differences. Illustrated by an overview of previous experimental work, some principles of adaptation are demonstrated in relation to individual differences on variables that are relevant in human-computer interaction. Prior knowledge of mathematics has been shown to be related to success and failure in learning a programming language, and to motivation for using computers. In section 2 ways to prevent the course drop-out rate by structuring the teaching method are illustrated. Strategies of information processing in the user interface, in relation to metacommunication and teaching, are described in section 3 as another example of an individual difference variable that may be attended to in teaching, resulting in reduction of problem solving time. Some cognitive styles are related to success in programming. The choice of adequate educational examples may improve programming habits, as illustrated in section 4. Style of representation and spatial ability are relevant for the development of mental models of computer system. In section 5 some field studies on teaching novices to work with office systems illustrate these relations. Teaching strategies, educational examples, and metaphors, may neutralize the handicap some novices have because of these variables.     

Individual differences in response to low discretion jobs

Abstract

Studies of the psychiatric symptoms associated with certain jobs are now frequent. Some individuals are more vulnerable to such effects than others. Certain recent investigations have suggested that this vulnerability is related to the number of minor cognitive failures that the person reports in everyday life. It is also possible however that these failures are themselves related to the challenges the person is experiencing. Some investigations of the 1970s, on the symptom levels in particular jobs, included a measure of cognitive failure; that is, self-reports of attention and memory failures in everyday life. The results on that point have not been published previously. This paper reanalyses those data, and concludes, first, that there was no evidence of cognitive failures being higher or lower in certain jobs. Second, the correlations between cognitive failure and anxiety were markedly higher in repetitive work allowing little control to the individual. Within the limits of the study, the correlation was not particularly high in groups with pacing or low levels of leisure satisfaction. It seems likely therefore that cognitive failure is a sign primarily of vulnerability to psychiatric symptoms in jobs of low discretion.     

Individual differences among young children in Logo environments

Computers are becoming an integral part of the classroom and home environments of children. Yet, there are unanswered questions concerning their effects on young children's learning. Conceptualized within the framework of Piagetian theory and the educational philosophy provided by Papert, this study is a longitudinal investigation of the qualitative changes shown by fourteen preschool children in the development of programming knowledge about Logo over a period of 8 months. Based on their performance, children were grouped into three groups: (1) those who are sophisticated Logo learners; (2) those who function well in Logo environments under support and continuous direction from the Logo teacher; and (3) children who do not function well in Logo environments. In the second part of the study, an investigation of individual difference variables such as field dependent-independent cognitive styles, mathematical ability, creativity, computer and computer-related experiences within the home and outside the home, indicated that only the variable computer-related experiences within the home and outside the home was important in differentiating between the three groups. The findings of the study do not support the claims made by Papert about learning in Logo environments and suggest that Logo learning environments for preschool children be designed by taking into consideration developmental levels of children and individual differences among children. Furthermore, a new set of concepts and paradigms for studying learning in Logo environments needs to be formulated.     

Individual differences in tolerance to shiftwork: a review

Individual differences in the subjective health effects of shiftwork are reviewed. Circadian regulation and brain restitution (sleep) are the crucial mechanisms by which inter-individual factors can affect tolerance to shiftwork. On the other hand, shiftworkers can use different coping mechanisms by trying to schedule their lives and especially their sleeping habits to work at unusual hours. Individual factors related to shiftwork tolerance are discussed in two groups; first, the factors which affect primarily the circadian adjustment; and, second, the factors which mainly relate to the ability to sleep at unusual hours. The significance of circadian adjustment in shiftwork tolerance is outlined.     

Individual differences and behavioral metrics involved in modeling web navigation

This paper presents an empirical study aiming at investigating individual differences and behavioral metrics involved in modeling web navigation. Factors that have an influence on web navigation behavior were identified with the aid of task analysis, and their relevance in predicting task outcomes (performance, satisfaction, perceived disorientation) was tested with the aid of multiple regression analysis. Several types of navigation metrics were calculated based on web logging data and used as indicators of user characteristics and task outcomes. Results show that spatial-semantic cognitive mechanisms seem to be crucial in adequately performing web navigation tasks. The fact that user characteristics and task outcomes can be estimated with reasonable accuracy based on navigation metrics suggests the possibility of building adaptive navigation support in web applications.     

Generative-model-based tracking by cluster analysis of image differences

The EM algorithm is used to track moving objects as clusters of pixels significantly different from the corresponding pixels in a reference image. The underlying cluster model is Gaussian in image space, but not in grey-level difference distribution. The generative model is used to derive criteria for the elimination and merging of clusters, while simple heuristics are used for the initialisation and splitting of clusters. The system is competitive with other tracking algorithms based on image differencing.     

Individual differences on diurnal variations of the task performance

In order to understand psychophysiological background of the individual differences on the diurnal variation of task performance, the task performance (i.e. the number of a simple adding calculation performed in one minute) was measured from 09:30 in the morning to 21:30 in the late evening for 9 healthy university male students. Heart rate (HR) and body temperature were also continuously recorded for 35 hours. There were two different types in the diurnal variation of the task performance; the morning type who shows the best performance in the morning, and the evening type who shows it in the evening. The body temperature curve during daytime in the evening type goes gradually up to the evening, on the contrary, that in the morning type rapidly rises to the maximum point in the morning or the afternoon. HR during daytime were higher in the morning type than the evening type. These results indicate that the morning type has a tendency of the higher mental tension compared with the evening type. And they also suggest that the individual differences on the task performance with a large mental concentration are caused by some kinds of subject's psychosomatic state.     

Individual differences and ergonomic factors in performance on a videotex-type task

This study manipulated ergonomic aspects of a videotex-type task and attempted to relate paper and pencil measures of field dependence-independence, intelligence, capacity to complete a computer science curriculum and attitudes toward computers, to the performance of novice users. Results indicated that fault-tolerant aspects of the software and the use of self-defined commands resulted in superior performance. In addition, field independence and higher intelligence were associated with better performance. No substantial relationship was found between ability to complete a computer science curriculum and performance on the task. Those subjects who expressed an 'awesome' view of the nature of computers appeared to perform less well and it was suggested that this may be related to their lack of experience, although it was not possible to statistically verify this interpretation.     

Individual differences in visuospatial working memory capacity influence the modality effect

The cognitive theory of multimedia learning postulates learning information in a dual-modality design is more effective than in a single modality, which is known as the modality effect. Research has found that the modality effect supports problem-solving learning, but not retention-based learning. This divergence in findings can be explained by the mediating effects of individual differences in visuospatial working memory. The current study confirmed the modality effect, showing superiority of dual-modality over single modality. Results revealed a significant interaction between visuospatial working memory and modality by retention, but no such interaction was obtained for problem solving. It was found that learners with low visuospatial working memory scored higher on retention in dual modality than these in single modality. Interestingly, no differences were found for learners with high visuospatial working memory on retention in both single- and dual-modality conditions. The findings may explain for whom the modality effect works in relation to retention. Finally, the analysis showed no association between modality conditions and subtypes of cognitive load, that is, extraneous and germane cognitive load.