DOMAIN EXPERTISE AND KNOWLEDGE ACQUISITION FROM NONLINEAR EXPOSITORY TEXT

This article examines some important theoretical issues with regard to how nonlinear text structures of the kind embodied in hypertext might affect learning. Empirical results showing that well-structured nonlinear texts are as effective as conventional linear ones for learning factual information and that they can enhance inferential reasoning are presented and discussed. It is suggested that using a graphic device called a ''conceptual map '' to represent the relationships between text concepts can help the reader form a coherent view of the textual information and constrain nonlinear reading to useful juxtapositions of text units.