ERIC Number: EJ203980
Record Type: Journal
Publication Date: 1979-Apr
Reference Count: N/A
Typographical Cues That Facilitate Comprehension.
Frase, Lawrence T.; Schwartz, Barry J.
Journal of Educational Psychology, v71 n2 p197-206 Apr 1979
In five experiments, adults verified sentences by reading complex information in several technical passages. Both segmenting and indenting influenced performance; however, once a text had been meaningfully segmented, the addition of indentation cues did not affect response time. Implications for typographic design--line length and margins--are discussed. (Author/RD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A