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technique for organizing computer databases or documents to facilitate the nonsequential retrieval of information. Related pieces of information are connected by preestablished or user-created links that allow a user to follow associative trails across the database. The linked data may be in a text, graphic, audio, or video format, allowing for multimediamultimedia,
in personal computing, software and applications that combine text, high-quality sound, two- and three-dimensional graphics, animation, photo images, and full-motion video.
..... Click the link for more information.
 presentations; when more formats than text are linked together, the technique is often referred to as hypermedia. Hypertext applications offer a variety of tools for very rapid searches for specific information; they are particularly useful for working with voluminous amounts of text, as are found in an encyclopedia or a repair and maintenance manual. See also information storage and retrievalinformation storage and retrieval,
the systematic process of collecting and cataloging data so that they can be located and displayed on request. Computers and data processing techniques have made possible the high-speed, selective retrieval of large amounts of information for
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; World Wide WebWorld Wide Web
(WWW or W3), collection of globally distributed text and multimedia documents and files and other network services linked in such a way as to create an immense electronic library from which information can be retrieved quickly by intuitive searches.
..... Click the link for more information.


See G. P. Landow, ed., Hyper/Text/Theory (1994); J. A. Lennon, Hypermedia Systems and Applications: World Wide Web and Beyond (1997); D. Lowe and W. Hall, Hypermedia and the Web: An Engineering Approach (1999).


(computer science)
A data structure in which there are links between words, phrases, graphics, or other elements and associated information so that selection of a key object can activate a linkage and reveal the information.


computer software and hardware that allows users to create, store, and view text and move between related items easily and in a nonsequential way; a word or phrase can be selected to link users to another part of the same document or to a different document


A term coined by Ted Nelson around 1965 for a collection of documents (or "nodes") containing cross-references or "links" which, with the aid of an interactive browser program, allow the reader to move easily from one document to another.

The extension of hypertext to include other media - sound, graphics, and video - has been termed "hypermedia", but is usually just called "hypertext", especially since the advent of the World-Wide Web and HTML.


A linkage between related information. Hypertext is the foundation of the World Wide Web, enabling users to click or tap a link in order to switch to another part of the same Web page, another page on the same site or to a website anywhere in the world. Hypertext is the umbrella term for all links, whether appearing as text (word, phrase or sentence) or as an icon or other graphical element, the latter technically called a "hypergraphic." The terms "hypertext," "hyperlink" and "link" are all used synonymously. See hypermedia, live link and virtual hypertext.

The term was coined by Ted Nelson in 1963, but his vision was more expansive than the one-way links of today's Web. Nelson proposed two-way linking and support for non-hierarchical organization (for more information, visit www.xanadu.com).

The World Wide Web = Hypertext
The Web was developed in the early 1990s by Tim Berners-Lee and Robert Cailliau at the CERN European Laboratory for Particle Physics in Geneva, Switzerland. Whether the Web embodied hypertext as Nelson envisioned it or not, the linking of one item to another created the largest information explosion the world has ever witnessed.

References in periodicals archive ?
Numerous researchers have proposed that reading strategies in hypertext can indirectly affect comprehension by leading readers to process a particular text in terms of amount of information accessed (Salmeron et al.
Although the inherent nature of hypertext reading is often thought to engage learners, research examining the relation between motivation and hypertext reading has resulted in mixed findings, especially since various factors can influence the effect of learner motivation with hypertext learning (Moos & Marroquin, 2010).
Schema theory can thus be used alongside Tosca's conclusions about the anticipatory and retrospective nature of hypertext reading to show how individual links work with or against readers' existing schemata so as to either confirm or revise their predictions about what they will find when following a link.
Cook's focus on linguistic schemata is particularly relevant to hypertext fiction because hyperlinks are often located on strings of text.
While hypertext theorists remain divided as to how hypertext affects reading cognition, the format certainly alters readers' understanding of how a document is structured and where it is located in a body of literature.
No discussion of hypertext is complete without mentioning Vannevar Bush's oft-cited article "As We May Think," which appeared inThe Atlantic Monthly in 1945.
Some research findings can be explained by text comprehension models, showing that hypertext learning does not lead to worse performance compared to linear text learning if students have a certain amount of prior knowledge in the learning domain (Gerdes, 1997; Lawless & Brown, 1997).
B) The hypertext novel invites and encourages different reading experiences that lead to different conclusions.
which individuals engage with hypertext (Korthauer & Koubek, 1994;
the background, which here offers the reader a page of manuscript opposite a transcription of it, holds the hypertext data.
Prior research has shown empirically that instructor-provided hypertext links that elaborate on conceptual information can enhance student acquisition of concept knowledge (Stanton and Stammers 1990a, 1990b; Spruijt and Jansen 1999), particularly when students are able to accurately monitor their own learning (Stimson 1998).
Participants were assigned to either the hypertext or QTVR interface condition according to their order of arrival at the laboratory.