The effects of cognitive complexity, need for cognition, and orientation toward learning on information search strategies
Abstract
The purpose of the present study was to investigate the effects of several cognitive and personality variables (e.g., cognitive complexity, need for cognition, and orientation toward learning) on information search strategies and to identify different types of information searchers. Thirty-two college students spent approximately 30 minutes interacting with a multi-media, hyperstack computer program on the Vietnam War. No constraints were put on the subjects as they searched through this loosely-structured yet information-rich environment. Through examining think-aloud protocols and video records of subjects' on screen responses, it was possible to determine, at a descriptive level, the kinds of search strategies subjects were employing as they moved through the HyperCard program. It was found that subjects high in cognitive ability and motivation formulated more issue-relevant questions, chose more concept-oriented topics, made fewer sequential movements, and wrote more cognitively complex summaries following their information searches than subjects low in cognitive ability and motivation. These two groups of subjects did not differ, however, in the amount of time they spent on each topic or in the number of index versus keyword movements they made between topics. Finally, four types of information searchers were identified: the Aimless Wanderer, the Fact Retriever, the Casual Investigator, and the Integrative Analyst. These four types of information searchers differed in their levels of cognitive ability and motivation as well as in the types of questions guiding their information searches. They also differed in their orientation to the subject matter, approaching it either actively or passively, and in the extent to which they attempted to integrate retrieved information. The results of the present study validate Petty and Cacioppo (1986) conceptualizations concerning central versus peripheral route processing and apply these types of processing to the domain of information search strategies. Moreover, the results of the present study also extend McDaniel and Lawrence's (1990) conceptualizations concerning levels of cognitive complexity and describe the effects of these levels on information search strategies. Furthermore, the results of the present study can be directly applied to the field of education and the domain of computer-human interactions. Finally, avenues of future research are discussed.
Degree
Ph.D.
Advisors
McDaniel, Purdue University.
Subject Area
Educational psychology|Information Systems
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