-
Endres-Niggemeyer, B.: Kognitive Modellierung des Abstracting (1991)
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- Source
- Deutscher Dokumentartag 1990. 1. Deutsch-deutscher Dokumentartag, 25.-27.9.90, Fulda. Proceedings. Hrsg. W. Neubauer u. U. Schneider-Briehn
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Endres-Niggemeyer, B.: ¬An empirical process model of abstracting (1992)
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- Mensch und Maschine: Informationelle Schnittstellen der Kommunikation. Proc. des 3. Int. Symposiums für Informationswissenschaft (ISI'92), 5.-7.11.1992 in Saarbrücken. Hrsg.: H.H. Zimmermann, H.-D. Luckhardt u. A. Schulz
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Reischer, J.; Lottes, D.; Meier, F.; Stirner, M.: Evaluation von Summarizing-Systemen : Kommerzielle und freie Systeme im Vergleich (2010)
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- Information und Wissen: global, sozial und frei? Proceedings des 12. Internationalen Symposiums für Informationswissenschaft (ISI 2011) ; Hildesheim, 9. - 11. März 2011. Hrsg.: J. Griesbaum, T. Mandl u. C. Womser-Hacker
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Wan, X.; Yang, J.; Xiao, J.: Incorporating cross-document relationships between sentences for single document summarizations (2006)
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- Research and advanced technology for digital libraries : 10th European conference, proceedings / ECDL 2006, Alicante, Spain, September 17 - 22, 2006
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Hahn, U.; Reimer, U.: Informationslinguistische Konzepte der Volltextverarbeitung in TOPIC (1983)
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-
Hartley, J.; Sydes, M.: Which layout do you prefer? : an analysis of readers' preferences for different typographic layouts of structured abstracts (1996)
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- Journal of information science. 22(1996) no.1, S.27-37
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Schott, H.; Endres-Niggemeyer, B.: ¬Ein individuelles prozedurales Modell des Abstracting (1992)
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-
Hartley, J.; Sydes, M.; Blurton, A.: Obtaining information accurately and quickly : are structured abstracts more efficient? (1996)
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- Source
- Journal of information science. 22(1996) no.5, S.349-356
-
Hutchins, J.: Summarization: some problems and methods (1987)
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-
Hartley, J.: Do structured abstracts take more space? : And does it matter? (2002)
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-
Endres-Niggemeyer, B.: Content analysis : a special case of text compression (1989)
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-
Endres-Niggemeyer, B.; Maier, E.; Sigel, A.: How to implement a naturalistic model of abstracting : four core working steps of an expert abstractor (1995)
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-
Farrow, J.: All in the mind : concept analysis in indexing (1995)
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-
Hartley, J.: Is it appropriate to use structured abstracts in social science journals? (1997)
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Hartley, J.: Is it appropriate to use structured abstracts in non-medical science journals? (1998)
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-
Endres-Niggemeyer, B.: Summarising text for intelligent communication : results of the Dagstuhl seminar (1994)
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-
Hahn, U.: Abstracting - Textzusammenfassung (2023)
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Wilson, M.J.; Wilson, M.L.: ¬A comparison of techniques for measuring sensemaking and learning within participant-generated summaries (2013)
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- Abstract
- While it is easy to identify whether someone has found a piece of information during a search task, it is much harder to measure how much someone has learned during the search process. Searchers who are learning often exhibit exploratory behaviors, and so current research is often focused on improving support for exploratory search. Consequently, we need effective measures of learning to demonstrate better support for exploratory search. Some approaches, such as quizzes, measure recall when learning from a fixed source of information. This research, however, focuses on techniques for measuring open-ended learning, which often involve analyzing handwritten summaries produced by participants after a task. There are two common techniques for analyzing such summaries: (a) counting facts and statements and (b) judging topic coverage. Both of these techniques, however, can be easily confounded by simple variables such as summary length. This article presents a new technique that measures depth of learning within written summaries based on Bloom's taxonomy (B.S. Bloom & M.D. Engelhart, 1956). This technique was generated using grounded theory and is designed to be less susceptible to such confounding variables. Together, these three categories of measure were compared by applying them to a large collection of written summaries produced in a task-based study, and our results provide insights into each of their strengths and weaknesses. Both fact-to-statement ratio and our own measure of depth of learning were effective while being less affected by confounding variables. Recommendations and clear areas of future work are provided to help continued research into supporting sensemaking and learning.
-
Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995)
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- Date
- 27. 1.1996 18:22:06
-
Hartley, J.; Betts, L.: Common weaknesses in traditional abstracts in the social sciences (2009)
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