Abstract
We investigated the effects of college training on students’ metatextual knowledge, hypertext navigation strategies and their acquisition of problem-relevant information. Ten psychology undergraduates and nine clinical psychology post-graduate students were asked to study a 3,400-word, 14-section hypertext with the purpose of drafting a short essay on a specific, complex issue in the area of teenage psychopathology. The specialists outperformed the novices on a metatextual knowledge test. They spent more time visiting relevant sections of the hypertext, and wrote essays containing more critical information. They also displayed a better incidental memory for the hypertext structure. We discuss the data in terms of the late acquisition of metatextual knowledge and study strategies.
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