{"id":7000,"date":"2006-07-09T18:45:44","date_gmt":"2006-07-09T18:45:44","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/smith-hypertext\/"},"modified":"2006-07-09T18:45:44","modified_gmt":"2006-07-09T18:45:44","slug":"smith-hypertext","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/smith-hypertext\/","title":{"rendered":"Smith, “Hypertextual Thinking”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>

Smith, Catherine F. "Hypertextual Thinking." Literacy and Computers:
\n The Complications of Teaching and Learning with Technology<\/i>. Cynthia Selfe
\n and Susan Hiligoss, eds. Research and Scholarship in Composition Ser. New York:
\n MLA, 1994. 264-281.<\/p>\n

<\/p>\n

Smith seeks to develop an understanding of hypertext as having a figural
\nrelationship to cognitive form and structure.  She draws on Susanne Langer
\n(Living Form) and Walter Kintsch (Cognitive Architecture) to suggest models of
\nthinking as they overlap with "human capabilities for designing a conscious
\nintellectual quest" (280). The intellectual experience of
\nhypertext–hypertextual thinking–Smith contends, might move us toward "reidentifications
\nof literate thinking, especially those that realign literacy’s relation to
\ntextuality" (280). <\/p>\n

Smith opens with a riff on Bolter’s correlation of mind as a network of
\nsigns.  She questions this.  Is it?  Something seems to be
\nlacking in the metaphor.  Smith’s focus in the chapter is what she calls
\n"the pragmatics of making meaning," and the discussion proceeds through
\ndistinctions between thick and thin cognition.  "I am asking whether
\nhypertext systems might be designed and used to support the ‘thicker’ kinds of
\nknowing" (265). <\/p>\n

Hypertext is an "intellectual experience<\/b>" in addition to a "textual
\nexperience related to reading and writing" (266). This approach puts pressure on
\nwhat it means to read and write hypertext as meaning-making activities or, in
\nLanger’s terms, acts<\/i>.<\/p>\n

In her discussion of cognitive architecture, drawing on Kintsch, Smith
\nconsiders structures of expectation and the problem of getting lost in a
\n"spaghetti" of hyperspace (275).  Other factors include relevance (a
\nteleological turn here) and quest.  ^It’s not clear in places whether the
\nquest is ordered according to a network topography or something more grid-like
\n(274b). <\/p>\n

Implications for teaching focuses on heuristics (280): "In Langer’s view of
\nacts of thinking, objects are saturated by their relations, grounded in a
\ncontext; most important, they are motivated by a particular situation" (279).<\/p>\n

Sections:
\nThe Issue: Making Meaning
\nHypertext: The Original Paradigm and Its Limitations
\nAn Alternative View: Hypertext as Living Form and as Cognitive Architecture
\nLiving Form
\nCognitive Architecture
\nImplications for Teaching and Learning
\nHypertextual Thinking and Orality<\/p>\n

"Nodes<\/b> and links<\/b> are the defining capabilities of hypertext"
\n(267).<\/p>\n

"’Living form’ is Langer’s characterization for continuous vital process or
\norganic connectivity<\/b>, both within a single form of existence and across
\nforms of existence" (270). Smith explains how Langer’s philosophy of mind–keyed
\nby 1.) dynamic architecture, 2.) origination and effect in a situation, and 3.)
\nformative principles of individuation and involvement–inform "a different
\nnotion of hypertext" (271). <\/p>\n

"Through ambience, an act gathers relationships with other acts.  The
\npossibilities are so varied as to blue distinctions between kinds of existence,
\ne.g. between organic and inorganic existence" (271).<\/p>\n

"This constructed output–the initial text base–is an associative network,
\nwith propositions as nodes and associations as links" (273). [Return]<\/p>\n

"My primary aim here, however, is not to specify the technical implementation
\nbut to bring into view a fresh concept<\/i> of hypertext. As Mark Frisse
\nnotes, ‘How people conceptualize hypertext will affect how they design
\nindexes<\/b> and information retrieval methods<\/b> for those systems’" (276).\n<\/p>\n

Terms: mental representation (272), structures of expectation (273),
\nactivation vector (274), hypertextual thinking (280)<\/p>\n

\n
Related sources:<\/dt>\n
Kintsch, Walter, and Teun A. van Dijk. "Toward a Model of Text
\n Comprehension and Production." Psychological Review<\/i> 85 (1978): 363-94.<\/dd>\n
Langer, Susanne K. Feeling and Form: A Theory of Art.<\/i> New York:
\n Scribner’s, 1953.<\/dd>\n
Langer, Susanne K. Mind: An Essay on Human Feeling.<\/i> Baltimore:
\n Johns Hopkins UP, 1967.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

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