andaspectsofresearchers’problem-solvingandrelated information-seeking behavior. One hundred and eleven postdoctoral researchers were assessed for Witkin’s field dependence/independence using Riding’s Cognitive Styles Analysis and for Pask’s holist/serialist biases usingitemsfromFord’sStudyProcessesQuestionnaire. These measures were correlated with the researchers’ perceptions of aspects of their problem-solving and information-seeking behavior, and with those of the search intermediary who performed literature searches on their behalf. Anumber of statistically significant correlations were found. Field-independent researchers weremoreanalyticandactivethantheirfield-dependent counterparts. Holists engaged more in exploratory and serendipitous behavior, and were more idiosyncratic in their communication than serialists.

The study described in this article investigated how differences in cognitive style and online search experience influence the search performance and navigational pattern of individuals utilizing a university World Wide Web (WWW) site. Forty-eight undergraduate students with diverse academic backgrounds participated in the study. On the basis of cognitive style and prior experience with online database search, the participants were assigned to 1 of the following groups: (a) field-dependent (FD) with little or no online search experience, (b) FD with substantial online search experience, (c) field-independent (FI) with little or no online search experience, and (d) FI with substantial online search experience. It was found that cognitive style influenced search time, whereas online search experience affected navigational style, such as jumps and layer traversal. Cognitive style and online search experience also interacted to influence search performance and navigational style. FDs with little or no online search experience navigated the WWW in a fairly linear mode, using embedded links frequently. They also tended to visit more nodes and used “Home ” more frequently than the rest. The results imply that as FD searchers gain more online search experience, their navigational style and search performance change and become comparable to that of FDs. Based on these findings, some suggestions are made to improve the WWW interface and WWW user training programs. 1.

This paper discusses educational informatics as a research field and provides an overview of the scope of work in this, and closely related, areas by members of the Department of Information Studies at the University of Sheffield. Current work in Sheffield focuses on the use of information and communications technologies (ICTs) in universities and schools, seeking to understand the effects of using ICTs in educational practice on learners, teachers and learning support staff. It also seeks to develop practical knowledge of relevance to the design and facilitation of ICT-enabled learning environments. The paper highlights the interdisciplinary nature of this research, and discusses theoretical frameworks and methodological approaches that are being used by Sheffield researchers. It concludes by suggesting that library and information science has a

Abstract not found

This study investigates how users ’ cognitive and affective characteristics influence the navigational and search behaviors on the Web among experienced Web users. Sixty-seven undergraduate students participated in the study. Two standardized tests and a questionnaire were used to collect information on the participants’ cognitive style, problem-solving style, and demographics. Factor analysis was performed on the scores from the two standardized tests (Group Embedded Figures Test and Problem Solving Inventory), and extracted two user factors (Focus Control and Emotion Control). The Focus Control factor seemed to influence users’ navigational behaviors, such as the use of links and back buttons, whereas the Emotion Control factor affected search behaviors including keyword searching, and also search performance measured by precision and recall.

Numerous studies have identified links among culture, user preferences, and Web site usability. Most of these studies were reports of findings from a behavioral perspective in explaining how cultural factors affect processes of Web-related content design and use. Based on the research of Vygotsky and Nisbett, the authors propose a broader model, referred to as ‘‘cultural cognition theory,’ ’ by which Web design, like other types of information production, is seen as being shaped by cultural cognitive processes that impact the designers ’ cognitive style. This study explores issues related to Web designers’ cultural cognitive styles and their impact on user responses. The results of an online experiment that exposed American 1 and Chinese users to sites created by both Chinese and American designers indicate that users perform information-seeking tasks faster when using Web content created by designers from their own cultures. doi:10.1111/j.1083-6101.2006.00018.x