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Fluid Documents incorporate additional information into a page by adjusting typography using interactive animation. One application is to support hypertext browsing by providing glosses for link anchors. This paper describes an observational study of the impact of Fluid Documents on reading and browsing. The study involved six conditions that differ along several dimensions, including the degree of typographic adjustment and the distance glosses are placed from anchors. Six subjects read and answered questions about two hypertext corpora while being monitored by an eyetracker. The eyetracking data revealed no substantial differences in eye behavior between conditions. Gloss placement was significant: subjects required less time to use nearby glosses. Finally, the reaction to the conditions was highly varied, with several conditions receiving both a best and worst rating on the subjective questionnaires. These results suggest implications for the design of dynamic reading environments. Keywords Fluid user interfaces, fluid documents, focus+context, hypertext navigation, on-line reading, eye tracking, studies of dynamic user interfaces

Abstract—Participants who had to recall 12 childhood events (a difficult task) were more likely to infer that they could not remember large parts of their childhood than participants who had to recall 4 events (an easy task), although the former recalled three times as many events. This pattern of results suggests that memory judgments are based on the experienced ease or difficulty of recall. Accordingly, the negative impact of recalling 12 events was attenuated when participants were led to attribute the experienced difficulty to the task rather than to the poor quality of their memory. The findings emphasize the role of subjective experiences and attribution in metamemory judgments. Address correspondence to Piotr Winkielman, Department of Psychology,

It has long been assumed that people perceive in others qualities that they wish to deny in themselves, but empirical evidence for defensive projection is limited and controversial. A new model of projection is presented in this article. People might try to actively suppress thoughts about the possibility that they have undesirable personality traits, but it was hypothesized that this response to threat ultimately causes thoughts about the unwanted traits to become chronically accessible. As a result, those trait concepts will be used to interpret others ' behavior. Studies 1-4 showed that those people who both avoid thinking about having threatening personality traits and deny possessing them (repressors) also readily infer those traits from others ' behavior. Studies 5-6 provided experimental support for the model. Unfavorable traits were attributed to participants, who, when they were asked or predisposed to not think about the traits, subsequently projected them onto someone else. Why do so many people regard their rivals and opponents as exploitative and unscrupulous? Why are some people consumed with intense, irrational suspicions that their lovers are unfaith-ful? Why are gay people vilified and attacked by many hetero-sexuals? How do people form stereotypes of out-groups whose members they scarcely know? One traditional answer to such questions invokes the concept of projection (A. Freud, 1936; S. Freud, 1915/1957). According to this view, when people are motivated to avoid seeing certain faults in themselves, they contrive instead to see those same faults in others. In recent years, a number of researchers have analyzed and investigated the social-cognitive mechanisms underlying phe-nomena that have traditionally been associated with psychoana-lytic theory (e.g., Andersen & Cole, 1990; Bornstein, 1993;

Two studies demonstrated that attempts to debias hindsight by thinking about alternative outcomes may backfire and traced this to the influence of subjective accessibility experiences. Participants listed either few (2) or many (10) thoughts about how an event might have turned out otherwise. Listing many counterfactual thoughts was experienced as difficult and consistently increased the hindsight bias, presumably because the experienced difficulty suggested that there were not many ways in which the event might have turned out otherwise. No significant hindsight effects were obtained when participants listed only a few counterfactual thoughts, a task subjectively experienced as easy. The interplay of accessible content and subjective accessibility experiences in the hindsight bias is discussed. After the outcome of an event is known, people “tend to view what has happened as having been inevitable ” (Fischhoff, 1982a, p. 428) and assume that they could have predicted the outcome all along. Initially documented by Fischhoff (1975), this hindsight bias has been observed in many domains of judgment (for reviews see Christensen-Szalanski & Willham, 1991; Hawkins & Hastie, 1990). After learning about the outcome, judges presumably update

Research has shown that the activation and application of a significant-other representation to a new person, or transference, occurs in everyday social perception (S. M. Andersen & A. Baum, 1994; S. M. Andersen & S. W. Cole, 1990). Using a combined idiographic and nomothetic experimental paradigm, two studies examined the role of chronic accessibility of significant-other representations in transference. After learning about 4 fictional people, 1 of whom resembled a significant other, participants ' recognition memory was assessed. Both studies showed greater false-positive memory in the significant-other condition, relative to control, even in the absence of priming. Study 2 showed that although the effect was greater when the significant-other representation was concretely applicable to the target information, it occurred even when no such applicability was present. Results implicate the chronic accessibility of significant-other representations in transference. Mental representations of significant others serve as storehouses of information about important individuals from one's life. Interestingly, these representations can also be triggered by a new person and applied to this person in the context of everyday interpersonal relations (Andersen & Baum, 1994; Andersen

This paper describes a theoretical analysis and experimental investigation of difficulty related distraction by conflicting goal intentions in learning and problem solving with hypertext. Log files are used to capture hypertext navigation in the face of opportunities to implement competing goal intentions. We study how differences in task difficulty influence the volitional protection of the current goal intention. First attempts to integrate volitional processes of action control into cognitive architectures are presented.

A study of unequal computer platform effects on task performance and collaboration patterns

This paper investigates the performance and communication patterns that take place when collaborators use unequal computer platforms for conducting their collaboration. We are envisioning a scenario where a person in the field has some form of a Personal Data Assistant (PDA) that contains a shared environment with another individual. This second individual in the dyadic communication is either located in the field, and thus, is equipped with the same form of display platform, a PDA, or in the office with a high-end workstation (we are calling this a PC). If the two individuals are communicating on the same type of platform, we say that the platforms are homogenous. If they are using different platforms, we say that the platforms are heterogeneous

In today’s knowledge economy, technology is utilized more than ever to deliver instructional material to the learner. Nonetheless, information may not always be presented in a manner that maximizes the learning experience, resulting in a negative impact on learning outcomes. Drawing on the Task-Technology Fit model, a research framework was developed to investigate the influence of vividness, interactivity, task complexity, and learning style on performance, satisfaction, interest, and perceived mental effort in the context of learning how to use an office productivity tool via a computer-mediated learning environment. It was hypothesized that vividness and interactivity would increase satisfaction and interest and that the affects of vividness and interactivity on performance and perceived mental effort would vary depending on the complexity of the task. It was also hypothesized that vividness and learning style would interact to influence performance and perceived mental effort when a task was more complex. A laboratory experiment was employed to test the research model. The experiment manipulated two levels of vividness, interactivity, and task complexity, resulting in six unique treatment conditions. In each of these treatment conditions, subjects viewed a computerbased tutorial on how to complete a task using a specific tool in Microsoft Excel. Subjects were