William Rybolt

Bio: William Rybolt is an academic researcher from Babson College. The author has contributed to research in topics: Artificial neural network & Expert system. The author has an hindex of 7, co-authored 16 publications receiving 209 citations.

Recall and learning from broadcast news: Is print better?

Abstract: Recall and learning from television, audio and print news was measured to determine how much is recalled by Kenyan and American college students. For both groups, recall from television and print was similar and significantly higher than from an audio source.

Literacy, Illiteracy, and Learning From Television News

Abstract: This paper reports on an investigation of the abilities of literates and adult nonreaders to recall and use information from a national network television news program. On a test of unaided recall of news stories the literates recalled 55% more stories than the nonreaders. On a multiple-choice test of information gain from the news program, the literates performed 63% better than the nonreaders. The samples were found to be virtually identical in their use of and opinions about television news. A control group of college students was given the information test without first seeing the news program and did no better than chance.The most important factor affecting recall was the length of time the story was on the air. Human interest stories were recalled much better by both groups than any other type of story. The level of performance among the adult nonreaders correlated highly with their reading levels.

A comparison of the manipulation of certainty factors by individuals and expert system shells

Abstract: The treatment of uncertainty in expert system shells is addressed, starting with a review of the modeling of uncertainty by expert system shells. An experiment to replicate earlier work investigating the manner in which individuals manipulate certainty factors in comparison to commercial shells is discussed. Comparisons are made among seven commercial shells, both personal-computer (PC)-based and mainframe-based, and individuals. A significant difference between individuals and shells themselves is indicated. Some implications for both expert system and decision-support-system methodologies are discussed. >

The Cognitive Mediation Model of Learning From the News Evidence From Nonelection, Off-Year Election, and Presidential Election Contexts

Abstract: The cognitive mediation model predicts that the impact of a learning gratification for news media use on knowledge of news content is mediated by information processing variables. Specifically, surveillance gratifications seeking should encourage two forms of information processing: news attention and elaboration. These forms of information processing should covary and have a direct and positive impact on learning of news content. The impact of surveillance gratifications seeking on knowledge—expected at the zero-order level—should be approximately zero when these information processing variables are controlled. A secondary analysis of two sample surveys (N = 512 and N = 567) plus analysis of original data specifically designed to test the model (N = 299) provide nearly complete support for hypotheses derived from the model in the context of political learning from the news. Suggestions for expansion of the model are provided.

The Evening's Bad News: Effects of Compelling Negative Television News Images on Memory

Abstract: This study examined the relationship between compelling negative images in television news and memory for information in the stories. Memory differences were found before, during, and after the presence of negative compelling images. Memory was worse for material that preceded the negative scenes. During negative scenes, memory was worse for semantically intact audio information such as speech than for nonsemantic aural information such as screams or crashing noises. Memory for visual material presented after compelling negative images was better than memory for material presented before compelling negative images. Results are discussed in relation to retroactive inhibition and proactive facilitation of memory, and in relation to theories about the effects of emotion in cognitive processing.

Differences in knowledge acquisition among readers of the paper and online versions of a national newspaper

Abstract: Relative to traditional newspapers, Internet-based papers provide fewer cues about news story importance and give readers more control over story selection. As a result, readers of an online paper may acquire less information about national, international, and political events than would print paper readers. This article reports the results of a multi-day experiment which compared the differential effects of exposure to print and online versions of the New York Times. Online readers of the Times appear to have read fewer national, international, and political news stories and were less likely to recognize and recall events that occurred during the exposure period.

User Control and Structural Isomorphism or Disorientation and Cognitive Load

Abstract: User control theory predicts that providing freedom in learning increases learning compared to traditional instruction, implying that the Web is more effective for learning than print. Theorists have also argued that navigation through Web sites mimics the associative nature of human memory and information processing—structural isomorphism—suggesting Web superiority. However, studies indicate that hypermedia increases cognitive load and produces disorientation, implying that hypermedia increases cognitive load and produces disorientation, implying that the Web would be less effective for learning than would print. An experiment comparing learning in print versus several Web site designs demonstrated that learning from print as measured by recognition is better than learning from linear and nonlinear Web designs but no different from a design including advisement. No significant differences across media conditions were found using cued recall as the measure of learning. Additional findings suggest that cog...